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If you have "flipped" even one of your lessons and would be willing to tell me about, for good or bad, I would be very interested to add your insight to my research.
The kids really like it, as do I.
I wanted to learn more. The students watch the lessons with the notes I provided at home. We then discuss the lesson the next day and then complete practice problems in class.
I also have recorded the answer keys to all of our study guides so that the students can SEE how to solve the problems as they work at home. The process is pretty easy.
The students have expressed appreciation for being able to learn the lessons at their own pace and having the ability to pause and rewind as they need.
My original idea was to assign my students to watch and listen to a Powerpoint I had created on literary elements, which are usually review for most of the freshmen. It was a lot of work. Our original attempt was making the video into a QuickTime movie file, which only converted about 30 seconds of audio the first slide into a 4-minute video of slides rolling through.
I ended up making each slide its own video file and uploading each slide individually into Google Docs and linking them individually on my website. It was a hassle, but it saved me about a day in my lesson planning, and the students seemed to have had the same learning experience whether they listened to my lecture in person or through the recorded files.
I hope to continue to utilize this approach, but I'd like to find a more streamlined method. Right now I've looked mostly for lecture opportunities to "flip".
The omission of these lectures in the classroom setting allows for more time to discuss literature and practice writing techniques. How do we get there? On my online video presentations, I tend to "simplify" the content and try to keep the videos short under 10 minutes.
There are just certain items that are learned better through direct one on one contact. I, as a teacher, don't get that feedback as I'm designing and creating my videos. Math and Science so far seem to be the most logical subjects to try out a flipped classroom.
And as you have read, English has demonstrated some use of videos in the classroom as well. I've also suggested that if students are about to read a section for homework, that they preview one of the videos. Or, if they already read a section, they might view the video to help with their comprehension of the material.
In addition to the videos, I mentioned in class that students could have their computer on as they read- if they stumble on a section they find too challenging, they could access any site like Wikipedia to briefly read about their topic in a different format.
Then, they might go back to their assigned reading with a much better understanding of what they are supposed to comprehend. Should students watch these videos prior to reading the text, or after reading the text for review?
Do you believe these videos may actually increase literacy? The textbook we use for an AP course is college level material- it is expected that students will be able to read at that level when taking an AP course. However, many students are 'learning' how to read at that level. The videos or the Wiki sites allow for an additional type of stimulus for better comprehension.
And, the videos may be played more than once, or paused so a student can make some notes if necessary. Sometimes it is just late at night when students begin their homework. The videos are refreshing and entertaining, and may allow many to increase their literacy by having that 'access' to the text that may not have been available if they were to simply trudge through the work taking bland notes.
There are incredible and courageous acts of teaching occurring every single day that go unnoticed. This research reinforced the fact that our teachers are some of the most humble innovators of our time. The flipped model, in my opinion, absolutely has the ability to positively impact students in every single classroom across the country.
As with any new instructional approach, a level of comfort and confidence must be deployed in order to be an effective approach.
The flipped model will work for some, and not others.The theoretical framework of this course enables students to develop a recognition and understanding of normal physical, emotional, social, spiritual and cognitive development from conception to death.
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