What are we going to see in the next 90-100 minutes?
- Concept of Flipped Classroom and maybe even Flipped Learning
- Why is this a great idea for teaching?
- How does it work?
- Which tools can I use to create a Flipped classroom?
- How do I wrap it up in my sessions?
Why using technology in the first place?
And what does this mean in context of our subjects?
Lectures in order to fulfill the prescribed curriculum and ...
...homework as a tool to finish the content delivery or to practice the content "learned" in class.
"But, what is the problem with this approach? I am doing it for ages and it works ( I suppose)." Unknown teacher.
We have to make sure the students are not let alone with the "hard" stuff, the difficult application and practice of content.
The idea is to reverse the learning spaces of our students.
- The direct instructions or lectures are presented at home through instructional videos.
- The students watch them at home and work them out (note-taking, answering to questions, creating questions, etc.).
- Traditional Homework is the difficult part as it is the application and practice/creation of content, so this part will be done in class!
What is the outcome of this?
Much, much more face-to-face in class time!
Lower level order abilities as remembering and understanding are presented at home and you get more time in class to work on the higher order abilities as (application,) analysis, evaluation and creation.
You will probably have "spare" time in your classes to even go further than this and into this...
or even this....
Once again, why is this a good idea to do in my subject?
- Maximising face-to-face class-time
- Therefore, more opportunities to give/receive feedback
- Participation improves
- No place to hide :-)
- learning pace is adapted to every student
- tasks become more significant
- Ownership of learning
- Constant formative assessment to give feedback and evaluate
- total interconnection with almost any teaching method (PBL, Cooperative learning, collaborative l., Peer Instruction, Problem based Learning, etc.)
However, a flipped classroom is NOT ONLY a video!
If you can be replaced by a YouTube video, you should be. (J.Bergmann)
Students have to be engaged in class with deeper thinking strategies presented by the teacher.
The teacher is like a GPS in a FC: if you use a GPS (teacher's feedback and explanations) and you loose the track, the GPS will recalculate your track (face-to-face conversations with the teacher, guiding, feedback) in order to get to your destination. However, the driver might sometimes not consider this track, but eventually get back to it with the GPS' help. (Ewan McIntosh).
What is the teacher's role in FC?
- From lecturer in class, to guide and help throughout the sessions.
- create engaging tasks for the individual sessions which follow an instructional video (e.g. Worksheets with many different and differentiated questions, inquiry based projects based on the content of the videos, debates, etc.)
- facilitate help to small, individual groups
- talk to the students and give feedback and help
- challenge students with deeper questioning (indirect formative assessment btw)
What would you flip?
So you would normally rather flip content which would be considered into the Remembering and Understanding abilities in BLOOM's taxonomy (e.g. grammar instructions, tutorials on how to write a formal letter, lectures on specific parts of the French Revolution, explaining geometry or algebra or anything else in maths, science)
Always keep in mind:
FC is a way to get the student back into the focus of the learning process! (OWNERSHIP)
Do not forget that technology is a tool in order to create learning experiences for our students.
Is the learning experience not being enhanced by the technology used--> you do not need technology for the learning objectives you chose.
How would you best use your 1:1 class time?
How can I engage my students best and provide them a great learning experience?
What do I need to create a FC video?
a) Existing video:
It is very important to check the quality of these videos as there are many out there which are not helpful for your learning objectives or simply are of poor quality. However, there are loads of good videos already out there.
b) create your own videos
You can create your own videos by recording your lectures or your content and then uploading it to the internet.
You do NOT always need fancy apps or programmes to create videos!!
The only thing you need is a camera (mobile phone, iPad, digital camera, etc.) and something to write on (piece of paper, Whiteboard, etc.)!!!!!
There is not THE perfect video. It shoud reflect a typical content presentation by the teacher. Make it funny, interesting....well, catchy!
However, if you would like to go more high-tech and use a computer or a mobile device to record a video:
to record videos on the computer via webcam
- Screenomatic (free screencast programme)
- Camtasia (paid screencast programme)
to record videos on the iPad
- ShowMe (free screencast app with many enhancements)
- Explain Everything (paid screencast app with many many more enhancements)
- Touchcast (free app, but with an overwhelming amount of options, even a green screen. Very professional.)
- Doceri ( screencast app)
Platforms to upload recorded videos:
- YouTube channel
- personal server or website
- EdPuzzle ( you will be able to include questions and notes onto the video before publishing it)
- Place to upload your videos to has to be accessible for all students
Why creating your own videos if there are already many out in the wild?
- Relationship between teacher and students
- deeper connection between teacher and class as it is THEIR teacher
- the teacher can include and point out content or anecdotes from previous lessons
- question for teachers: does this lesson really lend itself to time-shifting direct instruction out of class?
- The videos should be rather short. 1- 1 1/2 minutes per grade
- rather several short videos than a larger one
- content needs interactivity build in: questions, pauses, note-taking activities, etc.)
- re-think about seating in the classroom for the in-class activities
- show students how to take notes of instructional videos ( CORNELL method below) and practice it whith them a lot before using FC!!!
Hmmm....students and homework are not always a symbiotic connection...
- What to do with students who don't watch the videos? Well, the same as always, they watch them in class-time and loose the opportunity to get direct help from the teacher.
- How do I know whether they have seen the videos or not? Students can show you their notes to the video, their questions to the video/content, answer to the questions in the video (e.g. EdPuzzle).
What do I do with all my spare time in class?
A common approach could be like this:
The important role of the teacher is to create significant tasks to engage students.
Possible ideas to work in class could be:
- inquiry based learning
- Peer instruction
- Cooperative/collaborative groups
HOW DOES A FC LOOK LIKE?!?!
And don't forget: BABY STEPS, BABY STEPS!
- High(er)-Tech: example with ShowMe/ExplainEverything and EdPuzzle
- Go together into groups and find a specific content you would like flip.
- Think about what you would like to include in the video and find follow-up activities for the following lesson.
- Try to focus the video and all your in-class activities regarding your learning objectives
- Create a short video for a FC session. Maybe even upload it onto Edpuzzle (see link beneath)
- Presentation of your ideas to the course
- brainstorming on the possibility of a eeper integration into the classroom of this FC example ( all workshop members)
LNC internal SCHOOLOGY group on FC.