October 22nd, 2013
Here are a few blog posts written by other teachers working on Flipping as well. Take a look at a few of their posts.
- How My Flipped Classroom Works Until I Change It!
- WSQ ( Watch, Summarize and Question )
- Moving to a Mastery-based Model
Reflections:
Choose an article to reflect on.
1) What "ah ha's" or new thinking did you encounter?
2) What can you take back to your classroom and use?
3) What questions do you have?
1) What "ah ha's" or new thinking did you encounter?
ReplyDeleteMy first “ah ha” today was that I need a microphone! If I want to record my voice on my videos I have to get me one of those. :) I also got to have a conversation on what “flipping” actually means. I have seen it in my school where students watch videos at home and then come to school to reinforce their learning. I love this idea, but I also know that I have a lot of work to do before I get there. After speaking to Erin and Dana I came away understanding that “flipping” can be in my classroom as an extension or a reinforcement. It could be a part of stations or small group work as well. By expanding my understanding and definition of this new idea, I can begin to find how it works for me and my students. I also liked reading the post on the blog from Mrs. Bush where her student teacher reflected on seeing and doing “flipping” for the first time. It was nice being in a building of experts to hear about how another “newbie” feels. It is a large task to take on, but I am excited to take baby steps with it this year. I can see the value not only from this student teacher’s reflection but from my own reflections at Franklin as well.
2) What can you take back to your classroom and use?
I now have a Jing account so I can take that back and start working on creating my own videos. I also want to take back using videos to support student learning (especially in math). I want to attach some videos on my website for parents and students to refer to at home to help solidify new concepts. I want to post some “challenge” videos for extension opportunities for my high fliers. Already today I showed a BrainPop video to help support our learning with decimals. I also appreciated reading the schedule Mrs. Bush uses for her math block with flipping. Yes she has them watch it at home the night before, but I could take a lot of this and implement it into my own classroom and classroom schedule.
3) What questions do you have?
Do teachers ever get territorial about sharing their videos?
Do you like to keep videos for use the following year or do you re-record them? Is there a benefit to re-recording every year?
Are “edited” videos considered better than Jing videos?
What "ah ha's" or new thinking did you encounter?
ReplyDeleteWhile reading “How the Flipped Classroom Works,” I realized that flipping can look different than I originally expected. I generally thought of flipping as kids watching the videos at home and essentially “reteaching” the lesson in class the next day. However, I can see through the step-by-step structure that flipping can be used to help with extension or review work as well. I love the idea of kids feeling that they can pace their learning while I meet with students in various small groups. I also, feel that many of my students would benefit from having pre-exposure to a skill before group discussion.
What can you take back to your classroom and use?
I started to use what we discussed as a group in my classroom the next day! I appreciated the conversations around flipping in baby steps. I am currently teaching decimals in math and have found that this skill is very challenging for my students. To help them with their homework and preparation for the next lesson, I have started to post LearnZillion videos to my math site. My students were excited that they had a resource to use to help guide them more.
What questions do you have?
My main question that I still have is how to pace the class with flipping in a way that does not take a ton of prep time or management. It feels overwhelming to start, but I am thinking that my group this year could benefit more from videos as an extension or re teaching tool versus an alternative to instruction in the class.
1) What "ah ha's" or new thinking did you encounter?
ReplyDelete2) What can you take back to your classroom and use?
3) What questions do you have?
- How My Flipped Classroom Works Until I Change It!
- WSQ ( Watch, Summarize and Question )
What I really liked about this video is the way that the two teachers outlined the objectives, purpose, and delivery model of Flipped Learning in their classrooms. They not only prepared the video, they had a written text to their "script". How could parents question their motives? The only thing that I might have provided, at least in writing, or with links, is the evidence that this, what is still considered "new" method, is supported with research; choosing this delivery method of FLIPPED LEARNING is NOT just their personal whim.
CLEAR ADMINISTRATOR/PARENT COMMUNICATION is not only key to success, it is FUNDAMENTAL.
- Moving to a Mastery-based Model
The most powerful portion of this article for me was, "Instructional videos are an optional part of a bigger move towards asynchronous learning."
I believe this is reiterated when they say, "...we offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track."
This "mastery-based" learning is demonstrated when a student passes an assessment demonstrating their in-depth knowledge.
and... as we learned in our math training today, the student must be able to show their in-depth understanding with the following models/representation:
Enactive (physical, concrete, cubes)
Iconic (visual, dots, sequence, bar model, number line, graph)
Symbolic (unknown, variable, function, table, rule, equation, number model, pattern, constant, change)
Finally, the article can be summed up in the final statement by the author, “We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.
My Goal(s) to complete before the next session:
- Organize 2ND, 4TH, 5TH, AND CMP learning units with the specific resource that is currently available, (striving for quality and variety) until I/we start filming my/our own videos.
- Explore IF and HOW we could best use TOUT as a demonstration of our learning tool, as well as possibly a video teaching tool.
My Burning Questions:
How are Flipped Learning and Blended Learning the same and different?
"Flipping is one component of blended learning" RandyS
How could WE collectively work together to not RECREATE the wheel?
Is this an option? Is everyone on board? 5th Grade Standards-Based Flipping Resources - Google Site
"It will work IF it is a "TEACHER FACING" product where teachers can select what they need." Dana L
Idea: Build one common Google Teacher Resource Site that incorporates grades K-6: videos, animations, games, exit slips, demonstration of learning quizzes
1) What “ah ha’s” or new thinking did you encounter?
ReplyDelete-Moving to a Mastery-Based Model
*In principle, I love the idea of “organized chaos”...I just don’t know if I could do it all day long!
*“‘We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,’ said Bergmann.” In this age of high-stakes testing, I worry that the 20% they don’t know will have a negative impact on testing scores.
-My Flipped Classroom
*I suppose I’m somewhat like a flipping pioneer in my building. I’m not too comfortable in that position! I’ll have to take a better look at this blog--making the blogger my defacto teammate.
2) What can you take back to your classroom and use?
-My Flipped Classroom
*I like the idea of WSQ. This may be my next step, as I am still terrified about making a video. We’ll try it with Learnzillion!
3) What questions do you have?
How can I get Bergman to come to my class and set up flipping in a 4th grade classroom?
Reflections:
ReplyDeleteChoose an article to reflect on.
1) What "ah ha's" or new thinking did you encounter?
2) What can you take back to your classroom and use?
3) What questions do you have?
I read all three articles. I am especially interested in the process needed to get students to productively view videos. The WSQ is of interest to me as I look at using this technique for next year. The author indicated that she practiced the technique in class for a month before she set students lose on the videos as homework. I am thinking about this and realizing that I don't have the luxury of an entire month. I will be teaching high ability 7th graders so I am hoping that a shorter amount of time will be acceptable for creating this routine.
My goal for using the flipped videos next year is to be able to spend more time with students problem-solving in class and less time directing instruction. we are compacting approx. 1 1/2 years of material into 1 year. However I can get more with less time, I will try.
My question is around frequency. I will have two different courses that I am compacting. I will be making or finding all my own videos. I want the videos to be a regular part of the classroom routine, but I don't want to kill myself making the videos.
My biggest concern is that I will start off using the flipped concept and burn-out prior to the end of the year.