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weaverteaches

my passion wakes me!

Month

March 2014

Video 5 – Unit One EP 5.

This is the fifth video I created for my flipped classroom. For more information please read the YouTube video description. If you think you can use this as a resource please feel free to use it in your classroom. I am hoping to create a few more units.

Video 4 – Unit One EP 4.

This is the fourth video I created for my flipped classroom. For more information please read the YouTube video description. If you think you can use this as a resource please feel free to use it in your classroom. I am hoping to create a few more units.

Video 3 – Unit One EP 3.

This is the third video I created for my flipped classroom. For more information please read the YouTube video description. If you think you can use this as a resource please feel free to use it in your classroom. I am hoping to create a few more units.

Video 2 – Unit One EP 2.

This is the second video I created for my flipped classroom. For more information please read the YouTube video description. If you think you can use this as a resource please feel free to use it in your classroom. I am hoping to create a few more units.

Video 1 – Unit One EP 1.

This is the first video I created for my flipped classroom. For more information please read the YouTube video description. If you think you can use this as a resource please feel free to use it in your classroom. I am hoping to create a few more units.

Week 5 – Round Up.

After completing the first unit I have spent some time marking each of the student’s workbooks. Marking the workbooks has provided me with an insight into the effectiveness of flipping the classroom and a deeper understanding of the various abilities of my students. It also allowed me to provide essential feedback to my students. I must say after all the effort and time I have put into flipping my classroom I was hoping for a dramatic change in the quality of work typically presented by the group at this stage of the year. Although there was a noticeable improvement I would not call it an outstanding improvement, however at this early stage any improvement is a step in the right direction. I guess any new skill takes time to develop and perfect.

On a side note not related to flipping the classroom. I had a conversation with our AP responsible for curriculum development regarding formative assessment during the conversation he made a point that regardless of the quality of feedback, it is useless unless students are given time to utilise the feedback and put it into action. So in future I think I may get students to hand their books in when 3/4 of the work has been done and give them time to resubmit their work with evidence they have used the feedback to make changes or improvements to their work.

Getting Back to this week’s round up, it is clear to me the use of videos allows for differentiated instruction as students can pause, rewind and review the lessons at their own pace. I was very happy to see 100% of students attempted the work. This is a massive positive, even students who seemed to be struggling had made an independent attempt to access the content. So the videos also differentiate learning by focusing on student interests. The challenge and focus for the next few units will be to develop an approach that allows the in class learning activities to be differentiated with specificity so all students can demonstrate their understanding.

I have many different ideas running around in my head right now that could address this challenge. I will go away from here and evaluate which idea will have the greatest success and try a few before the end of the term. I will post the videos I have created and used in the first unit so you can see what I am talking about. I am happy things are headed in the right direction, lets see what next week brings.

Week 4 – Round Up.

As we come to the end of the first flipped unit my understanding of reversed instruction has increased dramatically.  All the pre-reading and information I gathered on flipping my classroom has been useful to develop my understanding of the concept however nothing can compare to the understanding I have gained from putting things into practice. The last few weeks has been a time a rapid personal growth and learning.  My advice to anyone is don’t sit and think about it too long just get in and have a go. It will either suit what you are doing or it won’t, at the end of the day if you want it to work it will.

As I mentioned a couple of weeks ago I needed to look further into the actual process of reversed instruction. I pride my self on having structure in my class and students knowing what is happening during the lesson and what is expected at different times during the class. I have had to establish a new process to get the full advantage of the flipped classroom. I have always believed in formative assessment as it comes naturally to our subject area. An advantage of the flipped classroom is it allows for and increase in formative assessment and for the assessment to be done with a specific purpose. This increases the effectiveness of the process. I try to use specific formative assessment throughout the face to face lessons.

Although I believe in structure I also recognise that some of the best learnings in a class may be a result of unplanned discussions or activities I call these learning accidents I always plan my lessons for 40 mins to allow time to take advantage of the learning accidents that may occur. The structure I am currently using during a 50 min lesson is as follows:

  • Welcome and greet students, students get themselves set up for the lesson. (5 mins)
  • Formative assessment of the video – discuss the answer to the essential question (5 mins)
  • Practical activity moving the learning in the ‘conscious competence’ or mastery phase (15 mins)
  • Question time – students must present ‘2 roses and a thorn” about the activity (10 mins)
  • Assign homework and complete exit pass e.g. 3, 2, 1 activity. (5 mins)

There will be a need to tweak this structure to meet the varying degrees of ability in any class however I have had some success with this initial change.  Flipping my class has allowed an increase in the physical activity levels of my classes and provided a chance to develop their writing skills and understanding of the board of studies verbs. I feel this is a skill we often are unable to find the time to effectively develop or overlook or as HPE teachers.

Finally it is interesting to note I teach about 120 year 7 students face to face and the views of each video are far higher than this number. I can infer that most students are taking advantage of the ability to pause, rewind and replay the content delivered in each video. I am able to use the YouTube analytics to gain more information about student engagement however I need to read up and learn what the stats represent. The total views for each video are as follows. (I had to upload a second version of each video so the number below is the combined total of version 1 and version 2 of the video)

Video 1 – 421 views

Video 2 – 387 views

Video 3 – 323 views

Video 4 – 290 views

Video 5 – 364 views

Well that is it . . . What will next week bring?

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