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Subscribe to this list via RSS Blog posts tagged in Flipped Classroom

Posted by on in Flipped Classroom

Confession. I am a YouTuber. ( www.youtube.com/hiphughes) Now before you stop reading, I should tell you I also am a teacher with 19 years of experience, although I prefer being called a FOLE. (Facilitator Of Learning Experiences -which of course I have a video on https://www.youtube.com/watch?v=BmJ-_G5VR-A )

The story of how I became a YouTuber is a story of teaching. To summarize, it was 2007 and I had a YouTube account and I taught at a school in Buffalo where attendance was killing me, mostly students missing an average of 20% of classr. So I figured I should at least record my lectures so they can watch them to review for the exam. I call these early videos, my "hostage videos".  By the end of the year, my room was a DVD burning factory and I was handing discs out like it was nobodies business. As the years progressed and the digital divide began to slowly close, the shift became less about using the videos for review and more as a way of freeing up time in my class.

I should tell you something. I love kids making videos as much as I love making them. In 2002, I was fortunate by being one of the first people in a program called, City Voices, City Visions which was run out of the Graduate School of Education at the University of Buffalo. CVCV was a digital video boot camp for teachers. We learned how to make videos. Not lecture videos but Public Service Announcements, Commercials, News Broadcasts and other genres which we believed could be used to facilitate our learning objectives in the classroom.  We made videos to learn how so we could teach kids how to "write" with multimodal literacies. Wow! That sounded fancy! But my 3rd year in the classroom, my students were producing videos, videos about Govenrment and US History. And as they made those videos they were reading, researching, writing, storyboarding, filming, editing, screening and most importantly being engaged in their own learning! My problem was always time, how could I make sure I still "covered" enough of my course and gave kids the time to create?

Perhaps you have figured it out. By flipping my class and pushing my lectures out of the class (and trust me I still did review lectures) I was allowed the time to become a facilitator of learning rather than just a content explainer. I was now not the stage on the sage but the conductor of learning. Now, you may be asking, how do I find the time to make videos? And my answer is you don't have to, unless you want to. There are thousands of teachers on YouTube already doing this; so go google, "Best (insert your content area) Teachers on YouTube" and go steal; steal like a gangster and see if you can free up some time in your classroom so your kids can become creators of meaning and not just consumers of content.

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Posted by on in Education Technology

screencast

This year I have been creating my own screencasts using Screencastify, the free Chrome extenstion available on the Chrome Web Store. Unfortuntately, my screencasts would not play for me or my students in Google Classroom, until today. 

How to Have a Screencast Play in Google Classroom:

1. Record and name your screencast

2. Create a new Google Doc

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Posted by on in Education Technology

 

eduCannon logo www.eduCanon.com

EduCanon is a great way to turn video lessons into an interactive assessment tool rather than just a means of delivering content.  Teachers can embed questions directly within any video from a number of popular sites including YouTube, TeacherTube, Vimeo, and Kahn Academy.  Students are given immediate feedback, and they can rewind to review content. You can also see who actually viewed the entire video because students can't fast forward within lessons, making this a great way to hold students accountable for lessons in the flipped classroom. 

<div style="text-align: center"> </div> 

Free accounts are limited to Multiple-Choice and Check-All-That-Apply questions.  Teachers can also insert a "Reflective Pause" to add additional text, links, pictures, or other content.  Additional question formats and features are available with premium accounts.  

If you're making lessons for the flipped classroom, or just want a way to make interactive instructional videos take a look at eduCannon. 

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Posted by on in Education Technology


lymanRegistration ticket in hand, I excitedly entered the Auditorium for the 2015 Palm Beach Technology Conference.  The line-up of featured speakers was fantastic; Lodge McCammon PhD, Steve Dembo of Discovery Education and Cameron Evans from Microsoft just to name a few.  Breakout sessions included representatives from Apple, Google, Dell and many more.  It was amazing to directly engage in discussion with the leaders in technology.        

The biggest takeaway for me was the opening Keynote Speaker’s presentation.  Dr. Lodge McCammon's Musical Kinesthetic approach to learning is engaging and meaningful.  Of course, I did my homework and read up on his work, prior to attending the conference.  I knew I could expect something great; he wasn’t great, he was PHENOMENAL!  The presentation was moving, literally.  Lodge very effectively modeled the way his method should be implemented in the classroom.  He began by speaking to us about his background and approach and provided the brain research to support all of this.  At different points during the presentation he played short pre-recorded video lectures, a method he refers to as “flipping the classroom”.  “Flipping the classroom” reduces the time allocated to lecture delivery and extends time devoted to challenging students to be practicing and engaged in their learning. This practice is centered on using 1-take video to flip the effectiveness of the classroom by establishing a self-paced learning experience.  Lodge noted that this could be very valuable even when devices are not tangible outside of school.  This is not a call to ask students to watch videos at home for homework. 

Lodge demonstrated that by “flipping the classroom” content is delivered more efficiently creating time in the class to get students up and moving.  He offers more than stretch breaks.  These kinesthetic activities and assignments are linked to content adding value and enriching the lesson. The “Walk and Talk” was a strategy I was able to try first hand.  It is easy to implement, and was very moving.  Pardon the pun.  First, we were offered questions about the topics addressed in the presentation, then we were asked to discuss in groups, answer and teach back to the class. In order to stimulate the brain and foster an optimal learning experience, we were directed to walk and talk while accomplishing this task.  Not only did Lodge provide us with the brain research to support this; he guided us through experiencing it first hand.     

Another movement-based lesson activity Lodge suggested was to ask groups of students to design and act out movements that represent key points of the assigned content, much like developing choreography for a performance.    

Along with the kinesthetic lessons, Lodge composes and plays original curriculum music.  The music itself is fantastic, however, when coupled with the movement it becomes a transformative way to teach and learn.  The lesson takes on a life of its own.  When music is added to a classroom environment it naturally calls students to move.  Students are now training to be thinkers on their feet, which is our goal as teachers.  Free range of motion inspires freethinking. All of this activity makes the learning experience engaging, meaningful, motivating and dare I say… FUN!

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Posted by on in Flipped Classroom

Most educators who consider flipping develop angst beginning with the fear of making videos. The concerns typically center on the time necessary to make the videos, the technological skills to produce the videos or the where with all to put voice and/or face on public display.  And of course there is the option to use the million or so videos that are already available through, YouTube, Vimeo, Teacher Tube, etc… But I shout from the highest blog post, IT IS NOT ABOUT THE VIDEO!!!

flippedWhile videos do play a roll in most “Flipped” classrooms, the videos are simply a tool that can be employed for delivery of content.  Articles, documentaries, textbooks, websites are also valuable tools to disseminate content.

The success of any classroom but specially a “Flipped” classroom is in the building of relationships.  There are three primary relationships that are central to the success of the flipped classroom.  These are, in no particular order: Student to Subject, Student to Student and Student to Teacher.

The Student to Subject Relationship

Just because I now flip my class, I still get the occasional, “When am I going to use this in real life?” response from a student. However, this has diminished significantly as a result of focusing my classroom on three key aspects, a more inquiry based hands on approach, more peer teaching and learning and more exposure to the subject matter in the real world.  Each of these aspects have immersed students in the material in a way that they see greater value in the subject. 

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