Week 4 Assignments (Due June 22nd)

Links from class:

Camstudio – free software to capture your computer screen

Screenr – free online software to capture your computer screen

Myna – free online software to record sound

Greenshot –  free software to capture your computer screenshot (still images)

Pixlr –  free online software to edit photos/images


Check out the example of the lesson planning tool on TED-Ed @ http://ed.ted.com/on/ITfkrdI5 This is a resource and format that could help you start to Flip your classroom. Complete the activities and post your reaction to the lesson on the comment section of this post (The link in the Ted-Ed is not working).

Upload your enhanced/manipulated image to your Google Site

Course Readings:

Rosenthal Tolisano, Silvia. “Digital Storytelling – Part I.” Langwitches Blog. N.p., Apr.-May 2008. Web. 11 June 2012. <http://langwitches.org/blog/2008/04/19/digital-storytelling-part-i/>.

Rosenthal Tolisano, Silvia. “Digital Storytelling – Part II.” Langwitches Blog. N.p., Apr.-May 2008. Web. 11 June 2012. <http://langwitches.org/blog/2008/04/25/digital-storytelling-part-ii/>.

Post a response on your blog:

1 – How important is it to use visuals to support your instruction? Use a blog and/or online article to support your opinion (provide link).

***June 22nd is Virtual. Login here to participate. I will be at the Reston Center if you prefer to be in the lab with me (for extra tech support). Since class will be no longer than a hour, please plan for a few online assignments to be completed before the June 29th class.


13 thoughts on “Week 4 Assignments (Due June 22nd)

  1. I really enjoyed watching, reading and exploring more about the “Flipped Classroom.” I think it is definitely a wonderful and effective way to use valuable classroom time. I see applying this type of methodology in a middle school and high school classroom, much more than in an elementary aged classroom. Because in elementary school, so much of our instructional time is based on project based learning or cooperative learning, the direct instruction is minimal. My other question would be if flipping a classroom would be an effective method in every subject area? What happens with students who are not motivated? How do you inspire these students? Overall, I think the “Flipped Classroom” idea is a great way to save class time, use time more efficiently and provide students with the opportunity to learn in their own environments at their own times.

  2. I love the idea of a flipped classroom. Like Katya stated above, the elementary classroom model already allows for cooperative learning but this is something that gets lost in middle and high school. When students are younger they learn so much by exploring, playing or interacting. I think the flipped classroom allows for secondary educators to continue this model. I truly like the idea that students can now take control of their learning. By having the lectures online or in disk format, they now have great study guides or can review as much as they like. If they still do not understand, then the teacher is available during class and does not need to make the class wait on the few students who need more explanation. By allowing for this, students who might continue to struggle, do not need to feel shy about asking the teacher for help or what others might think. The time is there for them to receive the extra help if needed without making others wait.

  3. I agree with Katya and Gwyneth that the flipped classroom might have the most benefit/application at the secondary level, since much of elementary learning is experiential. Also, the candidates for flipped instruction need to be of an age where they can take ownership of their own learning, as the flipped classroom model requires. As someone planning to teach upper elementary, I can definitely see application for it at that level. I also think that we need to be cautious not to herald the flipped classroom as “the answer” to everything that’s wrong with the current education system, and remember that there isn’t one right way to learn or one right instructional model– which is the whole basis for differentiation; but I do believe, and the early evidence suggests, that flipped learning can be a highly effective instructional tool.

  4. I really enjoyed checking out the example of the lesson planning tool on TED-ed. Having an introductory video, a “think” question, and lots of supporting links to various types of resources allows the teacher to differentiate the lesson and gives students the opportunity to go deeper into the subject if they choose to. My only comment would be that it might be useful to “think” first, in order to activate the student’s prior learning and encourage prediction and as an introduction to the subject. Cool tool!

  5. I really enjoyed exploring the TEDED site. I think the flipped lesson section is AWESOME. I especially like the ability to select and edit lessons/dig deeper sections that have already been created. It is also really cool that you can flip youtube videos!

    I like Dian’s comment about having a “think” question prior to even viewing a video. I think having an initial question or thought in mind will help the viewer to focus on the material being watched in a more engaged manner.

    I also have to agree with Katya, Gwyneth, and Carol on the comment of flipped lessons being more beneficial to middle and high school students. I think it is still a good idea to have some corresponding lessons, for students who miss school so that they are not totally behind when they return, but maybe not as a regular part of curriculum. I wish it was, because I would love to be able to use it, but I just don’t see k-3rd graders being able to maintain focus on an instructional video – 4th and 5th graders…maybe. If I was a master computer animator, and could make my own educational flipped lessons in the form of an animated series with the mini episodes tailored to the lessons in the classroom that might work better for primary grades. Hmmm…there’s a possible long-term goal :p

  6. I love the idea of flipped classroom. I think there is a time and place for it in the classroom. I don’t know if every lesson can be taught this way but it would change it up enough for students that they would pay more attention and probably be more involved with the class. I like the idea of having more time to work with the students in the classroom and not use all that classroom time for teaching new material. I think it would work well in a math class. I liked the blog for Five best practices. He kind of had a bad attitude about flipped classroom but he made some valid points of making sure you continue to make connections to real world problems, continue to have the students use technology, use PBL, etc. Either way you have to present your lessons with high quality material for the students to learn.

  7. I find the idea of flipped classrooms a great teaching strategy! It is a means by which other great stratgies can be utilized, such as UDL, student-centered, inquiry/project-based learning, and differentiation. It frees up the class time to be spent where it’s most needed, applying the content knowledge, exploring concepts deeper, clarifying information where necessary, and experimenting with developing knowledge. Content is important, but it is only useful when it can be applied or used as a foundation for building further knowledge. By allowing the content to be gained outside of the classroom, it frees up the classroom time for the application, and exploration and further learning. True understanding takes place within such learning environments – and that can be where the magic really happens.

    I feel flipped classrooms is the vehicle in which other great ideas can take shape. It just makes sense.

  8. I think having recorded lessons for students to use at home or in the classroom is a great idea. It’s something I plan on using when I teach. I feel this type of instruction is ideal for Math. If you can make a short video, 6-7 minutes, going over the basic formulas needed for a lesson students can access it at home over and over. I agree with “5 best practices” writer when he said it’s unfair to expect students to do all of the learning at home. I can see how this would work great in a setting where you have students working in 5-6 groups of 4-5 students, each group having a tablet/ipad/laptop device to view the lesson. They can view it over individually if they want. They can help each other on “homework” problems. They can work together on projects. In Math most units are based on just a few basic formulas or types of problems, if students have the reinforcement of the videos when they are at home it makes a huge difference.

  9. I thought the site was interesting because the two blogs I read “Five Best Practices for the Flipped Classroom” and “To Flip or Not to Flip” didn’t just relentlessly push having a flipped classroom, but rather asked you to consider your personal situation and class. Like Peggy said, there is a time and a place for a flipped classroom, but it definitely doesn’t “solve” anything like the author of the “Five Best Practices for the Flipped Classroom” reminded us. Having a flipped classroom should support the model you use in your class for creative and complex thinking, not the other way around; much like we’ve discussed the ineffectiveness of “using technology for technologies sake”, I see this being a very similar situation. With a learning model like PBL, where students are being taught the necessary skills in order to successfully learn on their own, I can see having a flipped classroom very successful. However, if students don’t know what to do with the information, or aren’t motivated to find out, it is no different than the traditional lecture.

  10. This was really interesting, who would have known such a simple idea could be so useful! I definitely think I would use flipped instruction in my classroom, especially with older grades. Students today are part of a new technology generation and they appreciate using different forms of technology while learning in the classroom. Every time I teach and mention watching a video, kids get excited and cheer with enthusiasm. I think allowing students to watch a video at home for homework and then apply that knowledge the next day and be able to ask questions and learn about it more in depth is a fabulous technique when teaching kids. Allowing them to have time to process information and come to class the next day ready to learn more is so beneficial. Homework can be daunting and have such a negative impact on students if they give up, having them watch a video to learn background knowledge can be an easy fix to “hating homework.” I can see how this could be used with PBL learning as well because students learn the information/content and then can come to class the following day for a PBL project which assesses students understanding while making the information more meaningful. I also like how this could be used for any grade level, very cool!! This was really interesting to watch and gave me lots of ideas for next year in the classroom!

  11. The idea of flipped teaching is truely growing on me…so many times I find that my students don’t do their homework because they don’t remember how to complete the problems. Even when provided with notes in class, they don’t really seem to know, or understand how to use them. With flipped teaching I could have students take notes at home and then come into the classroom and have time to practice the lesson. At the same time, I can teach my students HOW to use their notes to answer their own questions. Since I teach students with various disabilities, finding any way to make them more independent is a huge asset to them.

  12. It is an ingenius idea that has obviously worked for the school in the news clip. The teachers could not seem to stop singing it’s praises in their interviews. I feel that there needs to be a strong system of accountability in place to make sure the students are watching the videos and getting the initial synthesis before the teacher implements activities or further lessons that expand on the material. Perhaps the focus should be on group work so students can help hold each other accountable while also motivating each other. If these steps are taken, then it can be a strong and effective instructional strategy.

  13. As others have mentioned before me, teachers in the primary grades usually have minimal lecture and lots of hands-on and engaging activities built into their instruction. Our classrooms are interactive by nature, but that doesn’t mean that a flipped classroom arrangement wouldn’t work for us. Sometimes students that are so young, or come from diverse socioeconomic or ethnic backgrounds, don’t have enough prior knowledge or exposure to various experiences to have created the schema that provide the foundation for certain lessons or units of study. The flipped classroom may give them that knowledge base to better prepare them for the content or activities that will done in class. Another plus to the flipped classroom is that having the lesson in video or presentation format allows students who need more time to process the content the flexibility to do so. In class, these kids usually don’t feel comfortable telling the teacher to slow down or repeat something, and wind up tuning the teacher out, or worse, becoming disruptive. When students are learning at home they can pause the video to take notes or practice, and can even rewind the parts they missed and watch them over and over. Even if it’s not used exclusively, the flipped classroom design can be a great support tool to prepare students for in-class learning.

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