Saturday, August 1, 2015
Prototype
Sorry for the delay.....but here is my prototype for my problem of practice. I chose Flipped Learning as a means to "Helping my students to understand the content more deeply rather than just surfacely". I created a mind map using MindMeister. I numbered the steps in the "normal" process of teaching and linked each of those to ideas on how to transform to flipped learning.
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Hey, Talissa. I love the mind map. You said in your last blog, "I have many students that do not have a smartphone/computer at home or internet access and if they do have a smartphone--they have limited internet access. I really would love to develop a way to still flip my classroom while accommodating the students who lack internet access." With that in mind, you might want to start small. Select a single unit, for instance, and then select the tools you think that the students will be able to access. So, let's say you have a 40 minute class block. Can you flip your class for 20 minutes using school resources and spend the other 20 doing something "traditional"? You could also design things so that the non-tech aspect of the unit is the thing that the students can do at home.
ReplyDeleteFrom my own experience flipping my class I have a few tips. I would used Google as the learning management system. It does have a learning curve, but it is improving. With Google wire making its way across the country it is becoming a more universal tool. The Google family of applications are all great communication and information tools to use with both parents and students. I know my students and parents became experts and loved it. I even held parent classes on Google taught by students.
ReplyDeleteThe outline of the process looks complete and well thought out. I am a science teacher but I worked in a small school where collaboration was not a suggestion but a survival technique. I can only give you an example of something I know fork for your math teachers when it can to coming up with Project Based Learning (PBL) ideas. I saw how our math teachers worked closely with our art teachers to create cross curricular hands-on real world projects. They approached like the STEAM (Science Technology Engineering Art and Math) movement would, in that they found concepts in math and they applied to art (perspective, scale, perspective, 3-D, and 2-D). The project begins in art class with a discussion in translating things from 2-D to 3-D from an artist point of view, so they sketch an object of their choice using artist techniques to indicate perspective. They then take the picture to math class where they figure out all the math equations and to represent the characteristics of that shape mathematically. The drawing then returns to art class where students use it to sculpt the object. Back in math class the students use the equations as the source for coding a 3-D printer that is used to print out the object. The project is documented along the way and the two objects produced are subjected to a peer review. The teachers have upper class math and art students jury the products with a specified rubric which becomes 40% of the student’s grade. The teacher is responsible for the other 60% of the grade which is based on the process the student used to complete the products. ( I believe that process is worth more in the long run than product) This is a favorite project the kids love to compare what they did verses what the computer did, it changes math for many of the students forever.
I saw on the Desmos site they seem to have the basics for creating art using math which is the digital realm. Before I wrote a grant and our school got a 3-D printer, I would take the kids on a field trip to the local Community College and they students would use their facilities to create the second product. (You could also find a local company that has a 3-D printer, engineering firms or graphics house have them too.)
I used CTE (Fed) money since it was a college visit or a CareerJob Shadow experience. May be your students could do a project with your math department.
I always found that if I present students with a project that is relevant to them, includes purposeful hands-on components, there is time management/organization embedded, and through in a guest speaker or field trip (even virtual works); they would engage and learn what I wanted them to.
You are on the right path it is the future of education. There is a huge amount of work at the front end of a flipped/blended classroom model, but it is so worth it in the end, for you and your students. Good luck on your journey.
Oh, one more tip, I really liked Jing as an app that can voiceover a ppt or anything else. You can even have your students post questions and comments while they are watching at home so you can adjust lessons the next day.
Good Luck again,
Lori Jones
From my own experience flipping my class I have a few tips. I would used Google as the learning management system. It does have a learning curve, but it is improving. With Google wire making its way across the country it is becoming a more universal tool. The Google family of applications are all great communication and information tools to use with both parents and students. I know my students and parents became experts and loved it. I even held parent classes on Google taught by students.
ReplyDeleteThe outline of the process looks complete and well thought out. I am a science teacher but I worked in a small school where collaboration was not a suggestion but a survival technique. I can only give you an example of something I know fork for your math teachers when it can to coming up with Project Based Learning (PBL) ideas. I saw how our math teachers worked closely with our art teachers to create cross curricular hands-on real world projects. They approached like the STEAM (Science Technology Engineering Art and Math) movement would, in that they found concepts in math and they applied to art (perspective, scale, perspective, 3-D, and 2-D). The project begins in art class with a discussion in translating things from 2-D to 3-D from an artist point of view, so they sketch an object of their choice using artist techniques to indicate perspective. They then take the picture to math class where they figure out all the math equations and to represent the characteristics of that shape mathematically. The drawing then returns to art class where students use it to sculpt the object. Back in math class the students use the equations as the source for coding a 3-D printer that is used to print out the object. The project is documented along the way and the two objects produced are subjected to a peer review. The teachers have upper class math and art students jury the products with a specified rubric which becomes 40% of the student’s grade. The teacher is responsible for the other 60% of the grade which is based on the process the student used to complete the products. ( I believe that process is worth more in the long run than product) This is a favorite project the kids love to compare what they did verses what the computer did, it changes math for many of the students forever.
I saw on the Desmos site they seem to have the basics for creating art using math which is the digital realm. Before I wrote a grant and our school got a 3-D printer, I would take the kids on a field trip to the local Community College and they students would use their facilities to create the second product. (You could also find a local company that has a 3-D printer, engineering firms or graphics house have them too.)
I used CTE (Fed) money since it was a college visit or a CareerJob Shadow experience. May be your students could do a project with your math department.
I always found that if I present students with a project that is relevant to them, includes purposeful hands-on components, there is time management/organization embedded, and through in a guest speaker or field trip (even virtual works); they would engage and learn what I wanted them to.
You are on the right path it is the future of education. There is a huge amount of work at the front end of a flipped/blended classroom model, but it is so worth it in the end, for you and your students. Good luck on your journey.
Oh, one more tip, I really liked Jing as an app that can voiceover a ppt or anything else. You can even have your students post questions and comments while they are watching at home so you can adjust lessons the next day.
Good Luck again,
Lori Jones