We would like to start this post with some great ideas that Peter Pappas brought to us.
from Peter Pappas (under CC-BY-SA license)
Recently I shared lunch with colleague and friend, Mike Gwaltney. He teaches in a variety of blending settings both in class and online. We got into an interesting discussion about ways to deliver instructional content and learning process both in and outside the classroom.
The conversation quickly turned to the notion of “flipping the classroom.” This is the idea that teachers shoot videos of their lessons, then make them available online for students to view at home. Class time is then devoted to problem solving – with the teacher acting as a guide to teams of students. It’s a great approach that flips the delivery of the lesson to homework – it’s like a TiVo time shift that can reshape your classroom. More about flipping here.
Watch this video to see flipping in action – cool graphics courtesy of Camtasia Studio.
Both of us admired teachers (like these in the video) with the time, technology and talent to do video productions – but questioned how many teachers would be able to morph into video producers. Moreover, with the growing catalogue of free online content – we questioned why a teacher would even want to bother to produce their own online material. As Mike quipped – “why would someone video their own Lincoln lecture – when you can watch Gary Wills online?”
Flip the delivery of the lesson to homework – it’s like a TiVo time shift that can reshape your classroom.
Ultimately, we saw flipping the class as a great opportunity to engage our students in taking more responsibility for their learning. Why not let your students curate the video lessons from existing content on the web?
As a follow up to our chat, here’s my seven-step how to:
1. Start slow! Pick a single upcoming lesson or unit that you already plan to teach.
2. Recruit a few of your savviest students to do the research to find existing online video material to support the lesson. They should include a text overview defining what the students should be looking for in the video.
3. Also work with the student team to develop an in-class activity that students will do after viewing the video.
4. Post the video lesson to your content manager. Don’t have one? Just use a free Google website – very easy to embed or link to videos there.
5. Then run the video as a pilot lesson for the whole class. Part of their assignment is to decide what they like (and don’t like) about the each component of the lesson. In other words, they assist in the design of rubrics for selection of videos and integration of the video lessons into a classroom activities.
6. Then repeat step 1-3 until you get a good basis for selection of future videos.
7. Repeat 1-6, as needed, until your students have curated a collection of online content to support your classroom. They would also be responsible for better defining what constitutes “high-quality” online content and how that can be best used to support a more student-centered classroom.
Extension: You might even consider adding some pre-assessment for upcoming units – using a formative pre-test or student self-assessment rubric to let students decide which elements of an upcoming unit need video support. Then based on the formative assessment – assign teams of students to curate online content while you work with them in class to design future follow up class activities.
If this process works, think of all the class time you would free up. No concerns of running out of time to “cover” the required material. Instead of class time being filled with the pointless transfer of information from teacher to student, you and your students would have the time to apply and explore the content in a more engaging and project-based classroom.
Who knows you might gain so much time that you’ll have the chance to discover your inner Scorsese – and go on to produce your own instructional videos?
Image credit: flickr/Nasser Nouri
With abundant instructional multimedia resources available, with more open educational resources than ever, flipped classrooms are feasible in the 21st century. In the flipped classrooms, students are in charge of their learning. In a student-centered and student-engaged learning process, we can expect more personalized learning, and different needs can be achieved.
Embedded below is an infographic about Flipped Classroom basic concepts and results, by Knewton.
If you would like more resources about flipped teaching, this link Flipped Classroom will bring you to a bag full of practices, ideas, tools and resources.
Comments from our old site are copied/pasted as below:
7 Stories From Educators About Teaching In The Flipped Classroom
http://www.emergingedtech.com/2011/09/7-stories-from-educators-about-teaching-in-the-flipped-classroom/time-shifting instruction by Jac de Haan
You can get tips about using YouTube and enable :
*Turn mini-lessons into short videos that students can watch on their own time.
*Record directions and explanations so you don’t waste time repeating yourself.
*Students can pause and replay your explanations whenever they need help – it’s almost like 1:1 tutoring and can especially help students who were out sick.
*Create a YouTube station in your classroom where students can work independently, freeing yourself up to work with small groups.
*Minimize student’s summer learning slide by creating review activities for outgoing students or preview content for incoming students.
*Students can continue the learning at home by exploring playlists of videos on the Roman Empire.And, even students can create their own videos to demonstrate their understanding and creativity.
Lectures Are Homework in Schools Following Khan Academy Lead
The Flipped Classroom Model: A Full Picture