- The Many Faces of the Flipped Classroom and Many Faces of the Flipped Classroom: The Conversation Continues
- Aaron Sams
- Brian Bennett
- Jonathan Bergmann
- Meloney and Dawn from Clintondale HS
- April Gudenrath
- Eric Marcos
- Ramsey Musallam
- Stacey Roshan
- Dan Spencer
- Kristin Daniels
Article about the panel here.
Notes (All from presenters except from me in red):
Who is on the panel?
- Brian Bennett - Flipped two whole consecutive years high school biology and chemistry
- Eric Marcos - Sixth grade public math teacher, Santa Monica
- Stacey Roshan - High school math teacher in Maryland. Bullis school
- Ramsey Musallam - Sacred heart cathedral prep in San Francisco
- April Gudenrath - K-10 IB school in Colorado springs
- Kristin Daniels - Tech integration specialist for Nine elementary schools
- Dan Spencer - Former teacher, now tech specialist
- Meloney, AP at Clintondale and Dawn, director for ninth grade center at Clintondale; School of choice
- Integrated, holistic, adaptive, humanized learning
- More engaging... It makes sense. Better use of time for students to learn more efficiently and better in the class
- A way to transform traditional classroom dynamic, hear more from the students, get some of the stress out of the classroom. Calm, inspiring environment
- What does good teaching mean to me... Flipping blooms taxonomy. Lower end blooms at home... Higher end blooms done in community
- This will be one of my "focuses" next year when I am presenting the flipped classroom to students and parents.
- A way for her to make learning come alive to my students
- Applying it to professional development...a way to give teachers what they need to so they can do what they need-want in their classrooms
- Flipped classroom PD lets teachers actually USE what they are being trained on
- Allowing all teachers and students to learn at their own pace. Individualizes learning. Kids who need more help can go at their own pace and get more help. Kids who want to go faster can.
- Helped with lowest level learners and levels the playing field for all - Not just for high level learners
- An environment that encourages students to try, to make mistakes, and to think about their learning,
- It's just good teaching
- The one question your kids ask all the time... Screencast it! Even just directions (how to get to google docs)
- I am going to do this for lots of basic stuff next year - using Edmodo (gosh it was so frustrating having to re-explain myself over and over again!), project instructions, etc
- Thinking about things that will stay the same from year to year... Procedural steps... Those make good videos.
- He (Ramsey) doesn't want the first exposure to content to be from teacher. Explore,flip,apply. Videos in response to their misconceptions. When do they need him? After they've had a chance to work with it.
- I'm still not a full EFA advocate. I still believe there is importance and value in explicitly teaching math, especially to my lower learners (see article here that supports that). However, I would like to do a little more "previewing" of content this year - that is, having students do some sort of thinking, brainstorming, etc of the content before watching the video. I'm not sure what this will look like yet.
- Mathtrain.tv Students make math videos...the kids want to make them! (no ec or grades!)
- Could be used to frontload a lesson
- Front load a lot of information, offload common questions (MLA format!!)
- Hear critical information that is needed for discussions, etc
- Students create videos, vodcasts, podcasts... Students have to interact and respond with
What is the bigger picture?
- Recognize what is good direct instruction
- Videos are a resource, it's just one thing we use
- Personalized the learning process because students can choose how they learn
- Maximize and leverage the resources we have!
This "bigger picture" is another area I want to focus on this year. This last year, every lesson was delivered via video and students were required to watch my videos. I would like to expand that this year to include other methods of delivery, including textbook, online resources, other videos, etc. At this point, I'm not sure if I'm ready to allow students to have full control over where they receive content - that's a scary step! Right now, I'm thinking I will start the year off with just my videos, and then teach students how to find good content on their own, and then allow them to have a little more choice. We'll see :)
Key benefits of the FC
- School was not meeting their needs, they weren't doing hw and it wasn't because they didn't care...they just needed more support. They were supposed to process their learning in an environment that didn't support that.
- Students in charge of taking a role in their education
- Maximizing learning!!!
Where do you put the videos in the instructional cycle
- PD- front load with video of how to use the tool so PD is actually integrating and implementing tool into their teaching
- Dan spencer- videos should be 3-5 minutes (This is a little short for me. For Alg1, sometimes I have 5 minute videos... most often it is 7-12 for Alg1 and 8-15 for Math Analysis)
- 10 minute video is 15-20 minutes to make It also depends on how much editing you want to do. Before I used Camtasia, the videos were one take, no editing, just finish and upload. I could get a 10 minute video done in literally...10 minutes. Now, I would say a 10 minute video takes 20-30 minutes to make, edit, and upload.
- Stacey- 20 minute videos. Expect students to take 40 minutes to watch it. That is their only hw for the night. Students like that they know how long the hw is supposed to take them. They can PLAN on how long it will take them Love this and will definitely be emphasizing this with my students in the fall. According to my end of year survey, 28% of my students said that a 10 minute video would take them less than 12 minutes to watch. That means they aren't pausing it very much to write things down. They need to be taught how to watch an educational video - it's not just put your feet up and watch mindlessly like you'd watch a TV show. I need to emphasize to my students the following "suggested protocol" for a 10 minute video:
- approximately 20 minutes watching (52% of my students said they would spend 15-30 minutes on a 10 minute video)
- 5 minutes completing "Secret Questions"
- 10 minutes completing WSQ
Where do you see this going? Clintondale teachers
- Having students start making the videos
Biggest benefit to FC
- It is individualizing instruction and reducing anxiety in the classroom
- Transforming teachers and teachers raising expectations for themselves (pd)
- Who owns the learning??? Teacher or student
- Closing the achievement gap
- Students having control of their learning
- Local Lms
- YouTube edu
- Front loading can be a better version of a bad thing. Video needs to be a technique used strategically.
- Finds his students are more motivated to learn once they are confused and perplexed first.
- Cognitive load theory.., we assume our students are fully invested in the learning process
- Just in time teaching
Google form underneath has two questions... Just a conceptual summary and then a multiple choice question that is worked out partway thru in the video so students have to watch it to know when he stopped working it out
Edit confirmation in google form. Add links to other videos, pages in book to look at, etc.
I like the idea of having a multiple choice question worked out partway through so students have to watch it to know how far you got.
I like having other links in the confirmation for further practice. Generally what I do is actually give the link to the Google Form (view-only) so students can read back through their responses, read their classmates who have submitted, as well as read mine (the first row) and find the correct answers to the Secret Questions. Generally, I put a link to an Educreations video working out the SQ correctly on the form for them to click on if they got it wrong.
My biggest concern with this is a lot of my students this last year would never click on the link to view the spreadsheet...and I'm not sure why! When asked, they would always say "Oh I forgot" or "You can do that?"... comments that made me think they weren't really paying attention to what they were doing. I don't know why they WOULDN'T want to know if they were correct or not! Wouldn't you?
- FC . Does the term accurately reflect what is actually going on?
- I have made a choice to leverage video in such a way that I am able to do more with my class time (Bennett)
- Flipped learning vs. flipped classroom... It's about the learning not the classroom
- "offloading direct instruction using videos"... It's just a buzzword
- We are identifying good teaching
- We are using video to leverage this
- Why is it exploding? Why is it resonating with teachers?
- One on one time to make an impact on our students
- Rehumanizing the classroom, students actually feel like people who matter!! Students can feel that success that is squashed out of American schools
- Students are empowered to believe in themselves
- Guided notes should not just be copied From mine, it should be THEIR notes... Promote good note taking skills
- Important point I don't think I emphasized enough this year. I made a point that everything I have written down should be written down as well. However, I think it is important that the notes are written in words that the students will understand, and that they often have things written down that I just SAID and maybe didn't write.
- Students always start the class... From THEIR DISCUSSIONS, that is what guides the discussion in class and what she goes over. Stacey does not start the class with a discussion that she thinks of, it is all based on the students
- Since my WSQs are submitted online, I can see where they need help before class begins. However, I like the idea of students just getting into groups and starting their WSQ chats right away, and see what they can work through just by themselves without me having to re-explain things. Then, if there is the need, I can pull them back together or pull up a small group.
- Still include reading.. Articles and blogs.
- I hope to expand my library this year!
- Students have choice in what they learn and how they learn and how they demonstrate understanding. "you-choose" assignments. Students take ownership of their learning.
- "Menus" or "Choice Boards". I'll be blogging a lot about that later this summer as I get to reading and researching the links I have saved.
- Mathematicians are people, too...Books, short stories that students read and then lead to discussion... IN MATH CLASS!!!
- Hmmm I like this. I had to take a "History of Math" class in college and it was actually pretty interesting. I always tell my kids stories about Pythagoras and Descartes... I should find some more fun stuff!
- "You're gonna ruin my kid when they go to college"
- Dan -I'm trying to help my students become individual learners, I am trying to teach them how to learn. How to actually think about what is being presented to them and make sense of it to them.
- Kristin - We are giving them the chance to learn about their thinking and think about their learning I love this quote.
- My hope is that by being in a "flipped classroom" my students are more independent learners who know HOW to learn and HOW to use their resources to help them succeed.