Flipping the Classroom
This was an excellent presentation done by two middle school teachers in Kenilworth.
I have thought about doing this in the past, but after seeing the presentation, I am certain that this is something I will do.
Things they use:
Screencast -- video hosting site
YouTube
Camtasia
They emphasized an the considerable amount of increased instruction time and measurable increases in student performance. Their own videos are posted on screencast and encourage the use of other educational instructional videos such as Khan Academy or some others. The advantage is that students can play the videos at their own pace, pause, fast forward, or rewind to view again.
The presenters discussed that from time to time students do not have time or the ability to watch the videos at home. They said the students go the to the library before school or during thier lunch or study hall to view them.
Next week, I will experiment with this in my AP Government Class. I will record a powerpoint lecture -- both audio and video -- post the video to Edmodo, and then do more applications in class.
Friday, March 9, 2012
Thursday, March 8, 2012
Learning to Fly...Piloting the 1:1 Flipped Classroom
Top Ten Things I Learned While Flipping a Classroom within a 1:1 Environment
Course: World History
Unit: French Revolution
Duration: 2 Weeks
Students: Freshmen and Sophomores
Level: Mainstream
Homework Transmission: Box. net and Good Reader
Web Tools:
- http://www.timeglider.com/ (digital timelines)
- http://www.pixton.com/ (comic strips)
- http://www.xtranormal.com/ (custom animation)
- blogs (SharePoint)
- discussion boards (SharePoint)
Location: Media Center
Devices used: Tablets
Classroom Portal: SharePoint
File Management and Word Processing: Google
Assessment Tool: www.socrative.com
10. My students were't as tech savvy as I first thought. Their tech skills were limited to social networking, gaming, and entertainment. The concept of using technology to create and learn was very new to many of them.
9. Be patient, there were many obstacles that I wasn’t ready for.
8. There will come a time when you will have to tell a student, “figure it out”. Working within a 1:1 environment is an exploration for both the students and the teacher. Guide them, but allow them to explore and make mistakes.
7. Your worst student will do better, and your best student will be challenged.
6. “Make-up work” was not done during class time. My students were asked to meet either before/after school or during a free period if they needed extra help or time. This forced the students to take ownership of their studies and their learning.
5. Student interest in Social Studies increased. The project based learning allowed for students to learn history in a way that made sense to them.
4. As a Social Studies teacher, I had to create lesson plans that were far more abstract than ever before.
3. Differentiated instruction is implemented with greater ease and with more frequency when compared to a traditional classroom.
2. You are driving in the Daytona 500, so leave your scooter at home. The devices, software, and technology used must be up-to-date and run smoothly, because tech problems can feel like driving on a flat tire.
1. Students will learn more than the teacher could ever hope to teach them.
Doing the Flip: A Flipped Biology Classroom
The last session I attended on Thursday was one presented by Chris Gales and James Workman from Downers Grove South High School. They decided to flip their biology classrooms in August for this school year. They settled on Camtasia to do screencasts for their students which they have them watch 2 or 3 times a week. They don't have a 1 to 1 program but almost all their students have computer access. They found that in the first quarter alone that they were able to do 4 more labs that they had always dreamed about doing but never had time for. They stressed that it takes a lot of time outside of class to make their own screencasts and to rethink what and how they teach topics. They have a great deal more time in class to work with students individually, conduct short formative assessments based on their screencasts and have learned a lot about technology. Students can watch a screencast multiple times and take notes at their own pace. They come to class the next day with questions. They said that they are able to talk to each student almost every day.
Next year I am hoping to be part of the 1 to 1 program. I most likely will make some screencasts but also look for things that are already made such as from the Bozeman site and Khan Academy. They talked about some pitfalls, the time committment, the excitement their students have and they have for the process and how much fun it is to re-invent how they teach. I am really looking forward to this same opportunity with my AP Biology students next year and having more time in class to implement the inquiry labs that are part of the new AP Biology curriculum. Lots of great ideas!
Tuesday, March 6, 2012
iPad E-reader App
One of the sessions I found useful was led by Cathy Baker from Elmhurst. She showed us many different e-reader apps for the iPad and discussed the benefits and drawbacks of each. She showed us some of the nuances of the apps, which could save many of us the effort of having to play around with it ourselves. For example, she showed how to use the text-to-speech function in iBooks by turning on the sound function through settings. She also showed how other apps could be more useful, such as using the app Kobo for pdfs, highlighting, and also tracking reading stats.
It's Not About The Apps!
The most informative session I attended was a brief overview of how teachers at Stevenson HS are utilizing IPADS in their classrooms. While a few different teachers showed specific examples of projects they do in class, they all had the same basic message: Using the IPAD in the classroom is NOT about finding content specific apps. Most content specific apps are boring and nothing more then a glorified textbook. Their focus was on finding Apps that allow students to create and collaborate...ie animoto, voicethread, screencast-o-matic, etc.. The trick is to utilize these Apps to enhance your curriculum.
I personally hope we go with the Ipad. The ease of movement around the classroom allows for a great deal of student interaction. Students can also snap photos and record audio/video very easily with the Ipad.
I personally hope we go with the Ipad. The ease of movement around the classroom allows for a great deal of student interaction. Students can also snap photos and record audio/video very easily with the Ipad.
Thoughts on "Flipping the Classroom" - Joseph Sears School, Kenilworth
I am looking forward to flipping my classroom next year.
My motivations are:
1. Gaining back 10-15 minutes per day of one-on-one student-teacher time.
2. Moving to more advanced problems in-class, rather than catering to the struggling learners during lecture.
3. Enabling advanced students to move ahead at their own pace.
Potential issues:
1. Lack of computer availability. This will be mitigated if every student has their own device to take home.
2. Lack of internet connection. This can be mitigated if either the videos are kept short enough that students can do them as soon as they get to school, or if the videos are pushed to the device and are stored locally (i.e. iTunes University, or similar).
3. Students not paying attention during the video. As recommended by Justyna Kalinowska (jkalinowska@kenilworth.org), insert pause points in the video, where students are required to stop and do the example problem.
4. Students not watching the video. Do a short formative quiz at the beginning of the period that quickly identifies students who didn't watch the video.
5. Significant prep time associated with creating videos. The teachers at Joseph Sears School both said that it typically takes 1 hour to prepare for 5 minutes of completed video. This can be mitigated by using Khan Academy videos (http://www.khanacademy.org/), or similar. Unfortunately, Sal Khan doesn't pause to allow students to try the work themselves, so it might be necessary to create our own.
-Chris Bruce
Physics Teacher
Conant High School
My motivations are:
1. Gaining back 10-15 minutes per day of one-on-one student-teacher time.
2. Moving to more advanced problems in-class, rather than catering to the struggling learners during lecture.
3. Enabling advanced students to move ahead at their own pace.
Potential issues:
1. Lack of computer availability. This will be mitigated if every student has their own device to take home.
2. Lack of internet connection. This can be mitigated if either the videos are kept short enough that students can do them as soon as they get to school, or if the videos are pushed to the device and are stored locally (i.e. iTunes University, or similar).
3. Students not paying attention during the video. As recommended by Justyna Kalinowska (jkalinowska@kenilworth.org), insert pause points in the video, where students are required to stop and do the example problem.
4. Students not watching the video. Do a short formative quiz at the beginning of the period that quickly identifies students who didn't watch the video.
5. Significant prep time associated with creating videos. The teachers at Joseph Sears School both said that it typically takes 1 hour to prepare for 5 minutes of completed video. This can be mitigated by using Khan Academy videos (http://www.khanacademy.org/), or similar. Unfortunately, Sal Khan doesn't pause to allow students to try the work themselves, so it might be necessary to create our own.
-Chris Bruce
Physics Teacher
Conant High School
Social media for coaches and activity sponsors
Otis Price sent me a great article on how to maximize a coach's use of social media. I thought the best tips that were given had to do with WHAT you should post to your page. If you recognize that your site is for your team's parents, relatives, and the community - and treat your information as breaking news - you will be successful.
The information a coach should post regularly on the team page includes:
- Game and practice time reminders
- Cancellations/postponements of practices and games
- Score updates – several times per game!
- News feeds from local papers
- Honors and awards about your student-athletes or teams
Read the full article on the official site of the National Federation of State High School Associations.
Monday, March 5, 2012
Preparing for a 1:1 Classroom
Several presenters at the ICE Conference reiterated the same idea; going to a 1:1 classroom requires a huge amount of effort up-front, but it gets easier for the teacher every subsequent year. I attended the conference in hopes of finding helpful hints for flipping my classroom using the 1:1 design. I took ideas from different presenters and came up with a list of things to get done by next fall.
1. Create a library of 5-9 minute videos that students will watch as homework each night. Ugh! This task will be time-consuming. Do we have a summer curriculum project? Get a You Tube channel.
2. Learn how to use Moodle as a portal.
3. I can have students take quizzes at home or in class using Moodle. Quizzes can be imported through ExamView. Sign-up for an ExamView class.
4. Find Salmaan Khan on You Tube. Apparently he has a tremendous number of science lectures and demos already made, which would decrease the number of videos I would have to make myself.
5. Investigate the Mobile Interactive Whiteboard ($300) which would allow me to roam around the room while I write on the tablet and project the information. Prevents being locked in one place and improves ability to manage the classroom.
6. Go digital with my curriculum. All handouts should be prepared and placed in Moodle for kids to access.
7. Create a list of apps that my students will need to successfully learn in a 1:1 classroom. An app that appears to be extremely useful for students is "Good Reader." It allows Powerpoints to be converted into pdf files, which kids can type their notes into or write on top of with a stylus. It also allows me to grade documents, put immediate feedback on the paper using a stylus, and email the document back to the kid. Sounds great for going paperless!
1. Create a library of 5-9 minute videos that students will watch as homework each night. Ugh! This task will be time-consuming. Do we have a summer curriculum project? Get a You Tube channel.
2. Learn how to use Moodle as a portal.
3. I can have students take quizzes at home or in class using Moodle. Quizzes can be imported through ExamView. Sign-up for an ExamView class.
4. Find Salmaan Khan on You Tube. Apparently he has a tremendous number of science lectures and demos already made, which would decrease the number of videos I would have to make myself.
5. Investigate the Mobile Interactive Whiteboard ($300) which would allow me to roam around the room while I write on the tablet and project the information. Prevents being locked in one place and improves ability to manage the classroom.
6. Go digital with my curriculum. All handouts should be prepared and placed in Moodle for kids to access.
7. Create a list of apps that my students will need to successfully learn in a 1:1 classroom. An app that appears to be extremely useful for students is "Good Reader." It allows Powerpoints to be converted into pdf files, which kids can type their notes into or write on top of with a stylus. It also allows me to grade documents, put immediate feedback on the paper using a stylus, and email the document back to the kid. Sounds great for going paperless!
Tech. Philosophies
Our views of technology affect how we use them in education. From slide 27 on from below, slide content guides the ideas verbalized by Nicholas Carr. Added to the conflicting philosophies of technology tool-ists (better word in script) and technology determinists, educational technologies can become very muddied. Data or thinking?
Reading comprehension decreases 20% when on a screen vs. paper; tech. does shape our mental practices, which if we don't practice go away; students have to be taught evaluation skills on a high level. Even the teacher must be aware that his own reading of student work, such as a blog, is distracted reading when it is on-line. Limiting the distractions by using 'Reader' can help, but still may prove to be an issue.
Presenter, Spilo Bolos, shared much research to support his points, and concluded that much more discussion is needed during the very revolutionary time in teaching and thinking. The potential for positive change, negative change, and no change are all possibilities, depending on educational and technological philosophies, as well as what yet is to come.
ICE 2012 - Putting your class online
Putting your course online - Friday 3/2/2012 - This session was presented by Pete Dulany. His presentation focus on using CourseSites as a classroom LMS. This was easily the best session that I attended at ICE. Like Moodle or Blackboard, CourseSites allows you to manage practically every aspect of your connected classroom. I found the program easier to use, and more complete than Moodle. It was more visually appealing, and like Moodle, it is free - although you are limited to five "active" class classes. I am using CourseSites to develop a student course focusing on digital literacy and NETS. I am also working on a PD course for teachers. Finally, I am in the planning stages of creating an online course for Google Apps. CourseSites is one of the best products that I have seen - and yes, Google Apps, and Infinite Campus can both be integrated into this LMS.
ICE 2012 - Google Apps
Surprise, surprise - I am talking enthusiastically about Google Apps for Education! I attended two Google related sessions on Thursday 3/1; "Putting it all together with Google", and "Gone Google". These were presented by Teachers and Tech Staff personnel from Maine 207. Nothing too ground-breaking presented here, there was really too much information to be presented thoroughly. Google Docs, namely forms, were discussed here. It was interesting to see how Google forms + Flubaroo can be used to create online assessments that are immediately scored so that feedback can be provided instantly. In addition, the scores automatically populate a data sheet so that a summary page is immediately available.
It also became obvious to see how the Google Apps can be used to create flipped classroom opportunities.
It also became obvious to see how the Google Apps can be used to create flipped classroom opportunities.
ICE 2012 - Moodle for Beginners
Moodle in the Classroom - Tuesday 2/28 Workshop - presented by Diana Dell. This full-day workshop provided a beginner's guide using Moodle for a classroom management system / informational portal. Our focus was setting up classroom tools such as blogs, polls, quizzes, and a homework drop to stay connected with students beyond the time and space constraints of the classroom. The presentation was "hands-on" and easy to follow. It became obvious that some upfront work is needed to set up classes and the overall LMS platform. After looking at several LMS programs - I would consider Moodle to be one of the top programs offered at any price, but being that it is "open source" - it is free.
Sunday, March 4, 2012
ICE Conference: Collaborative Tools for the Classroom
ICE Conference, Collaborative Tools
Wow! The logo on everything "nebraska loves our public schools" and it is stated frequently. I want to hear "illinois loves our public schools & teachers" so was very interested in what they are doing. One technique to gain community support, I was able to identify is the many video clips they publish online for the community to view. Videos are students explaining what and how they are learning in a Challenge Based Learning community. the raw footage goes to a digital editing class lab at the high school so has a professional touch.
Focus of Presentation: Challenge Based Learning
Not enough to just use technology anymore, in the future must collaborate from behind the walls. Katie Morrow from O'Neil, NE a very small community was an excellent presenter. Because O'Neill is isolated the desire to reach out and communicate with other communities is strong. She is a distinguished Apple educator and had many apps to bring collaboration within the classroom as well as outside the community and country.
http://nelovesps.org/watchnow?TN=PROJECT-20110314021231
Socrative (just out of beta version)
free response engage the class using any device--any web enabled
quiz poll
Daily blogger--each day different student adds to blog
collaboritive through Blogger
google presentations students work together on creating a presentation
voicethread Advantage: more than one voice comments on presentation. Teacher can add voice for comments. (Feedback is instant) Other students can give voice feedback
backchannel -use students interest in Twitter to complement the classroom
tinychat.com
todaysMeet.com creat a room, no account, transcript from chat can be viewed. can view transcript
google Presentations;; backchannel view together; anyone else can joint the chat
Google Forms
Assessment --peer evalutation
creat form
collet results
results summary
Dropbox
available on all web enabled devices
Social Bookmarking
http::diigo.com
http://delcious.com--sharing/ bookmarks--central place for all your bookmarks. Can choose which ones you want to share
Wallwisher
concept map: wall on a topic; anyone can click on a wall and add
http://wallwisher.com buggy
primarywall
stixy
corkboard
Collaborate with Experts
video conferenceing software
Skype, Ichat
Ichat theatre
-- Homebound or sick student can join the class
Wiki
Outline a chapter. groups decide on dividing the work up.
Glogster online poster
http:www.tinyurl.com/healthycommunity
How can the community become more healthy? Students in PE class documented on spreadsheet family activity, food choices, etc over a specified period of time.
Process
challenge basis learned
collaborators in learning
real world problem
what
measure
challengebasedlearning.org
post challenge/ solutions
reduce carbon footprint
start with action word
authentic use of technology
Edmodo -- free safe (just your class not open to whole world
Blogger
mrsmorrow.com
Wow! The logo on everything "nebraska loves our public schools" and it is stated frequently. I want to hear "illinois loves our public schools & teachers" so was very interested in what they are doing. One technique to gain community support, I was able to identify is the many video clips they publish online for the community to view. Videos are students explaining what and how they are learning in a Challenge Based Learning community. the raw footage goes to a digital editing class lab at the high school so has a professional touch.
Focus of Presentation: Challenge Based Learning
Not enough to just use technology anymore, in the future must collaborate from behind the walls. Katie Morrow from O'Neil, NE a very small community was an excellent presenter. Because O'Neill is isolated the desire to reach out and communicate with other communities is strong. She is a distinguished Apple educator and had many apps to bring collaboration within the classroom as well as outside the community and country.
http://nelovesps.org/watchnow?TN=PROJECT-20110314021231
Socrative (just out of beta version)
free response engage the class using any device--any web enabled
quiz poll
Daily blogger--each day different student adds to blog
collaboritive through Blogger
google presentations students work together on creating a presentation
voicethread Advantage: more than one voice comments on presentation. Teacher can add voice for comments. (Feedback is instant) Other students can give voice feedback
backchannel -use students interest in Twitter to complement the classroom
tinychat.com
todaysMeet.com creat a room, no account, transcript from chat can be viewed. can view transcript
google Presentations;; backchannel view together; anyone else can joint the chat
Google Forms
Assessment --peer evalutation
creat form
collet results
results summary
Dropbox
available on all web enabled devices
Social Bookmarking
http::diigo.com
http://delcious.com--sharing/ bookmarks--central place for all your bookmarks. Can choose which ones you want to share
Wallwisher
concept map: wall on a topic; anyone can click on a wall and add
http://wallwisher.com buggy
primarywall
stixy
corkboard
Collaborate with Experts
video conferenceing software
Skype, Ichat
Ichat theatre
-- Homebound or sick student can join the class
Wiki
Outline a chapter. groups decide on dividing the work up.
Glogster online poster
http:www.tinyurl.com/healthycommunity
How can the community become more healthy? Students in PE class documented on spreadsheet family activity, food choices, etc over a specified period of time.
Process
challenge basis learned
collaborators in learning
real world problem
what
measure
challengebasedlearning.org
post challenge/ solutions
reduce carbon footprint
start with action word
authentic use of technology
Edmodo -- free safe (just your class not open to whole world
Blogger
mrsmorrow.com
ICE Conference: Goudy IPAD 1:1
Goudy IPAD 1:1 Initiative ICE Conference 2012
Goudy is a CPS elementary school in the Uptown neighborhood. I was interested on a totally personal level because that is where I attended kindgergarten . Awhile back, it was listed as the worst elementary school in America--not a label any school would want. So I was curious as to what was going on there now and what students were doing.
Goudy received a 1:1 grant and all students have an IPad issued to them during the school day. This is some of what the presenter discussed:
Lots of rules concerning use of technology k-8
Students pick up Ipad in a.m. on their way to homeroom, keep through out the day but can't take home. Transient demographics and student may not return next day. (Not a flipped classroom model)
Pays a $20 student tech fee (will cover cost of broken items- which have been very few) Tech coordinator brings to Apple Store and great service is noted.
No student ability to download apps--tech coordinator purchases teacher requested apps and downloads.
Students do not keep same IPAD from year to year, apps are different depending on grade level course work.
no games
no email access other than district account
Students are heavily involved in project based learning assignments. Some excellent student created videos about the cultural diversity of the neighborhood were shown.
Watching these elementary students with the technology in hand made me realize how much high schools will have to adjust to keep students challenged and interested.
Goudy is a CPS elementary school in the Uptown neighborhood. I was interested on a totally personal level because that is where I attended kindgergarten . Awhile back, it was listed as the worst elementary school in America--not a label any school would want. So I was curious as to what was going on there now and what students were doing.
Goudy received a 1:1 grant and all students have an IPad issued to them during the school day. This is some of what the presenter discussed:
Lots of rules concerning use of technology k-8
Students pick up Ipad in a.m. on their way to homeroom, keep through out the day but can't take home. Transient demographics and student may not return next day. (Not a flipped classroom model)
Pays a $20 student tech fee (will cover cost of broken items- which have been very few) Tech coordinator brings to Apple Store and great service is noted.
No student ability to download apps--tech coordinator purchases teacher requested apps and downloads.
Students do not keep same IPAD from year to year, apps are different depending on grade level course work.
no games
no email access other than district account
Students are heavily involved in project based learning assignments. Some excellent student created videos about the cultural diversity of the neighborhood were shown.
Watching these elementary students with the technology in hand made me realize how much high schools will have to adjust to keep students challenged and interested.
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