Session 9
The Learning Culture
Evaluating: Strategies to evaluate the Flipped model
Conceptual Understanding: Flipped classroom practitioners continually evaluate the effectiveness of their planning and presentations
Scaffolding learning during homework needs to be build into any flipped classroom
Essential Question: Now that my podcast/video is complete and shareable, how does it promote Flipped learning?
Scaffolding learning during homework needs to be build into any flipped classroom
Essential Question: Now that my podcast/video is complete and shareable, how does it promote Flipped learning?
Recap of Day 2
- Feedback from wonderings (Parking Lot)
- Review of homework reading (jigsaw- 3 articles)
Skype call with Jon Bergmann (August 2014)
Resources suggested by Jon:
How long should the flipped videos be? Jon suggests one minute to one and a half minutes for each grade a student is in. For example Grade 4 students should be watching videos 4-6 minutes long, Grade 10 students can watch videos 10 - 15 minutes long.
Resources suggested by Jon:
- eduCanon I did this in 3 minutes
- Zaption
- Webinar Series on Flipped Learning
- Flippedclass.com
- Research and literature review of Flipped Learning
How long should the flipped videos be? Jon suggests one minute to one and a half minutes for each grade a student is in. For example Grade 4 students should be watching videos 4-6 minutes long, Grade 10 students can watch videos 10 - 15 minutes long.
Activity 1: Flipped in Practice (Ideas for discussion)
- Online checks for understanding.
- Have student write down a summary, or a few questions they had while watching the podcast on a blog.
- Quiz at the beginning of class. As a quick warm-up activity, you may have the students take a quiz. This would help you understand how much the students understand from the podcast, and also get the students' minds warmed up with the content so they're fully ready for the class activity.
- Check for notes.
- You may review with student's their note taking process to ensure they are actively watching the videos, and also to give constructive feedback on their note taking skills.
- Track Youtube hits
- This is by no means a perfect science, but if the platform in which you're hosting your videos tracks the number of watches, it's worth checking to see if there are red flags. If you have 20 students in your class, and you're consistently getting only 10 views on your videos, it may be something you want to look into!
- If you are asking students to produce something to demonstrate they have watched the podcasts (blog, quiz, etc.), remember to keep it short! The bulk of their time and attention should be engaging with the podcast.
Thinking about your subject matter and age of your students, what do you think will be the most effective way to check that they're watching the videos and understanding the content? What methods will you try first? Post brief reflection on the blog page.
Activity 2: Classroom lesson on 'how to watch a podcast.'
Depending on the age of your students, you may want to spend a good chunk of time explicitly teaching students best practices for watching a podcast. During class time, you may model how you would watch a podcast.
Briefly outline how would you structure a lesson to help students construct a model of personal best practice for watching a podcast. (Students decide what works for them and develop a strategy / essential agreement) Write on a copy of your planner.
Activity 3: Approaches to teaching and learning. Post a brief reflection on how flipping the classroom supports your requirements to address ATL.
It's inevitable: a student will sooner or later come to class not ready to fully participate because they have not yet watched the video. There is no one-size-fits-all remedy, but it's important you have a plan for when this happens to minimize distraction and maximize the student's learning.
What will be the consequence for not coming prepared? What will you do if a larger group of students comes in without having viewed the podcast?
Activity 4 - Strategies
What strategies do you use when students don’t do their homework now? How would those strategies translate to the ‘flipped classroom’? What works? What would work better? For times when students arrive without having watched the podcast, draft a short policy you think would work well in your setting using the questions under 'Have a backup plan' as prompts. Post your policy on NoteApp (password to edit the board is "flip"). Read two others and add a comment.
The SAMR Model applied to note taking
Substitution - students are doing all the writing of the notes themselves. However notes given to students by teachers can be just as good as those they write themselves as long as students get to annotate and fill in (actually the results of this can be better than simply writing notes). Note taking should not be just passive transcription but instead used as a framework for the thoughtful annotation of notes.
Augmentation - notes don't have to be long series of writing and often it may be better to use a mind map where text is a stream that helps you to recall notes. Online concept maps allow you to add hyperlinks into the maps (notes within notes) and to collapse and expand notes in a way you can't do with paper. In addition you can bring in images, movies etc. At this stage you can also use pen function to write on a computer/tablet.
Modification - the assumption about handwriting contributing more to learning than keyboarding is that note taking is done alone. Modification of the task allows for collaborative notes and the use of social media e.g. Twitter. Once you start to see notes as being social/collaborative then different things become possible. Students can add into the conversation with extra resources etc. At this level note taking has been significantly transformed.
Redefinition - at this stage notes are part of the construction of understanding of the entire class and beyond and can be an important catalyst in getting people to think differently. Every student creates their "notes" using the tools they use best and the notes created are shared - in this way you have the construction of knowledge that shows how people are thinking. These "notes" can be collected together, for example on a Haiku website. The notes have now been repackaged so they are useful to someone else.
Augmentation - notes don't have to be long series of writing and often it may be better to use a mind map where text is a stream that helps you to recall notes. Online concept maps allow you to add hyperlinks into the maps (notes within notes) and to collapse and expand notes in a way you can't do with paper. In addition you can bring in images, movies etc. At this stage you can also use pen function to write on a computer/tablet.
Modification - the assumption about handwriting contributing more to learning than keyboarding is that note taking is done alone. Modification of the task allows for collaborative notes and the use of social media e.g. Twitter. Once you start to see notes as being social/collaborative then different things become possible. Students can add into the conversation with extra resources etc. At this level note taking has been significantly transformed.
Redefinition - at this stage notes are part of the construction of understanding of the entire class and beyond and can be an important catalyst in getting people to think differently. Every student creates their "notes" using the tools they use best and the notes created are shared - in this way you have the construction of knowledge that shows how people are thinking. These "notes" can be collected together, for example on a Haiku website. The notes have now been repackaged so they are useful to someone else.