The first three chapters give mostly an overview and the reasoning behind the concept of "flipping" the classroom. As Aaron Sams and Jonathan Bergmann delve into their reasoning, they also point out some poor reasons for wanting to flip the classroom.
In the comments section below this post, think about reasons why you should and shouldn't consider flipping the classroom. After reading the first three chapters, do you feel that this model is something that will benefit your students? Is a full flip appropriate for your students, or are there just elements that you can take from this study?
If you had something else in the forefront of your mind instead of the question I'm asking, feel free to post that instead. Please give a disclaimer that you are headed in a different direction if you choose to do so. Also, please feel free to reply to your colleagues' comments. Ask questions or throw in your two cents. Later this week I will likely throw out a reminder email asking you to revisit the post to see what others had to say.
Next week, we will tackle only chapter four.
Thanks again for participating. I'm excited to learn with you!
Should: *saves time
ReplyDelete* helps absents or need-agains
*good for kids to see modeling/hear Teacher
*change is good
*students like format
*Great for Sub plans
Shouldn't: *maybe not a lot of supervision at home
*some parents don't like Tech/videos
*not all Ss have devices @ home
Benefit: *Yes, Ss learn well this way today
*this screen time is helpful/Ss learn standard topics
*Ss are busy & can catch up/review on their time schedule
*Pause & rewind helps all learning modalities
*Fun & new
Full Flip: * Just elements to start w/ my 4th's, then build up to more as year progresses
*I Like the "parent teaching" element: I hear all the time "We call it different things now i.e. Math concepts/procedures
*E-Learning days could be so accessible, handy to those w/ devices/service
Questions: *Anyone have any example flips/Screencastify clips I can view for ideas of how other Teachers do their recordings?
*Anyone have more differentiation ideas with this concept?
Hello!
DeleteI would just set my recorder or webcam on my laptop, just depends where I felt like doing my lesson. I taught as if my students were in front of me, anticipating possible questions that might come up, as well as being creative.
This year for the first time ever I had my students view a 2.5 minute instruction that my grandson recorded of me for my Intro to 2D class. While not MY student he acquired skill in creating a purposeful clip that we uploaded to Google Classroom.
ReplyDeleteTeaching a lab type class to begin with I have lots of opportunity to sit down and converse with my students to get to know a lot of them in a personal way; we often look at video clips and then discuss them in class. Where I fall short is in creating my own. How can I make them interesting without feeling like I am on stage. I hate that part or even just thinking about that part of being in front of a camera! I am 60 years old and have for my entire life never spoken into a microphone of have my face intentionally be in a video! The thought makes me quiver!
When I had my grandson video me it was just of my hands because of my nervousness. I reasoned that my hands were actually all that was necessary. Can I keep this up forever?
I teach 4 different classes in 7 periods a day. Am I being stubborn or am I just lazy in trying to reason how long it would take to flip even one of these classes? How many videos can one person make? Where do I find the time to do this? Often I just provide video links to my students for instructional exercises on Youtube. Generally though, I have to add verbal instruction to my students to add to the information they get from the video. Can I legally just talk over the youtube video with screencastify? I do not know.
I love how transparent you are being in your response. I think you have very legitimate concerns and it speaks volumes that you are participating. Flipping the classroom isn't for everyone. Nor do I believe in everything said in the text. It sounds as if you are already utilizing elements of it through existing videos. There is nothing wrong with using someone else's videos if they fit your needs. Why reinvent the wheel? Time is certainly a factor. You'll find later in this text that the author discusses the number of years they spent attempting to perfect the process to the point that they felt comfortable. I don't believe you "fall short" because you don't make your own videos. Making a video certainly does not determine your value as a teacher.
DeleteAs far as recording over a Youtube video, I suggest contacting the creator of the video through the comments. Ask for permission to use it in class but assure them you won't post it on Youtube yourself.
Wow! Thanks for the quick response. I want to use as many types of "teaching" as possible. We get so many different students with just as many various backgrounds as the examples in the book!
DeleteWould flipping my second grade classroom benefit my students? YES!
ReplyDelete--great for students who need reteaching and additional modeling
--pause the teacher
--absent students
--digital globalization
--sub plans
--differentiation
--student-student interaction
--exposure to content
--parent involvement
--student videos
--attention on the learner and learning
Ideas to think about...
--technology at home
--lack of parent involvement
--allocation of school time versus family time
--immediate questioning and responses
I am anxious and excited to start flipping my second grade classroom...slowly.
Lance,
ReplyDeleteI see lots of exciting potential in flipping a classroom. I am just wondering what happens when students consistently never view the lesson before coming to class? Wouldn't they get even farther behind than in a traditional classroom?
I find the idea of flipping very intriguing. I work with ELL students and spend most of my time pushing-in to the classrooms. I do also pull a few students. I think it would be interesting to try. I also like the idea mentioned of recording books for students to listen to at home.
DeleteI also like the idea of students being able to pause the teacher and lIsten again. I do wonder if students will take the initiative to actually watch the videos. Will parents follow through and as already mentioned, what about students without devices? I know in some schools, students take their devices home.
DeleteJean, It works well with our students!
DeleteThis has given me many interesting ideas to ponder. I have started the blended learning this year in class, mostly math. My students use the Pearson videos in a transition time during class to "see" the lesson for the first time. I then use a ticket out procedure to check for understanding. I have 2 problems posted on classroom that they answer on a white board that I can check when I have a minute to see who gets it. Then those who don't "get it" (or Julie, those who don't watch it if it was a homework assignment) will come to me for a reteach in whole group. This way those who can move on, do. Those who need the extra help get it.
ReplyDeleteI started thinking about the bigger picture they presented of learning at your own pace. It really made me think about how much content I could get through with some of my high students if they weren't held back by everyone else's timetable. On the flip side, what do I do if I am waiting for mastery before moving on with my strugglers and those students only get through half the content for the year? Is it more important to leave with mastery in a few topics or a little knowledge of everything? I love the idea and can even see how it would work. All the materials are there for me to set this up: camera, sample problems, websites, and all the tests can be assigned individually on Pearson. I could also use the whole class model where everyone continues on, but again, reteaching often means more practice/homework for those students who are already frustrated. They don't need multiple lessons going on at one time, the old they struggled with and what we are currently working on. What is a good solution?
Any suggestions for this idea outside of a science or math? It just makes more sense to me to use this for concrete concepts. I can't wrap my head around what to do with topics that are subjective to each person's ideas.
Another point that occurred to me is how much time will a student spend "watching" their next day's lessons? If every subject was flipped, even if the lessons were only 10 minutes each, could add up to a lot of time. The elementary level would be tough, but our lessons would be much shorter. There is the possibility of hours of lessons each night in high school if each teacher chooses to flip.
I really feel this could open a whole new concept in my class where every student is getting what they need. So far, the model I have been using has been working. Every student has show growth in each topic in math, but certainly not mastery. I do have a lot of data to use to drive the lessons and to show to students and parents about their process. However, it is scary to think of breaking away from the method of everyone doing the same main lesson. And I think the kids would welcome it, if they were "trained" at the beginning to know that we all work at our own pace. This is something my 5th graders have figured out on their own, no one needs to tell them.
I definitely feel a Flipped Classroom model would work with my students mainly because I have done it with high school students, as well as, at Trine on a number of occasions. I like the idea and think it would benefit those especially who are distracted socially and those who maybe are more advanced or those that need extra reinforcement. When I developed mathematics courses and then taught them via online to high school students all over the world, students were able to go at their own pace and were very successful. I kept scheduled hours for those that needed more via an interactive whiteboard, telephone, chat, email, etc...where I could work one on one with students. A flipped model does leave time for more one-on-one time and more hands-on time. The only question that comes up with current situation, would be what to do for students who do not have Internet access at their home. What do they do?
ReplyDeleteWhat I like the most about the idea of a flipped classroom is the availability of a teacher outside of the classroom. Being a coach in the spring time our teams sometimes have to leave early from school and student miss out on valuable instructional time in their class. By having a flipped class the student would be able to get the part of the lesson that they missed in class at home later that night.
ReplyDeleteTHe other benefit of flipping the classroom would be when students are absent from class or when you as the teacher are gone as well. I don't know how many times a student has come up to me after being absent from class and ask “Did I miss anything important?” or “What did we do yesterday?” Then you are trying to get them caught up and make sure that they don't fall behind. By flipping the classroom students would be able to watch the lesson online and come into class not missing a beat. All you would have to do as a teacher is clear up any questions that they may have and that can be done before or after school. I like the idea of pre recording my lesson for when I would be absent from class. I know in the months of Jan & Feb I attend some coaching clinics and have always worried if the substitute understood what I wanted done or do I let them give some of the lecture that was meant for that day. Now I wouldn’t have to worry about that. I can still be the one giving the lesson and know that it is being done the way I want it to be done and deliver in the manor that I wanted to be delivered.
I don’t like the idea of flipping the classroom for the whole period if I was in the classroom. I can see doing it for parts of the period if the lesson called for it. I know that it would help students who may struggle with taking notes and students with special needs. That way they are learning at their pace. I know that is one of the biggest struggles that I have in my social studies classes is make sure that I don’t go too fast or too slow with notes. By having your classed flipped students then can use that pause or rewind button to help them better.
What I like the most about the idea of a flipped classroom is the availability of a teacher outside of the classroom. Being a coach in the spring time our teams sometimes have to leave early from school and student miss out on valuable instructional time in their class. By having a flipped class the student would be able to get the part of the lesson that they missed in class at home later that night.
ReplyDeleteTHe other benefit of flipping the classroom would be when students are absent from class or when you as the teacher are gone as well. I don't know how many times a student has come up to me after being absent from class and ask “Did I miss anything important?” or “What did we do yesterday?” Then you are trying to get them caught up and make sure that they don't fall behind. By flipping the classroom students would be able to watch the lesson online and come into class not missing a beat. All you would have to do as a teacher is clear up any questions that they may have and that can be done before or after school. I like the idea of pre recording my lesson for when I would be absent from class. I know in the months of Jan & Feb I attend some coaching clinics and have always worried if the substitute understood what I wanted done or do I let them give some of the lecture that was meant for that day. Now I wouldn’t have to worry about that. I can still be the one giving the lesson and know that it is being done the way I want it to be done and deliver in the manor that I wanted to be delivered.
I don’t like the idea of flipping the classroom for the whole period if I was in the classroom. I can see doing it for parts of the period if the lesson called for it. I know that it would help students who may struggle with taking notes and students with special needs. That way they are learning at their pace. I know that is one of the biggest struggles that I have in my social studies classes is make sure that I don’t go too fast or too slow with notes. By having your classed flipped students then can use that pause or rewind button to help them better.
Outside of the classroom help seems to be a big benefit to me as well Mike
ReplyDeleteSome interesting thoughts from Chapter 1-3
ReplyDeleteEmbrace digital learning... join "their" world.
Kids can pause a video... not a teacher.
Know our kids better!!!! increase student/teacher interaction.
Teacher in Tutorial mode...not presenter mode.Helping students not just delivering info!
Lastly, increase student to student interaction... what a beautiful thing!!!
I like what I'm reading... need lots more info for sure!!
I think this seems like a great idea, but would like to see an example of one with first graders. I do have some concerns though: extra time creating videos, students not having technology at home, or not viewing videos. I see some wonderful benefits especially with the high ability students.
ReplyDeleteJen Wiggins
I'm interested in how first graders would use this, especially since we don't take our devices home. I'd like to see some examples of this working in an early ed class. I see this as being a great resource for the low students being able to rewatch, the high ability moving at their own pace, and the absent students since so much of what we do can't be just sent home to make up. Another concern is time.
ReplyDeleteI have always been intrigued by the idea of using a flipped classroom setup, though have always wondered how it would rule out in the lower/middle elementary classroom. I also favor the student's ability to pause the lesson and re-watch it as many times as the students need to.
ReplyDeleteOk, so, on Friday, I tried to post my comments on this page, but my Internet disconnected and I lost everything I had typed! Yes, I was at school and my computer seems to lose connection frequently. I talked to a colleague about how I should maybe put it on a Google doc and paste it in....probably a good idea, since anything not published is lost!
ReplyDeleteI think there are advantages to flipping some things, but I am closer to a blended classroom than I am a total flip, not even a somersault, just a forward roll. It would take a great deal of advanced planning to have everything ready to go sequentially, activities, videos, presentations, quizzes, tests, etc. I don't see that happening right now. I have not created my own videos yet. I do use others' videos and spend a huge amount of time just previewing and decided which would work for my classes. I post everything I can in Google Classroom so students can go back and watch as many times as needed. I am not comfortable recording myself explaining the lessons.
In the past (and in the present) have found that even when I ask them to read or watch something before coming to class, a small percentage of them do (usually the ones who understand the first time something is presented). I recently had students create a Google Slide Show in Spanish comparing their lives when they were little to their lives now. Some of these were really cute because they had used real pictures of themselves then and now (although it wasn't required). The over-riding theme from them was how stressed they are now because they have so much to do all the time. They work, they participate in many activities, they have homework, family commitments and obligations and they complained about their lack of "free time". They miss "being kids". In the past, as a parent of teenagers, I saw that as well.
If they had all of these lessons to watch before class, for all their classes, some would be over the edge! On Friday, we had a practice e-learning day and besides the difficulty with the overload on the Internet, the students felt the teachers had given them too much. Some asked it we couldn't just do it in class.
I have given them many links to more practice, explanations, game sites related to our content and found they maybe tried it when I introduced them, and a couple times after that, but, unless I was giving them points for doing it, they really didn't seek them out.
I think I would like to try some aspects of it, but I am not ready to totally flip yet,