A couple of years ago I started hearing about the concept of a flipped classroom. I wanted to work toward finding ways to make this concept possible in my classroom but knew I had to take steps toward it before throwing myself into it. I started by trying to shorten my physics lessons to give students more class time to problem solve, etc along with giving them access to the lesson notes online (pre-lesson notes with blanks and then posting the completed ones after the fact) - and before you ask, no, this did not lead to students skipping class but it did allow ones who missed class for specific reasons to stay caught up. I then moved this idea to using a protected class management site (in my board we currently use Angel) so that I could easily organize what I was posting, send students messages, etc. This process allowed me to get more comfortable with the course/teaching (I am currently in my 5th year of teaching) and to integrate more technology into my class without overwhelming myself.
Now I have taken the plunge and am "flipping" my Grade 11 Physics and Grade 12 Advanced Functions (math) classes. As a first time "flipper" I am making use of other people's (public) YouTube videos in addition to making my own so that I am not spending all of my time creating video lessons. I spent a couple of weeks in the summer looking through a couple of specific YouTube channels to find some lessons that I liked (i.e. followed formats that I would use, taught in a similar way, etc) and making note of which lessons I would have to create my own for (or would use investigations, labs, etc instead of direct instruction for).
I will blog on some more of the specifics of my new classroom in the near future (I just wanted to introduce how my technology integration has been/is a work in progress). If you have any parts of it that you would like to read about, let me know by commenting, etc (I am more likely to blog when someone else gives me an idea anyway). For now I would like to comment on something related to these ideas that I have mentioned in the past. I still very much believe that students are not getting the instruction related to technology that they need - I feel that many of us are assuming that children are so comfortable with technology that we are not teaching them (leaving students that aren't naturally inclined toward it behind).
Early on this semester I wanted to try Socrative (emails you a report in excel format), so I created a "quiz" (that was actually a survey) so that I could collect data on student technology use. 16 of my Grade 11s participated and 18 of my Grade 12s and the results were as follows:
- Most have reliable internet access at home (5 of the Gr 12s said "sometimes")
- Most usually or always have a personal electronic device (PED) available in class (6 said rarely or never)
- The majority that have access to a device is a Smartphone or iTouch (small screen - important to know, not effective for creation but fine for viewing with good eyesight)
- The majority of those devices are Apple products
- About half of my Gr 11s (fewer Gr 12s) would prefer to read on a device than from a paper book
- They admit to having a variety of learning styles, but the majority choose "doing" as their main source of learning (fits right into the flipped class idea)
- 7 of the students admitted to finding technology difficult and rarely convenient OR just plain scary
I felt that these results left me with some food for thought and have reminded me how important it is to make sure students are aware that there are options (i.e. it is possible for me to give them copies of electronic lesson plans on a USB, if needed I could download the videos and put them on a USB or DVD if needed, etc). A couple of them are taking me up on the first of those possible ideas and will make the flipped classroom less stressful for them as they will not have to stress over the use of Angel as much. They are also getting used to the fact that the "teacher computer" at the front of the room is available for use during class (since I am up helping people out most of the time) and they have learned that I am fairly knowledgeable in helping them figure out how to get their PEDs on the wifi and opening various files. Which has led me to wonder if there are not teachers and other students who have not been able to get past these difficulties - these problems could easily create barriers to using all sorts of technologies in the classroom.
Anyway, I have digressed a bit - the ultimate purpose of this post was to reflect on the technology use in the classroom (specifically as it relates to the flipped classroom) and how it affects students. And in the end, this week has led me to think that in order for more of us to teach students how to use the technology more of us need to be comfortable using it on our own (this part of the revelation also brought to you in part by the sentiments expressed by colleagues in their new school board blogs) and perhaps I can offer my services with some "drop in times" to ask questions about devices on the wifi and various apps and websites that I am familiar with.
Fellow teachers - would you take advantage of someone offering this idea? If not, why not (i.e. what is stopping you or what else do you need in order to want to)? If yes, what kinds of things would you want to come to ask about? (I would like to compile a list of ideas/suggestions for those that might not have their own initial idea).
Please comment or sent me a Tweet @TchngPassion
Saturday, September 14, 2013
Saturday, June 15, 2013
Monitoring Back in the Classroom
I think that monitoring has taught me a lot this semester. Scratch that, I know it has. Joining the student success department involved a fairly steep learning curve. I have learned a lot about what a monitor does, how it can impact students, how the process of getting a student identified might go, how the ILC works...the list goes on. But I am ready to get back into the classroom.
On one hand, I learned a lot of valuable things that I can take back to my classroom as part of my overall perspective of student. On the other hand, I got into high school teaching because I loved teaching and still wanted to be intellectually stimulated. Funny that we don't generally associate emotion with intelligence (let me tell you, it was impossible not to at least feel emotionally attached to the stories I heard).
Here are some of the things that I think will be a lasting impression on me as a classroom teacher:
1. There is almost always more to the story behind a student's absences and/or lateness and/or late/missing assignments. It can range from school engagement to issues at home and beyond - but there is often something there and as a classroom teacher we have to remember this and be willing to investigate further (or at least seek out the resources that can do this and inform teachers).
2. It is possible to monitor a student and support them academically without removing them from their "less important classes" (I refused to pull a student some tech or gym - I do not see a benefit to making engagement more difficult).
3. I had the chance to be working and taking an AQ and diving into professional ideas that I want to bring to my classroom in September (a definite bonus).
4. We need to spend more time in high schools providing learning opportunities for learning skills, test-taking skills, etc if we want our students to become more successful. The sole resource of an academic monitoring teacher cannot do this alone!
5. Our failures are NOT personal. We cannot help everyone, no matter how much we would like to. We can keep them from falling through our cracks, but if the student and/or the guardian are not on board with the plan, it may fail. All we can do is keep trying. Keep supporting. Keep hoping.
I am really looking forward to being able to put my new perspective into the classroom and looking forward to trying new assessment and teaching styles. My most recent inspiration to work toward my flipped classroom comes from the "confession" from Eric Mazur, a Harvard Physics professor. It is an 80 minute video, but if you have an interest in this kind of idea it is worth watching. He started using this Peer Instruction style classroom in 1991!
On one hand, I learned a lot of valuable things that I can take back to my classroom as part of my overall perspective of student. On the other hand, I got into high school teaching because I loved teaching and still wanted to be intellectually stimulated. Funny that we don't generally associate emotion with intelligence (let me tell you, it was impossible not to at least feel emotionally attached to the stories I heard).
Here are some of the things that I think will be a lasting impression on me as a classroom teacher:
1. There is almost always more to the story behind a student's absences and/or lateness and/or late/missing assignments. It can range from school engagement to issues at home and beyond - but there is often something there and as a classroom teacher we have to remember this and be willing to investigate further (or at least seek out the resources that can do this and inform teachers).
2. It is possible to monitor a student and support them academically without removing them from their "less important classes" (I refused to pull a student some tech or gym - I do not see a benefit to making engagement more difficult).
3. I had the chance to be working and taking an AQ and diving into professional ideas that I want to bring to my classroom in September (a definite bonus).
4. We need to spend more time in high schools providing learning opportunities for learning skills, test-taking skills, etc if we want our students to become more successful. The sole resource of an academic monitoring teacher cannot do this alone!
5. Our failures are NOT personal. We cannot help everyone, no matter how much we would like to. We can keep them from falling through our cracks, but if the student and/or the guardian are not on board with the plan, it may fail. All we can do is keep trying. Keep supporting. Keep hoping.
I am really looking forward to being able to put my new perspective into the classroom and looking forward to trying new assessment and teaching styles. My most recent inspiration to work toward my flipped classroom comes from the "confession" from Eric Mazur, a Harvard Physics professor. It is an 80 minute video, but if you have an interest in this kind of idea it is worth watching. He started using this Peer Instruction style classroom in 1991!
Wednesday, March 20, 2013
Student Support
This semester I have been put into a new role - I am on the student support team. I still consider myself a new teacher (been at this less than 5 years...but my how time flies) which comes with learning in itself, but I would have to say that I have learned more in the past two months than in any other two months in my career (such as it is). Having a role that is not classroom teaching has shed a new perspective on educating teenagers, I have found it more emotional (you have more contact with students with sad stories) and, at the same time, has the potential to be more rewarding.
As a transitions monitor (I track at-risk Grade 9s - and a few 10s) I have the opportunity to have some time to try to engage students in an individual way and create success plans. Some of them have emotional needs (usually due to family circumstances) which leads me to work closely with our counselors and social worker to try to engage them in school and take an interest in controlling their future while others have academic struggles that are rooted in poor work habits. As an ILC (Independent Learning Centre) teacher I work to find ways to help students complete credits in recovery and support students through independent courses. Both of these roles have shown given me a chance to see more of the Learning to 18 initiative first hand.
The most interesting part has been outside of this entirely. My admin has been giving me opportunities to get involved in some broader projects.
- Lead teacher for OSSLT support for non-identified students & moderated marking
- Working on planning process for Boys Night In
- Being asked to consult in planning meetings for our Early Release Day (technology PD)
- Attending various PD sessions (i.e. DI for ELL and Bullying and the Bystander)
I would like to write in more detail about some of my experiences, so if you are reading this and have any questions (about the above or the topics listed below) please comment and let me know. Here are some potential future entries:
1. Monitoring strategies (possibly to become useful as a classroom teacher?)
2. OSSLT prep
3. Technology PD (providing workshops/support for colleagues)
I look forward to writing about the technology piece in the near future. I still think it is ironic that I am seen as a technology "expert" in my school - at least my more technology adept friends think it is funny.
As a transitions monitor (I track at-risk Grade 9s - and a few 10s) I have the opportunity to have some time to try to engage students in an individual way and create success plans. Some of them have emotional needs (usually due to family circumstances) which leads me to work closely with our counselors and social worker to try to engage them in school and take an interest in controlling their future while others have academic struggles that are rooted in poor work habits. As an ILC (Independent Learning Centre) teacher I work to find ways to help students complete credits in recovery and support students through independent courses. Both of these roles have shown given me a chance to see more of the Learning to 18 initiative first hand.
The most interesting part has been outside of this entirely. My admin has been giving me opportunities to get involved in some broader projects.
- Lead teacher for OSSLT support for non-identified students & moderated marking
- Working on planning process for Boys Night In
- Being asked to consult in planning meetings for our Early Release Day (technology PD)
- Attending various PD sessions (i.e. DI for ELL and Bullying and the Bystander)
I would like to write in more detail about some of my experiences, so if you are reading this and have any questions (about the above or the topics listed below) please comment and let me know. Here are some potential future entries:
1. Monitoring strategies (possibly to become useful as a classroom teacher?)
2. OSSLT prep
3. Technology PD (providing workshops/support for colleagues)
I look forward to writing about the technology piece in the near future. I still think it is ironic that I am seen as a technology "expert" in my school - at least my more technology adept friends think it is funny.
Tuesday, February 26, 2013
BYOD, Equity, and The Shrinking Computer Labs
I last blogged about the idea of the flipped classroom and what I was already doing to work my way toward the increasingly student-centred classroom that I have envisioned. Since then many weeks have gone by where I have continually thought that I needed to take the time to sit down and reflect on these ideas more and try to put into words what I envision our future classrooms looking like.
My school board has had huge announcements this school year with the intention to make all schools wireless (we are now in those first stages, working out those beginning kinks) and their ideas behind BYOD (bring your own device). There are mixed feelings on every level, especially on the equity piece.
It is true that many of our (high school) students nowadays come to school armed with a smart phone or iPod touch which have wifi capabilities and can contain many useful apps. We are armed with the ability for students to, at the very least, do simple research at the touch of a button - no computer lab necessary. But we are not armed with students who are going to want to type an assignment on their phone. We are not armed with students who are going to have devices capable of using the full abilities of a complex website that we might use to post assignments or edit work. So there is a ways to go.
Here we are at the brink of all of the new "21st century learning" and I have had the opportunity to use an iPad for the first time (I am involved in an action research project whose funding was used to purchase two iPad minis). Now I have actually been able to find and use some apps that I could see being useful (and have reason to do a bit of research and seek out people who can recommend things). But I have also run into the same equity piece - even if I were to find an app that could function in similar ways to something like turnitin.com (where students can self and peer evaluate and I can comment and evaluate) I would then have to make sure one exists for blackberry and android devices as well: or expect that my students can do this. I see this as quite the barrier. As our computers come off of warranty and have an issue they are no longer being replaced or fixed, so our computer labs are shrinking. What will I do in a year when I teach grade 9 science again and cannot take them to a lab to peer evaluate - a part of the process I have come to find valuable (but only if I get them to do it in class - at least the first time or two).
I am sure there are solutions to my concerns, but I don't have them. Hopefully somewhere down the road someone does.
P.S. There are some great, easy to use, apps on the iPad for the idea of a flipped classroom. Record lessons and post! Check out explain everything ($2.99) for enhanced functions (i.e. add photos and videos) or educreations for a free more simple experience.
My school board has had huge announcements this school year with the intention to make all schools wireless (we are now in those first stages, working out those beginning kinks) and their ideas behind BYOD (bring your own device). There are mixed feelings on every level, especially on the equity piece.
It is true that many of our (high school) students nowadays come to school armed with a smart phone or iPod touch which have wifi capabilities and can contain many useful apps. We are armed with the ability for students to, at the very least, do simple research at the touch of a button - no computer lab necessary. But we are not armed with students who are going to want to type an assignment on their phone. We are not armed with students who are going to have devices capable of using the full abilities of a complex website that we might use to post assignments or edit work. So there is a ways to go.
Here we are at the brink of all of the new "21st century learning" and I have had the opportunity to use an iPad for the first time (I am involved in an action research project whose funding was used to purchase two iPad minis). Now I have actually been able to find and use some apps that I could see being useful (and have reason to do a bit of research and seek out people who can recommend things). But I have also run into the same equity piece - even if I were to find an app that could function in similar ways to something like turnitin.com (where students can self and peer evaluate and I can comment and evaluate) I would then have to make sure one exists for blackberry and android devices as well: or expect that my students can do this. I see this as quite the barrier. As our computers come off of warranty and have an issue they are no longer being replaced or fixed, so our computer labs are shrinking. What will I do in a year when I teach grade 9 science again and cannot take them to a lab to peer evaluate - a part of the process I have come to find valuable (but only if I get them to do it in class - at least the first time or two).
I am sure there are solutions to my concerns, but I don't have them. Hopefully somewhere down the road someone does.
P.S. There are some great, easy to use, apps on the iPad for the idea of a flipped classroom. Record lessons and post! Check out explain everything ($2.99) for enhanced functions (i.e. add photos and videos) or educreations for a free more simple experience.
Monday, December 10, 2012
Changes on the Way to My "Flipped" Classroom
If you are an educator you are probably already familiar with the concept of a flipped classroom. For the benefit of anyone who doesn't know you can check out this blog, it explains it quite well.
After reading this article (and then watching the 60 minutes clip with the Khan Academy founder) I promised that I would blog about the attempts that I have been making to change the way that I teach.
When I started teaching Grade 9 Science the course was already designed with a lot of student-centred ideas. I still teach lessons from time to time, but for the most part they explore, investigate and complete practice work that gets taken up and assessed. I manage to do most of this in class time (there are phases where they have homework, mostly related to major assignments) and the course is designed with a large emphasis on the lab process, lab writing, and the research process (we also use mind maps to support curriculum content). I also started using an online course module as part of my classroom this year which has allowed me to post online homework quizzes so students can monitor some of their progress.
What I would change going forward: the homework that is assigned that is content related in the future would be to learn the content. This would allow me to continue to spend as much time focusing on what we have agreed is important at my school and would hopefully allow me to even out the time spent on each unit (as it stands Space and Biology are on the neglected side). In the long run I think this would support the projects done in each unit.
My grade 11 class is the one that I made a conscious effort to make some changes to my teaching method. My first year I taught math and got into the "teach for the majority of class and give a few minutes of homework time" rut. When I got the chance a year later to teach 3U Physics I decided that I wanted to try to set my class up a little differently. I had two goals - provide students the opportunity to make use of lessons as it suits their learning styles; give as much in-class work time as possible.
These goals led me to:
- Assign readings the day before a lesson (this one is hard to motivate them to do)
- Try to shorten my "lessons"/notes as much as possible and make them example focused instead of content focused
- Post outlines of my lessons the night before (students can choose to print and follow along if desired)
- Post complete versions of each days lessons afterwards (students can listen to the lesson and print it out later)
- (Some choose note to print note and hand write the days lesson themselves)
- Provide as much class time for concept and practice exercises as possible
- Arrange the classroom to allow students to sit in groups
I find that this forces my students to think about what type of learner they are and choose which note method works best for them. As the semester progresses I also find that students use their class time more and more wisely (as they have now discovered that the course is not easy and that they are in Grade 11 and HW is actually a good idea). Having the students in groups (that they usually choose) promotes group work and encourages them to ask each other questions before they ask the teacher. Usually when I am asked questions now it is to clarify their understanding or find a math mistake in one of their solutions.
(I also use class TweetUps for this course, which I blogged about here if you are interested - this is used to encourage concept based discussion since class time is primarily used for problem solving.)
If I get the chance to teach the course again I will probably use videos (and reading so they can have a choice) as assigned homework to encourage them to do this part - which means I have have even short "lessons" (aka try an example or 2 as a class). I already post a link to videos done by the physics department at Earl Haig Secondary in Toronto (I did my placements with them) on my course website as a resource for extra help and I would like to explore the physics videos offered by Khan Academy.
Let the changes continue.
Hopefully I do end up back teaching some math in the near future of my career. And hopefully I can continue to make my classroom as student-centred as our current system allows.
And in case I don't post again in the next couple of weeks,
Merry Christmas!
After reading this article (and then watching the 60 minutes clip with the Khan Academy founder) I promised that I would blog about the attempts that I have been making to change the way that I teach.
When I started teaching Grade 9 Science the course was already designed with a lot of student-centred ideas. I still teach lessons from time to time, but for the most part they explore, investigate and complete practice work that gets taken up and assessed. I manage to do most of this in class time (there are phases where they have homework, mostly related to major assignments) and the course is designed with a large emphasis on the lab process, lab writing, and the research process (we also use mind maps to support curriculum content). I also started using an online course module as part of my classroom this year which has allowed me to post online homework quizzes so students can monitor some of their progress.
What I would change going forward: the homework that is assigned that is content related in the future would be to learn the content. This would allow me to continue to spend as much time focusing on what we have agreed is important at my school and would hopefully allow me to even out the time spent on each unit (as it stands Space and Biology are on the neglected side). In the long run I think this would support the projects done in each unit.
My grade 11 class is the one that I made a conscious effort to make some changes to my teaching method. My first year I taught math and got into the "teach for the majority of class and give a few minutes of homework time" rut. When I got the chance a year later to teach 3U Physics I decided that I wanted to try to set my class up a little differently. I had two goals - provide students the opportunity to make use of lessons as it suits their learning styles; give as much in-class work time as possible.
These goals led me to:
- Assign readings the day before a lesson (this one is hard to motivate them to do)
- Try to shorten my "lessons"/notes as much as possible and make them example focused instead of content focused
- Post outlines of my lessons the night before (students can choose to print and follow along if desired)
- Post complete versions of each days lessons afterwards (students can listen to the lesson and print it out later)
- (Some choose note to print note and hand write the days lesson themselves)
- Provide as much class time for concept and practice exercises as possible
- Arrange the classroom to allow students to sit in groups
I find that this forces my students to think about what type of learner they are and choose which note method works best for them. As the semester progresses I also find that students use their class time more and more wisely (as they have now discovered that the course is not easy and that they are in Grade 11 and HW is actually a good idea). Having the students in groups (that they usually choose) promotes group work and encourages them to ask each other questions before they ask the teacher. Usually when I am asked questions now it is to clarify their understanding or find a math mistake in one of their solutions.
(I also use class TweetUps for this course, which I blogged about here if you are interested - this is used to encourage concept based discussion since class time is primarily used for problem solving.)
If I get the chance to teach the course again I will probably use videos (and reading so they can have a choice) as assigned homework to encourage them to do this part - which means I have have even short "lessons" (aka try an example or 2 as a class). I already post a link to videos done by the physics department at Earl Haig Secondary in Toronto (I did my placements with them) on my course website as a resource for extra help and I would like to explore the physics videos offered by Khan Academy.
Let the changes continue.
Hopefully I do end up back teaching some math in the near future of my career. And hopefully I can continue to make my classroom as student-centred as our current system allows.
And in case I don't post again in the next couple of weeks,
Merry Christmas!
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