After the September 10th presentation by Tracy McCandless and Sheryl Goutell from Franklin Elementary School...
1) What questions do you have?
2) What challenges do you feel you will face Flipping in your school with your grade/content area.
3) How will you handle communication with your principal/parent community if you flip your classroom?
1) What questions do you have?
ReplyDelete- I really want to know about the technical elements and what we need to purchase. I also want to learn the best way to upload videos and share them once they are made.
- I also want to read more about if showing a video/them watching a video in class can still be considered flipping if it frees me up to reinforce content.
2) What challenges do you feel you will face Flipping in your school with your grade/content area.
- The only challenge I see moving forward, is resources and what they are developmentally ready for overall. There is so much that we are pushing on them in 4th grade (many of these new requirements light-years ahead of where they were) so I don’t want to do too much to overwhelm them. I also worry that I am taking on so much that is new this year that I don’t want to feel like I am not doing this with fidelity (I guess I need that to be defined). Overall though I am excited to jump in and see what works and what doesn’t.
3) How will you handle communication with your principal/parent community if you flip your classroom?
- Thank goodness for having my Franklin team to help me with this piece of the puzzle. Our principal is already supportive, so now I just want to talk to him about what his expectations for our grade level would be. For parents, I want to let them know when I have the videos available so that they can know where to look and get assistance. Next year I can introduce this to them at Curriculum Night. We are really in a positive spot with having a lot of parental/administrative support so my goal is just to add to that foundation where possible.
1) What questions do you have?
ReplyDeleteI am very excited about enhancing my teaching practice through a flipped classroom! My main question is regarding how to set up and use the technology to record and edit the videos.
2) What challenges do you feel you will face Flipping in your school with your grade/content area.
The biggest challenge I will face with flipping in my school, will be carving out the time to make the videos and getting over the learning curve. I am fortunate enough to have great resources in my building to support me. I really think once I commit to creating the videos and get use to the process, I will find multiple ways to use a flipped environment.
3) How will you handle communication with your principal/parent community if you flip your classroom?
I will handle the parent communication by really expressing that my videos are a resource for supplementing a specific skill or lesson. For example, for the foundational algorithms such as Partial Quotients and Products, I would like to have a resource that walks the students through step by step. Most questions my students and parents have, occur during practice at home. The videos will be there to help guide them as well as alleviate the struggle with introducing different methods to work the math. I will link the videos to my website as well as my newsletter when they are posted. My hope is that my videos serve as a resource for my students at home, as well as in class during independent work time.
I can't see that my earlier comments were posted, so if they appear twice, sorry!
ReplyDelete1) What questions do you have?
My only question right now is, “How on earth can I do this with everything else I’m trying to do right now?
2) What challenges do you feel you will face Flipping in your school with your grade/content area.
My challenge is not so much with the grade/content area as it is with being the only one in my building trying this. It’s more than a little overwhelming.
3) How will you handle communication with your principal/parent community if you flip your classroom?
I have already spoken with my principal on my desire to try flipping. Fortunately, she’s very supportive. As far as the parent community goes, I addressed the concept briefly at Parent Information Night. I spent the past year creating my Google site; this year I am refining it and promoting it to parents and students as a means of communication. I just created a new page on the flipped classroom and added a blurb on what flipping is and what it is not.
My parents are familiar with Flipping as their students participated in it last year. They received a letter last year explaining how Flipping worked. I only plan on using the Flipping videos, either I create or I use from another site, as a supplemental lesson for the students I will relay this information to my parents with either an email or a newsletter update.
ReplyDeleteParents are familiar with my website and my link to the CMP math. This is where I plan on posting these videos, so it will be easy for them to take a look at what is available for the students to use.
My parents are familiar with Flipping as their students participated in it last year. They received a letter last year explaining how Flipping worked. I only plan on using the Flipping videos, either I create or I use from another site, as a supplemental lesson for the students I will relay this information to my parents with either an email or a newsletter update.
ReplyDeleteParents are familiar with my website and my link to the CMP math. This is where I plan on posting these videos, so it will be easy for them to take a look at what is available for the students to use.
MY GOAL for flipping instruction in one or more of my classrooms is... to maximize the face-to-face, sit-beside/with time with students. The time usually spent lecturing in class would be spent answering questions, interacting with students, and allowing interdependent work with peers. In other words, rather than being home alone, or leaving parents to do the "explaining" or reteaching, this paradigm shift would increase active engagement and promote self-ownership of learning goals. Specifically in my case, this model would facilitate my work time with the two separate math classes in the same room - eliminating lecture time - and increasing guided and independent practice time; as well as allow me another venue for connecting my data analysis findings to differentiated goal-setting for each student to push towards their potential growth.
ReplyDeleteTHE CHALLENGES THAT I FEEL I WILL FACE in my school are:
What/which class/classes do I want to FLIP?
Options:
LA - reading
LA - writing
Math - 6CMP
Math - 5th EM
Math - 4th EM
Math - 3rd EM
Who can I collaborate with?...on my own it seems way TOO daunting.
HOW WILL I HANDLE COMMUNICATION WITH MY PRINCIPAL/PARENT COMMUNITY if I FLIP one of my classrooms?
The initial conversation with my supportive principal came two years ago...I am just now getting going, behind the curve. As for communicating with parents and making the resources available to students - our class wikispace/hub would be the physical "filing cabinet", following a "FLIPPED parent practice/education night". There would also be goals and standards connected to our learning.
The collaboration piece is HUGE! It does seem with all your courses that would be a lot to take on. I know our fifth grade team alternated taping the lessons so they would not be overwhelmed.
Delete1. How do you accommodate students without access to internet at home?
ReplyDeleteHow do you handle students that skip homework (the lesson)?
2. Challenges I consider are: Are third graders old enough/mature enough to handle this format? I love the fact that it allows for individual pacing (rewinding/rewatching as much as needed) but worry they wouldn't focus on the takeaway, or be honest enough with their questions. I feel right now our third grade team has created a thoughtful compromise between truly "flipping" and "traditional" teaching. Two of our wonderful teammates have been more proactive with taping lessons, and then we also bring in Learn Zillions videos. These are posted to our 3rd grade math site and available to students, but not assigned as homework with the notecatcher. In class my students who "get it" are able to watch the video independently and then start work, while I teach the mini lesson to the rest of the class. The video is still available to all if it is needed for review or reteaching later.
I just have a hard time conceiving of completely flipping with third graders, but maybe I'm not giving them enough credit.
3. If we were to flip, open and frequent communication with parents would be essential. They would need to be educated on the benefits of a flipped classroom and how essential the homework piece is. Without parent support this classroom model would be difficult to execute. I really liked the slide in the presentation that explained how essential the teacher still is. We certainly don't want parents to get the feeling that we are moving towards and online school model and they can get the same education from online elementary schools that are popping up. We need to stress that the teacher/student relationship is still vital in this model.
1. I would think that students are learning and processing better because of the readiness factor for introducing new information. The students access new material when they know they are ready to receive it. In our current system, how do we know that a student is ready or willing to integrate new knowledge when they are often a passive recipient? So, are teachers who have implemented flipped classrooms finding students’ comprehension better and/or faster?
ReplyDelete2. A challenge for me in particular would be that the content is not formulaic like math or science. In addition, online resources would need to be created by me since the curriculum is not common but to 25 teachers across the state and the front end loading time would be substantial. That said, some of what I teach is flipped. Students learn new information at home on their own and then come to class for reinforcement much like an English class where students read the new information at home and come to class to discuss. I understand English was the traditional model for flipping - ‘go home and read the novel and come to class prepared to discuss.’ The introduction of new material at home is followed by reinforcement/practice in class.
3. I don’t believe I would encounter substantial objections, since I would not be ‘flipping’ using all online resources. The learning in my class is more cooperative, interactive, inquiry based, and hands on, and the new information introduction may come from multiple sources not just online instructional videos.
1) I have questions so far about what you do when kids don't do the Flipped Lesson at home. How do you produce videos to communicate the subject and keep kids engaged? Is the video just you and your lecture?
ReplyDelete2. My biggest struggle so far is in how to get my kids to interact with any lesson I've created. I created a notecatcher to use with a video for one lesson and asked the kids for journals for another one so far. The first time I had a 50 to 60 percent rate or completion and the second time I had a 80 to 85 percent rate of creation.
I struggle with how to create my own content to use vs. finding existing content out there to engage kids in Social Studies so they are willing and able to complete the lesson.
I've also struggled with technology not being available for kids at home or having malfunctions with outside videos I've used.
3) I have a Flipped Classroom section on my web page that explains what we are doing and is a clearinghouse for the lessons and links I have used. I also explained it at back to school night to parents and have let my administrator for my grade level know I am using it. I have not had any negative feedback from parents or administrators so far.
1) What questions do you have?
ReplyDeleteSome questions I have are:
Would this really enhance my teaching? Working in such small groups (4-10 kids) I already give them a lot of individual attention
What lessons lend themselves better to flipping?
How can I collaborate with other GT Facilitators to “Flip” our CMP2 lessons?
2) What challenges do you feel you will face Flipping in your school with your grade/content area.
One of the strengths of CMP2 is that the students are encouraged to develop their own algorithms and strategies for solving problems. I’m worried that by creating videos I’ll be telling them how to solve and taking away that discovery piece that creates a depth and richness to their math learning.
3) How will you handle communication with your principal/parent community if you flip your classroom?
I hold monthly “parent coffee” meetings where I update parents about what is happening in GT so I can communicate my plans for flipping then. I also meet with my principal 1-2 times a month to talk to her about my program and I have been talking to her about Flipping since last year after the Inspired Learning Conference.
1) What questions do you have?
ReplyDeleteI like the way Tracy and Sheryl have their pages organized. I need to find a way to organize my online information for students and parents. This is one of my hang-ups and therefore, goals for next year. I want to figure out how to organize my tutorials and other information in a user-friendly format that helps relate content to standards and expected outcome.
2) What challenges do you feel you will face Flipping in your school with your grade/content area.
The biggest challenges for me are having the time upfront to thoughtfully prepare videos, and getting buy-in and support from colleagues.
3) How will you handle communication with your principal/parent community if you flip your classroom?
As I begin to think about my adjusted teaching assignment for 2014-2015, i am realizing that I will need to put more responsibility on students for being prepared for class. I will be preparing informational letters for parents/students about the expectations for being prepared for each class. I will also be sending periodic newsletters to all parents with updates on current class activities.
I will spend time with the administrative team and my PLC to be certain that I am adequately sharing sufficient information about expectations.