In Edutopia’s article entitled, “Flipped Classroom 101” by Jon Bergmann and Aaron Sams, we learn that the benefit of a flipped classroom is that it creates an environment where the teacher moves from, “sage on the stage” to the, “guide on the side.” To do this effectively there are many factors involved. Students should not watch a video and then come to class, rather they should interact with video content. Methods that help students interact with the digital content include students writing down interesting questions, using an organizer for the students to interact with within the video, providing a short quiz, or inserting pop-up questions.
“Flipped Classroom 101: Challenges Benefits, & Design Tips” by Catlin Tucker addresses the benefits as well as concerns that teachers have about a flipped classroom design. One benefit that I had not thought of before was that a flipped classroom design creates a foundation for me to build with small group instruction. I really like the idea of an “in-class flip” where video content is part of a station rotation. This eliminates concerns such as students not having access to technology at home, adding screen time to homework, or overloading students, especially at an elementary school age. What is awesome about doing in an-class flip is that it works into the structure I have in my day already. Right now I have four different session groups that rotate. I have one group, and the three other groups work on independent assignments. I could seamlessly introduce video content into a session. I liked the three clear pillars of designing a flipped classroom that Tucker laid out:
“Modifying the Flipped Classroom: The ‘In-Class’ Version” by Jennifer Gonzalez synced up with what Catlin Tucker discussed in her article. By having direct instruction (via a video) in a session rotation, then it frees the teacher for more small group or one-on-one time with students. It is important to be prepared and lay the foundation. After taking the time to create the video content, then those videos can be used year after year. In “Start a Reading Revolution: Flip Your Class With Blogs” by Brian Sztabnik, a teacher created a flipped ELA class. This was achieved through choice and blogs. This teacher had students choose what they wanted to read in class. Then, instead of responding to a study guide, students wrote about their reading in a blog format of their choice using the Writing to Learn method. Through blogging, students can choose the theme, images, and gifs. It extends learning outside of the classroom and out to a real-world audience. Edpuzzle is awesome! This will be another great tool to use in a session rotation for an in-class flipped classroom. This site has a ton of great content. I like that you can choose from many options such as TED Talks, YouTube, National Geographic, Khan Academy, or more. I made an account and played around with the tools in VideoScribe and thought there were some great features. You can add text, select an image, a hand to “draw” that image or write the text, and then record your voice while this process is happening. The free trial does limit the options for images and other options, but you can still do a lot. My only issue was that I wanted to show a math concept, and I wasn’t able to find a way for me to “draw” the math out like I would if I were writing on a white board. This video making tool would be awesome to describe something conceptual, and/or difficult to understand. I used Kami for my video lesson plan. On Kami you can upload a PDF, annotate, and interact with the document. Students can type, draw, highlight, and more. You can put these PDFs in your Google Classroom to make for a seamless integration. What is great about Cami is that you can draw, not just type, which is exactly what I needed for the math video I created for my students. I used Screencast to record my work on Kami. I created a document with multiplication problems to be used with the Array Method of Multiplication for my students to practice with. I placed this link into my Google Classroom for the students to access. I plan to use the lesson I created with Kami in our small group session rotations. While I am working with my small group of students, another session group will watch the video, and then do the interactive document (which will be linked into my Google Classroom). I am excited to try this out!
3 Comments
Scott Marsden
4/8/2019 08:18:18 pm
Jennifer,
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Brandon DeJesus
4/8/2019 11:46:16 pm
When I first thought about flipping classrooms I really thought it was about simply asking students to watch videos at home. I kept asking myself how students would learn from just watching videos if they couldn't learn form just watching me in the classroom. Reading Flipped classroom 101 really opened my eyes to having students interact with content to demonstrate understanding. I also think about all the ways that I can engage students during lecture to ensure they are retaining information.
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Monica Knecht
4/9/2019 06:25:50 pm
Jennifer,
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