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Archive for the ‘ed533dc’ Category

Think Tank: Flip-thinking – the new buzz word sweeping the US

Lectures at night, “homework” during the day. Call it the Fisch Flip. “When you do a standard lecture in class, and then the students go home to do the problems, some of them are lost. They spend a whole lot of time being frustrated and, even worse, doing it wrong,”

The main idea behind reverse instruction is to provide students with a daily video lecture of the topic or concepts that will be discussed in class the following day. The benefits are obvious. The students have access to the material well in advance of the class. The have the opportunity to watch it, review the concepts, replay parts they didn’t understand, take notes in spaces meaningful to them, and most importantly remix in order to make clearer connections to the content.

The flipping trend is not exclusive to the world of education as Pink reports. Take for example Starbucks. There was a time where wifi was available for an added cost.  Now independent workers, small entrepreneurs, and grad students can get free wifi with the purchase of a cup of coffee. They have essentially created a new kind of work space and their business if benefiting from the new found clientele.

So the question is how does this fit into my class. Why should I do it? Is it worth the investment in time? Will the kids buy in? I have done some research on this, and have spoken with some people who are fully immersed in the flipped classroom model. My impressions are as follows:

  • This is a commitment in time to both your students and yourself
  • There will be bumps in the road
  • You will question yourself  endlessly
  • You may not see immediate results
  • The results you will see will be hard to quantify
  • You will get little support

For a new or inexperienced teacher these are obstacles that are difficult to overcome. My thinking is that this is a process that takes time to implement. I would probably take baby steps. Start with short videos (5 minutes) which cover the main ideas of each unit, giving your students the surface information needed. Discuss these ideas in class and allow them to ask lots of questions.

One interesting suggestion I found came from John Sowash He suggests putting in a hidden number of code word in each of the videos and having his students submit that secret to him. This puts some accountability on the students to watch the video and pay attention.

I still have questions about how to implement this with students who have limited or no access to the technology. Is the great “Digital Divide” as prevalent as I am lead to believe? How do I meet these disadvantaged students in the middle.

Here is a sample video I found on YouTube from Karl Fisch. I don’t find it particularly engaging or interesting. How can we make these videos more interesting?

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Using the #ed533dc tag

When you post to your blog you should use the categories feature which is located at the bottom right of box in the edit window. The common tag for the class is ed533dc

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This weekend we are going to focus our discussions around the ideas of flipping classroom instruction. There are many examples of flipped instruction circulating the edusphere, some pedagogically sound, some junk. Using real world examples & ones we create together in class, we will attempt to discover best practices in reverse instruction for the Math and Science classroom.

For Saturday:

  • Please review the embedded infographic for a brief introduction to The Flipped Classroom – You may have to click on it for full view.
  • Please do some independent research on Reverse Instruction/Flipped Classroom model. Find several journal articles – something along the lines of this arcticle, (feel free to use it even though I am using it for my blog post!) and save it to your Diigo library. We will use these for our blog reflection posts.
  • Be prepared to use your personal devices (iPhones, iPads, Droids, video cameras, laptops, or whatever you have with you/feel comfortable bringing) to start building your Science/Math lesson plans which use technology and media in transformative ways.

Flipped Classroom

Created by Knewton and Column Five Media

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Social Bookmarking

Diigo (www.diigo.com) is a social bookmarking community, similar to Delicious, but with enhanced features. By installing Diigo’s browser add-on, you can make annotations right on the webpages you visit, highlighting information or adding sticky notes to the pages. The site is divided into three sections: My Library, My Network, and My Groups. My Library is best for research. Here you can bookmark webpages, highlight a section of interest, add a sticky note to the site, and then save it to your library for easy retrieval. My Network allows you to build a personal learning network by following or connecting with people who share your research interests. Imagine that all of your colleagues were part of your Diigo network. Connecting on Diigo, you would have access not only to any interesting articles they bookmark online but any annotations (highlights or sticky notes) they added. Diigo also takes social bookmarking a step further by allowing you to form collaborative groups. My Groups allows members of your local professional learning community or global community of practice to share documents as you explore, annotate, and make meaning by using the annotations and sticky notes. Designed with educators in mind, Diigo allows teachers to set up an account for each student in a class as well as to form a group for the class. Consider the possibilities for learning. You can create a group knowledge repository for each class; your students can add annotations and sticky notes as they read, helping each other as they collectively construct knowledge. Diigo also sends group members email alerts when new information is posted. To access these premium features on Diigo, be sure to sign up as an educator. Diigo is also designed for educators to find and network with other educators to form a personal learning network. Search under Diigo Groups for a topic of interest. For example, the group Web 2.0 Tools for Teachers has nine hundred members who are posting content and collaborating to learn how to use the tools we discuss in this chapter. Librarians, administrators, and curriculum directors also can find groups on Diigo.

Nussbaum-Beach, Sheryl; Ritter Hall, Lani (2011-11-01). The Connected Educator: Learning and Leading in a Digital Age (Kindle Locations 1672-1684). Ingram Distribution. Kindle Edition.

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Power Down

“Every time I go to school, I have to power down,” a high school student told researchers.”
This is where my post goes

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Amazon Kindle: A Highlight and Note by Robert B Lyons from The Connected Educator: Learning and Leading in a Digital Age.

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HootCourse integration will allow students to present their learning more transparently and publicly by aggregating tweets, FB status updates, and WP blog posts. This may be an acceptible solution to the teaching and learning online… For now..

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