In 2014, whilst on my final professional experience placement as part of my initial teacher education, my supervising teacher was exploring flipped learning. We had a chat about his understanding of what it was, how it worked, and how he was modifying things to suit his class. That particular class was a combined Year Five and Six class and he was using what I now know is in-flipping. The experience was enough to whet my appetite and so when I saw that Jon Bergmann was running a masterclass on flipped learning as part of the FutureSchools conference the following year, I registered and began my journey down the flipped learning rabbit hole. Continue reading “Flipping Tradition for Our Technology Era – EduTECH 2017 Review”
When it comes to reflecting on my teaching practice, I am my own biggest critic.
The importance of critical reflection and effective assessment and feedback for both students and teachers has been well documented. While there are many ways to deliver feedback, the compliment sandwich being a popular one, I like mine straight up. That’s why I found Jon Bergmann’s keynote at FlipCon Adelaide 2016 on the crucial mistakes people make in flipping the classroom particularly insightful.
Bergmann’s keynote revolved around twelve major mistakes people make when flipping the classroom – from making videos too long, to failing to make effective use of face-to-face time – and how to avoid these mistakes. As our Flipped Education Leaders’ Roundtable demonstrated late year, the flipped classroom has been around long enough now for practitioners to really advance the state of the art in incredible ways. At the same time new educators are continuing to take up and incorporate the practice into their teaching and learning and Bergmann’s talk is really valuable here as it gathers together years of reflection and insight into how the practice is being implemented across the world to parse out what to do and what not to do when flipping your classroom.
In turn, Bergmann’s talk offers an excellent guide about how to implement the flipped classroom effectively from day one without pulling any punches and will be useful for both the well initiated reflecting on current practice and those taking their first steps into the method and hoping to avoid trips.
At Parramatta Marist High School, we have undertaken a significant program of pedagogy change over the past decade. While the focus for our junior students has predominantly been Project Based Learning (PBL), we have moved towards models of Problem Based Learning (PrBL) and Flipped Learning for our senior students. In 2013, we undertook a whole-school shift to Flipped Learning for our Year 12 HSC students. Every lesson in every subject throughout the HSC is flipped. This was a significant undertaking and one that taught us numerous lessons as we refined our practice. Continue reading “Effectively Scaling the Flipped Classroom and Accurately Measuring Student Perceptions”
There are many well documented benefits of flipped learning. Working first-hand with teachers around Australia has enabled me to see and hear how these benefits are being realised. I also find that teachers and students report numerous other benefits purely from the production of video lesson content itself. For a teacher, it causes them to reflect on their teaching methodology. It also de-privatises their practise to colleagues and parents. For students, it gives them greater access to their teacher anywhere and anytime. At the same time, some teachers who use the flipped learning approach, do so without the use of video resources that they produce themselves: Some of the reasons they cite for this choice are the lack of time or technical skills, embarrassment at the prospect of having their voice and/or face on video or the fact there are already suitable video resources that are commercially or readily available. Continue reading “Participate in Cutting Edge Flipped Learning Research (Survey)”
A few weeks ago I wrote about ClickView’s Flipped Education Leaders’ Roundtable. This event was designed to bring together some of the most innovative and prominent educators from across Australia and New Zealand to share learning and expertise around flipped education, the method of freeing up face-to-face teaching time by delivering direct instruction prior to class most usually via video.
It was an intense day of presentations and discussion that yielded some really valuable insights for how the practice of flipping the classroom can be honed and channelled to really bolster meaningful educational outcomes for students. Below is a collection of some of the presentations from the day that cover a variety of topics from flipping for the Primary School to scaling Flipped Education and PBL schoolwide.
Taken together the day itself, and these presentations represent a collective passion for outstanding teaching practice with the vision to boost student engagement and outcomes and I hope they offer you ideas and insights that will assist you in your endeavours to maximise face-to-face teaching time with students.
Flipped Education Roundtable Presentations
The Expert Flipped Educators
The five flipped educators who made the above presentations include:
- Heather Davis, Corpus Christi Catholic High School
- Jeremy Cumming, Catholic Archdiocese of Christchurch
- Stephanie Kriewaldt, Trinity Lutheran College
- Kurt Challinor, Parramatta Marist High School
- Steven Griffiths, Cavendish Road State High School
To see what the ClickView Development team unveiled to the flipped teachers during the Roundtable workshop, I recommend this article by Joe Pour.
My name is Joel Speranza, and I’m a maths, digital technology and accounting teacher. I’ve been producing video content, including flipped classroom lessons, for use in my classroom for 3 years now. In that time I’ve made approximately 1,000 videos. This means I’ve made about 1 video a day since I started.
I know, that sounds like a lot doesn’t it? Don’t worry, it’s really not as difficult as you imagine.
I used to be terrified of making videos. I had no idea how to do it, I was terrified of having my face and my voice on screen. But after one too many students came in saying, “Did I miss anything yesterday?” I decided to gather up my courage and make my first video.
You can watch this video below.
There is so much wrong with this video. The sound is terrible, I can barely look at the camera, the camera keeps losing focus. The whole thing is a mess. You might think it’s a failure. But…
My students loved it! For the first time, they had true control over their own learning. They could pause the video if they were having trouble, or rewind it if they didn’t understand something. As the the final exam approached, students could re-watch the video to help them revise. Parents even got in on the act, learning the content anew and helping their children to learn.
I used to be terrified of making videos. I had no idea how to do it, I was terrified of having my face and my voice on screen.
This total control has only been possible in recent years with class sets of laptops or 1:1 schools. No longer do we need to wheel the TV trolley in and have all our students watching one screen. If students have their own screen, they can learn at their own pace.
Creating Your Own Flipped Lessons
Creating your own flipped lessons is simple. Just point your webcam or mobile phone camera at yourself, press record and start teaching. Upload to ClickView and share with your students. It really is as simple as that.
I’d like to stress now that the quality of your video production or the way that you do it really doesn’t matter. Students just want to learn, and they don’t care how fancy the production values are. I make videos in all sorts of ways. Here’s a little “highlight reel” to give you some ideas.
Here’s what I’m getting at. The video revolution has happened fast, with cheap video cameras, internet fast enough to handle video, easy video uploading and a screen for every student. It has happened so fast that many of us haven’t realised how easy it is to make and share a video to our class.
As teachers, we use all of the tools available to us to create the best learning experience for our students. Now, for the first time ever, making your own video is just another tool that you can use.
Give it a try. The first one is the hardest, after that, the rest is easy.
If you’re keen for a further look, you can view and share my flipped classroom maths videos here: https://clickview.tv/joelsperanza
Flipped Teaching in the Primary School is gaining traction every day. As the classroom becomes increasingly crowded with ever expanding curriculum and national testing, teachers are looking for ways to teach efficiently while maintaining a focus on best practice pedagogy. Flipped Teaching allows me to regain precious time from delivering content and focus on active learning within the classroom. I have been flipping my classroom for four years now, with great success. Continue reading “Four Ways to Flip the Primary Classroom”
As strong advocates for video’s place in the classroom, we are excited by the rise in flipped teaching amongst a passionate and growing community of educators across Australia, and indeed worldwide. In the last few weeks this excitement has been boosted by two conferences held across the country, FlipCon Adelaide and FlipCon Gold Coast, solely dedicated to flipped education. The flipped classroom is one of the most exciting frontiers in education today. But why is this? Continue reading “ClickView Flipped Channels: A Dedicated Space for Educators and Students”
Traditionally flipped learning involves students interacting with new knowledge in their individual learning space so that the group learning space can be an interactive and dynamic environment to practice and deepen knowledge1. In a world where the value of knowledge is rapidly depreciating, there are calls to move away from knowledge-based curriculum and to consider not the “how” of education but the “what” of education. Continue reading “How Flipped Learning fits into Four Dimensional Education Framework of Educational Goals (Infographic)”