Flipped Classroom

Video For My Classroom: The Flipped Classroom: My Flipped Classroom – My Vision and Hopes for The Future.

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The first post of a long journey and change in mindset.

I’d read a few blogs online around the subject of flipping your classroom and I got excited at the prospect of using videos in the classroom to enhance children’s learning.  
Nothing more really happened until I drove 100 miles to London to The Bett Show 2014 and to my surprise I found that Aaron Sams and John Bergman, the pioneers of the flipped classroom, were speaking at the conference.  I got in early and watched the talk prior to theirs; a group of 10 year old children and their teacher discussing the use of apps in the classroom – I learned the word ‘multi-apping!’

Flipped Classroom
Everything clicked into place for me after seeing Aaron Sams and John Bergman speak. Ideas, thoughts and excitement rushed through me and I couldn’t type quick enough on my iPhone.  
I could see my classroom in a very different way.  
I’ve been using technology in my classroom for years, but it’s always felt like an add on. This year I have endeavoured to fully embed it into my classroom teaching.  The children in my Year 3 class all have email accounts with SkyDrive, so can create and store documents, notes, pictures in an online cloud.  Exciting stuff for 6 and 7 year olds! 
One of the key moments of the talk was how The Flipped approach uses of Blooms Taxonomy – but flipped!
Flipped Blooms Taxonomy
At the moment in schools around the world children are subjected to a ‘stand and deliver’ model of learning. Ken Robinson talks about a ‘Victorian Model’ of education.  Technology has the power to change this forever.
Why can’t children gain knowledge and comprehension via videos, blogs, online encyclopaedias and more importantly from videos created by their own teachers?
Children bring the knowledge they’ve comprehended to school and then begin using the higher order skills illustrated above.  If I can spend more time working alongside children whilst they apply, analyse, synthesis and evaluate, then I really will be making a difference in their lives.  
The flipped approach allows extra time for this, we no longer need to deliver A LOT of content, that’s what YouTube is for; surely.  A quote that stuck with me from Aaron Sams and John Bergman at Bett 2014:

“If there is a YouTube video explaining what you’re about to say then you should be out of a job…”

A rather powerful quote; I personally loved it!  Imagine I can save countless hours over a term using this model and think how far I can push those children towards higher thinking skills.

Now, I’m not trying to endorse that standing and telling children is completely and utterly wrong, as there will always be a time and a place for it.  Some children have been quite successful learning in this way.  There will always be children who have not understood a concept and will need a personal, human intervention to dispel the misconception.

Relationships are key to a successful learning experience.  Children and adults need to know that you care and that you are there to listen, understand and help them.

“Not all my children can get online….”
A good point, not all children can. Hard to believe in 2014, but still very true.  During their talk, Aaron Sams and John Bergman talked about burning DVDs for children to take home, allowing time in school to watch or listen to the videos etc.  There will always be a way. Leaving an iPad or video running in the class – an Interactive learning wall if you will.

How many times have you watched a video on YouTube, learning a new skill about fixing your car, sketching a portrait or baking a cake?  How many time have you paused and rewound part of it?  The biggest advantage I can see is ‘You can pause and rewind your teacher.’  I love that.

The future seems exciting and very, very interactive. Pause, rewind, pause rewind,

In my last post I wrote about using video to teach a computing skill on GarageBand – http://videoformyclassroom.blogspot.co.uk/2014/02/first-classroom-video-garageband.html

A huge amount to think about for now.

In the meantime

Follow me on Twitter @ChrisWaterworth

Video For My Classroom: The Flipped Classroom: My Flipped Classroom – My Vision and Hopes for The Future..

8 Exciting Technology-Enhanced Teaching and Learning Approaches That Teachers are Embracing in 2014

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by K. WALSH on JANUARY 5, 2014

The Future of Technology Integration in Instruction Lies in Engaging and Empowering Teaching Methods Like These.

As we head into this new year I’m excited about the many instructional means and methods that educators are using technology to facilitate in 2014′s classrooms both physical and virtual!. As the 2nd decade of the 21st century rolls along, the scales are undoubtedly tilting further in favor of embracing the benefits that technology can bring to instruction, and away from frustration and resistance.Let’s explore some of the powerful instructional approaches that technology is helping to make possible, or bring to a new level, in classrooms and schools across the world.In public and private schools of all shapes and sizes the world over, inspired teachers are working with their students using different types of devices, and various methods of access, to use teaching and learning constructs like these. All of these will see expanded use in 2014 and countless students will be engaged, delighted, inspired, and successful as a result.

1. Student Created Content

The powerful moment when a student shows you something they made for an assignment – a persuasive presentation, a digital booklet, an animated report, a video they shot – is tremendously rewarding. The things that just about anyone with a little time, patience, and access can do with the today’s digital tools are pretty incredible.Think about what students learn and experience when they create their own digital content. They often have to access and curate materials and put together a flow or layout. They have to delve into the subject that they are creating the content about and learn the application they’re using to create it. When they are done and they share their work, their sense of accomplishment and purpose can be a beautiful thing to behold. And they can experience it over and over again as they share their work with others!

Learn More: Student Created Content is an Exciting and Inspiring Learning Tool that Teaches Many Skills

2. Collaborative Learning

Working collaboratively is an vital 21st century skills – most workers need to collaborate to some extent or another at points in their work lives. Our ability to collaborate via digital tools expands every day thanks to a seemingly endless array of Internet based applications that enable us to things like edit documents as a team, communicate face-to-face no matter where we are, use interactive whiteboards that allow for simultaneous edits, and so on. Digital collaboration in learning activities is not only a fun, engaging way to learn, it opens up possibilities that haven’t existed before, and prepares students for success in the evolving work place.

Learn More: 6 Free Online Collaborative Interactive White Boards – 2012 Update

3. Active Learning

While everyone has their own learning style, there is no arguing that applying what you learn – doing something with it – helps to iron out the kinks and reinforce learning, no matter what your fundamental learning style is. Isn’t that much of what Active Learning is about? Whatever types of active learning you pursue project based, experiential, constructivist, experiential, etc., there are countless free tools available to today’s student and educators via the Internet that can be used in active learning class work and assignments. Get engaged, have fun, create something, while you apply what you are learning!

Learn More: Flipping the Classroom Facilitates Active Learning Methods – Experiential, Project Based, Problem Based, Inquiry Based, Constructivism, Etc.

Read more at 8 Exciting Technology-Enhanced Teaching and Learning Approaches That Teachers are Embracing in 2014.

Sebastian Thrun | Interview with Sebastian Thrun | Foreign Affairs

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I went into education because I learned from my friends at Google how important it is to aim high. Ever since I started working at Google, I have felt I should spend my time on things that really matter when they are successful. I believe online education can make a difference in the world, more so than almost anything else I’ve done in my life.

Access to high-quality education is way too limited. The United States has the world’s most admirable higher education system, and yet it is very restrictive. It’s so hard to get into. I never got into it as a student. There are also fascinating opportunities that exist today that did not exist even 20 years ago.

The conventional paradigm in education is based on synchronicity. We know for a fact that students learn best if they’re paired one-on-one with a mentor, a tutor. Unfortunately, we can’t afford a tutor for every student. Therefore, we put students into groups. And in these groups, we force students, by and large, to progress at the same speed. Progression at the same speed can cause some students — like me, when I was young — to feel a bit underwhelmed. But it can also cause a lot of students to drop out.

A lot of students, when they aren’t quite up to the speed that’s been given to them, get a grade like a C. But instead of giving them more time to get to the mastery it would take to get an A, they get put into the next cohort, where they start with a disadvantage, with low self-esteem. And they often end up at that level for the rest of their student career.

Salman Khan, whom I admire, has made this point very clearly by showing that he can bring C-level math students to an A+ level if he lets them go at their own pace. So what digital media allow us to do is to invent a medium where students can learn at their own pace, and that is a very powerful idea. When you go at your own pace, we can move instruction toward exploration and play-based learning.

When I enter a video game, I learn something about a fictitious world. And in that video game, I’m allowed to go at my own pace. I’m constantly assessed — assessment becomes my friend. I feel good when I master the next level. If you could only take that experience of a video game back into student learning, we could make learning addictive. My deep, deep desire is to find a magic formula for learning in the online age that would make it as addictive as playing video games.

So the “gamification” of education is a good thing?

I\’m hesitant to say that gamification is a good thing, because it comes with many superficial things. And I don\’t wish to replace a master\’s degree in physics with mastery in Angry Birds. That\’s obviously not good enough. But on the other hand, when you play Angry Birds, there is no lecture, there are no office hours, there is no final exam. You get in, and many of us get addicted. So you could take the addiction and excitement and personalization of Angry Birds back into mainstream learning and marry the best of both worlds — go after very deep academic topics but do it with playfulness, with student choice, with student empowerment, and with active exploration. Then, I think we can change everything.

I’ve read that you feel the high points of your life are when you feel stupid, because you\’re confronted with something that you don\’t understand and you have an opportunity to learn. Is that true?

Yes. It\’s true that for me the biggest moments are when I have a new insight. And one of the reasons why I love to venture into new territories is because I don\’t know what the solution is, so it affords me a chance to explore and to learn something new. With the desire to learn comes the acknowledgement that I don\’t know, otherwise no learning would take place. And in the presence of ignorance, it follows logically that I will make poor choices, make mistakes that in hindsight could have been easily avoided. Those are called failures. So failures are an essential component of the process of innovation. If there are no failures, I\’m not really innovating.

Therefore, failures make me very proud. I\’m actually happy to fail, because it gives me a chance to learn and iterate and avoid the same mistake in the future. I honestly believe that if we were to embrace failure as much as success, and celebrate failure as much as success, then we could shed the fear of failure. And if you shed the fear of failure, then you\’d be much more able to make the right choices.

via Sebastian Thrun | Interview with Sebastian Thrun | Foreign Affairs.

A Great Project Based Learning Checklist for Teachers ~ Educational Technology and Mobile Learning

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I am an avid fan of project based learning approach and I have written profusely on it here in Educational Technology and Mobile Learning . The last thing  I published on PBL was a  chart featuring the differences between projects and project based learning. Today I am sharing with you PBL Essential Elements Checklist  that I came across in this article written in Spanish. Before you have a look at the checklist let me just refresh your memory with this little definition :

Project based learning is “ an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.” taken from PBL Online.

Here is the Project Based Learning Essential Elements Checklist. Enjoy

via A Great Project Based Learning Checklist for Teachers ~ Educational Technology and Mobile Learning.


The No.1 App for Every Teacher…. Explain Everything

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As an educator my life revolves around learning, organisation, workflow and school requirements. Lessons are delivered, work is assessed and data is recorded. Thankfully new technologies are providing ways of coping with the increasing demands. Explain Everything is central to my current workflow.

At its base level Explain Everything is an interactive whiteboard into which you can insert text, pictures and videos. This can be shared with a class through the projector or sent to individuals as required via a number of export options. However, this is not where the power of Explain Everything lies. The power is in the application and its suitability inside and outside the classroom.

An existing presentation can be imported into the app from a Dropbox or GoogleDrive account. This can be displayed at the front of the class whilst the teacher or students annotate the slides. An explanation can be recorded at the same time and this can be exported as a movie file to be watched by the students. In short you can keep a record of every lesson/plenary you do in class for the students to watch at a later date.

Similarly a teacher can record anything that happens in class, via the camera, and then annotate/comment on the work. Again, this project can then be shared with individuals or the whole class.

The No.1 App for Every Teacher…. | syded.

via The No.1 App for Every Teacher…. Explain Everything.

Using iPad Screencasting for Feedback and Assessment – iPads in Education

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Posted by Sam Gliksman on March 23, 2013 at 7:00pm

Screencasting is the process of capturing the screen interactions on your computer – usually along with an audio narrative. It’s been a very effective method for creating screen based tutorials on computer for a number of years. With the advent of screencasting apps on the iPad, screencasting has now become a great option for the creation of multimedia student presentations. It can be used for any number of student projects such as illustrating and explaining the solution to a problem in mathematics, creating tutorials for apps, commenting and annotating an essay, document or article, and more. Instead of simply requiring students to answer a question, the use of screencasting allows them to illustrate and verbalize their thoughts and explanations.

via Using iPad Screencasting for Feedback and Assessment – iPads in Education.

via Using iPad Screencasting for Feedback and Assessment – iPads in Education.

Apps for Education Archives – Tap Into Teen Minds

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Explain Everything iPad Video Apps for the Classroom

What Is Explain Everything iPad App?

Explain Everything is an iPad video app that allows you to create screencast videos on your iPad. Although it can be a useful app in many fields, I find it especially useful in the classroom. The app is setup in a manner similar to a presentation application like PowerPoint or Keynote, since your content is organized in slides. The benefit being that you can record each slide individually, instead of creating a video in one take like many of the other iPad video apps currently available.

via Apps for Education Archives – Tap Into Teen Minds.

Explain Everything iPad Video Apps for the Classroom