In this FTPL video I show you how simple it can be to insert images into a Google Slide deck, particularly using the inbuilt search function that highlights images labelled with permission to reuse with modification.
For more FTPL videos click here.
In this Flipped Teacher Professional Learning video, I remind viewers of a feature that was quietly introduced to Google Classroom some time ago - the ability to group posts based on a topic tag.
For more helpful FTPL videos, FTPL Videosclick here.
Some of you may remember that in the mid-year holidays, I sent out an invitation to teachers interested in flipped learning, to join me at the ClickView to utilise a forward board to record content for use in their flipped classroom. The response was huge and we had lots of interest and some great conversations with teachers who joined us.
I am excited to announce that we will be again opening up the ClickView office to teachers who are interested in joining us to utilise my forward board to record flipped learning content. On Thursday 5 October, teachers who book in for a thirty minute session will be able to come to Clickview's Pyrmont office to join us in recording content to take back to their classroom.
If you are interested in booking in for a thirty minute session please contact me via the contact form here or via email at email@example.com.
If you are not familiar with what a forward board is, you can see an example here. If you are interested in building your own forward board, they are not particularly difficult. You can access the plans I used to build mine here. Feel free to share around with anyone you know how may be interested.
In this flipped teacher professional learning video, I focus on Turbonote, a tool that allows you to annotate videos and generate PDFs from those notes. Incredibly useful as a study tool, and a tool that will potentially play a big role in flipped classrooms.
For more helpful FTPL videos, please click here.
After one of the breakout sessions I presented on flipped learning at EduTECH last term, I had a number of people coming up to ask questions, one of whom was a young lady named Ella. Ella is in year six and wanted to know how she could convince her teacher to use flipped learning in the classroom. Knowing her mother through meeting at FutureSchools, we arranged a time to chat further over Skype so that I could find out more about why Ella wanted to have flipped learning happening in her classroom. The two videos below represent the two parts of that interview. Part one focused on Ella and her views with some contribution from Mel, her mother; whilst the second part focused on Mel's thoughts on flipped learning and how she flips in her roles as an IT Integrator.
In this Flipped Teacher Professional Learning video I show you one way of setting up your Google Form to e-mail the responses to designated e-mail addresses.
For the full list of FTPL videos, please click here.
In this form I explore how to set up branching in Google Forms. This function allows you to have different pathways and questions through a Form depending on the repondents answers to particular questions.
If you have missed any of the videos in the FTPL series you can find them all here.
"What is the most valuable use of your face-to-face time with your students?"
- Jon Bergmann
Disclosure: My attendance at EduTECH 2017 was through a media pass provided by the organisers.
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 (read my review of that masterclass here), I registered and began my journey down the flipped learning rabbit hole.
As my regular readers would be aware, I am now employed with ClickView, whose core business plays neatly into flipped learning. As part of their sponsorship package woth EduTECH this year, they were able to run three thirty-minute breakout sessions, and asked me to run them on flipped learning. It would have been very easy to talk for thirty minutes about flipped learning from a ClickView perspective, however, as a teacher I know how annoyed I have been to have been given a sales pitch in the breakout session. It would also have been incredibly simple to spend the thirty minutes explaining what flipped learning is and why it is so useful as a paradigm for education. Again, as a teacher I would have been annoyed to have been given a presentation in a breakout session which had nothing I could take away and put into practice and so I decided to flip the breakout session, recording the below pre-learning video.
The above video is a very brief introduction to the why and what of flipped learning, however, there is enough in there to give anyone watching it a basic understanding. This meant that in the breakout session, Josh Aghion and I could spend the entirety of the session focused on the how of flipped learning. The reason I wanted to do that is that I wanted the audience to have an understanding that flipped learning can be easy, can be cheap to implement both financially and in regards to time, and that there are plenty of resources to support their learning as they develop their flipped classroom skills.
During each of the breakout sessions, I spoke about the general workflow of flipping your classroom. As part of this component, Josh actually provided two live demonstrations of creating flipped content. One was done using some screencapture software called Camtasia (my preferred tool) and we spoke about Screencastomatic as a free alternative. Josh recorded a short demonstration clip (less than two minutes long) from a slide deck we had prepared on adding with decimals which would then be able to be used immediately in class. The other live demonstration that we did was recording something using a smartphone or tablet whilst writing on a whiteboard or similar. Again, this video was less than two minutes long, but still got the key learning objective across and was very easy to do. We also showed some prerecorded videos showing other options for developing flipped learning video content; a video by Matt Burns using a document camera, a video using a forwardboard by Heather Davis, and a video recording of physical action by InnovativeTraining4All that I have actually used the last two years to teach students how to play (modified) Tic Tac Toe.
I was incredibly nervous leading up to the first breakout session as I knew that it was scheduled to be a packed house and it was an unfamiliar environment to present in. There was also the (self) added pressure of there being people in the room that I knew. That said, I feel like each of the sessions went well. The live demonstrations went off without a hitch, I did not get too caught up and stumble over my words, the slide deck was all in the correct order, and we finished the presentation with about approximately ten minutes to spare. There were a few questions proffered by audeince members in each session, however, people were able to leave with about five minutes to go before the scheduled end of the session which I think was a nice change from many sessions where you are busy checking your watching and internally wishing the presenter would hurry up. A number of people came up to myself or Josh after each session to ask specific questions and as we had finished early we were able to spend the time with them answering those questions.
I realised when I returned to my hotel room that night that I had forgotten to talk about one important potential use for flipped learning and that is for our own professional development. I made a short comment about it over Periscope that night. I also realised, after I was asked about flipping in infants classes on Twitter that afternoon that I had completely forgotten to speak about in flip vs out flip and so made a slightly longer comment over Periscope on the weekend about flipping in an infants class.
I was chuffed to hear that after each breakout session there was a mini influx to the ClickVIew stand of people wanting to know more about the Forwardboard. The plans for my forwardboard, the one on the ClickVIew stand, are freely available here and includes a list of materials and costings, a time lapse video of the construction process, and step by step instructions. As I mentioned in the sessions, mine cost me $315 in materials and about three hours of labour to make. A second set of hands is helpful or needed at a few points, but it is a fairly easy process and would potentially make a good project for a senior TAS class. You can see an example here of what a video looks like as raw footage and as finalised footage here.
It was also exciting to see and hear the impact of the presentation. James Gray tweeted that he had gone home and made his first flipped video and another came to ask me some questions and had her daughter (currently in Year Six) who wanted to know how she could convince her teacher to use flipped learning. We are in the process of organising an interview as I want to hear more from mother and child about their perspectives on flipped learning.
I personally feel like the breakout sessions were a success. The feedback has been largely positive (though if you do have constructive feedback, please let me know), and the conversations on Twitter that I have had as a result have also been positive with people wanting to know more.
If you do want to learn more abuot flipped learning, I have restructured my Starting with Fipped Learning page to be more user-friendly with distinct sections. It has a range of other resources that you will find useful, including review articles from FlipCon 2016 and 2015. I am also in the process of planning more videos on the how side of flipped learning. Additionally, if you have not done so I highly encourage you to undertake the Flipped Learning Certification as it is a very comprehensive prorgam that covers all areas of flipped learning.
Josh and myself are planning to run a day during the holidays for teachers to book a half-hour timeslot to visit the ClickView office and record some content using the forward board. THe date we have set aside is Thursday 13 July and will initially be offered to those who registered for the breakout sessions and they will be contacted once we have details finalised; though it will of course be first in best dressed.
If you are not from Sydney and therefore unable to make it for that day, we are looking at doing something similar in Brisbane and Melbourne, as well as developing some Flipped Learning Masterclass sessions that we can offer. Stay tuned as we will let you know through various channels when those details are finalised.
Thank you for reading this article. If you have missed any of the articles in this EduTECH 2017 series, you can find the complete list here.
"Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning."
- Attributed to Carol Dweck
Disclosure: My attendance at EduTECH 2017 is under a media pass provided by the event organisers.
The process of selecting sessions to attend once again resulted in a spreadsheet of each stream with session details, much frustration as I realised that two sessions I wanted to attend were on at the same time, and balancing the challenge of getting to as many sessions as possible with my own mental health. I am quite happy with my selection and am looking forward to the first day of EduTECH.
It will begin early, as I am co-hosting a webinar with Ryan Gill focusing on Cultures of Thinking from the ClickView office in Pyrmont, just a short stroll away from the ICC (click here for more details and to register), and it will end, quite possible, rather late, as I am attending the EduTECH Gala Dinner (I am particularly looking forward to hearing Sam Kekovich as, like many, my knowledge of him is from the Australia Day lamb advertisements).
The opening plenary sessions look rather interesting, with Professor Carol Dweck delivering the opening keynote. I am passingly familiar with her work, but have never had the opportunity to hear her speak on it before and am looking forward to hearing about her theories on Growth Mindset than what I have had the opportunity (or time) to do so in the past. I have heard some educators comment that they believe growth mindset is an overdone theory, but I certainly have not heard enough about it to comment either way. I will of course be live-tweeting and will hopefully be able to expand my understanding of growth mindset.
Following Carol Dweck is an interesting panel session titled A Global Context for Education in meeting the 17 UN Sustainable Development Goals. This seems an interesting topic to have in a plenary session, and the personnel involved are a broad mix of education and corporate/charity. I have to profess a complete ignorance of the seventeen United Nations Sustainable Development goals as a concept, though a quick look at the list indicates that achieving all of the goals would be tantamount to a miracle. With the background of the individuals involved in the panel, I look forward to hearing their take on this broad list of goals and how we can contribute to them as educators.
The final session in the plenary session is being delivered by Bradley Loiselle and will be addressing the changing needs of education in emerging countries such as India. Specifically, the abstract for this presentation indicates that technology will be the equaliser, giving the impression that this talk will focus on how to put the technology in the hands of educators and students in those emerging countries in, presumably, an appropriate and sustainable way.
Following the plenary sessions is where my juggling act begins. I need to get to each stream at least once, allow myself time to eat (at least) lunch, give myself time to decompress and mitigate conference-itis, as well as get some writing done and catch up with colleagues and members of my online professional learning network.
I plan to start in the Higher Education stream, with Jack Hylands' presentation on Preparing Students for the economies of the future as the start facts presented by Jan Owen at FutureSchools earlier this year highlight this as being an interesting insight into how the higher education sector is adjusting to the demands placed on them by our changing society and work forces. I will be staying on theme, though shifting across to the Tertiary Education IT Leaders conference, to hear Professor Louise Stoll speak about professional learning communities and why building those networks and relationships is important.
Following Professor Stoll's presentation, I am looking forward to Kim Maksimovic speak in the K-12 Ed Leaders stream on the topic of engaging students who lack self-efficacy with technology. This whole topic is an interesting one as it really destroys the notion of digital native vs digital immigrant (which I have written about briefly before, see here). I have seen a fantastic re-imagining of the gap between those who are au fait with technology and those who are not, however, I can find no trace of it in my previous writings. It was a video shown at a conference, and it was a brilliant discussion of the difference and why digital native/immigrant was not an appropriate way of conceptualising the gap.
The next session, presented by Greg Whitby, is of particular interest to me both with my teacher hat on and my ClickView hat. Schooling in a one-to-one world is billed to be an analysis and exploration of the frameworks within which one-to-one schooling operates and how these shape pedagogy. One-to-one is not quite at the level that I would call pervasive, however, the terminology is now widely known and the vast majority of schools that I have visited this year have either moved or are in the process of moving to this scenario. The one school that I have visited who have indicated that there are no plans to roll out one-to-one have done so because of the extreme low socio-economic status of the area and the school )I did not enquire into their RAM funding as that would clearly not have been appropriate).
After Greg's session, I have about twenty minutes for a mental break. I will most likely spend it reviewing the breakout session that I will be presenting, yet will ensure that I take some time to stop and breath. The lunch break will be shortened so that I can ensure things are ready to start on time as immediately afterwards I will be presenting three x thirty minute breakout sessions. I rang the contact person to chat abut what I wanted to achieve and discovered that, where I would have been excited to have thirty people in each session, that over one hundred had chosen to attend my breakout session on flipped learning. There may have been some stunned silence on my end of the phone. I have had to tweak how I wanted to run the session due to the numbers, however, I have still been able to flip the session (pre-learning video below) to ensure that the session is as useful as possible to attendees. I have also had a few people in my twitter network indicate that they are attending which increases the (self-imposed) pressure.
After the breakout sessions is the afternoon tea break, which I will undoubtedly spend coming down from the adrenaline and nerves; and hopefully engaging in some follow up discussions with various attendees from the session, before heading into the final plenary sessions for two very interesting talks.
Abdul Chohan will be presenting on utilising classroom technologies to lead effective pedagogical change. The pedagogy should absolutely lead the choice in technology rather than the other way around, and it is a difficult balance to find. Schools that I have visited who have succesfully implemented various changes including one-to-one, makerspace, project based learning, flipped learning, have done so by beginning the change by asking what the desired impact on pedagogy and learning is. The conversations that I have had with Ryan Gill around Cultures of Thinking and the courses that he runs at Masada College; and the work they do with other schools in that area, all stem from asking what is the desired outcome, what is the pedagogical need or question driving the choice to engage with cultures of thinking. The dog/pedagogy should wag the tail/technology, not the other way around.
Finishing the day, before the networking drinks and gala dinner, is Peter Adams who will be addressing PISA, the myths and the facts around the data that emanate from PISA and what we can learn from the success of others. I have heard talks on PISA in the past (this presentation by Brett Salakas for example) and the arguments for an against PISA are plentiful. I look forward to hearing Peter expand on the facts of what PISA tells us and what, if anything, we can learn from other countries and their own PISA results.
Thank you for reading through this article. If you are heading to EduTech, let me know via Twitter as it would be great to catch up with some of my PLN, especially over dinner and a few drinks if you are attending the Gala Dinner.
For all articles in this series on EduTECH 2017, please click here.
In this Flipped Teacher Professional Learning video I show you how to access the add-on marketplace to find helpful tools for your GSuite apps.
For the full list of FTPL videos, please click here.
In this Flipped Teacher Professional Learning video I show you how to add various types of multimedia to your OneNote Notebook in Office365.
For the full list of FTPL videos, please click here.
In this Flipped Teacher Professional Learning video I show you how to add various types of multimedia to your OneNote Notebook in Office365.
For the full list of FTPL videos, please click here.
A few weeks ago I was approached about delivering a presentation on flipped learning through a webinar to a school in Spain. Intrigued, I chatted over Skype with the school's Principal and agreed to provide a roughly thirty minute presentation outlining what flipped learning is, the research behind it, what it looks like in class and some ways of using it. There are a lot of areas I did not have time to go into during the presentation, and this has prompted me to put together some further resources covering those areas.
For now, this week's Friday Freebie is the recording of the webinar. For the full list of Friday Freebies, click here.
In this Flipped Teacher Professional Learning video, I show you how to add new sections and pages to your OneNote notebook using Office365.
For the full list of FTPL videos click here.
In this Flipped Teacher Professional Learning video I show you how to add or remove students and teachers to your Class Notebook, as well as how to manage the settings for your Class Notebook.
For the full list of FTPL videos, please click here.
In this Flipped Teacher Professional Learning video I walk through the various features of OneNote for Office365.
For the full list of FTPL videos, please click here.
In this Flipped Teacher Professional Learning video, I show you how to access and start OneNote through your Office365 account.
For more helpful videos like this, please check the FTPL Videos page.
Today's Flipped Teacher Professional Learning video is by request and is a demonstration of how to log into the Mathletics website.
In today's Flipped Teacher Professional Learning video, I show you how you can utilise Google Forms to create a check in/out system. This could be used for tracking who is borrowing classroom resources from you, sports or science equipment, hall or toilet passes for students, who has the iPads or laptops etc.
For more helpful videos like this one, please click here.
In this Flipped Teacher Professional Learning video, I show you how you can use Google Forms as a platform to allow parents to book in for Parent/Teacher Interviews, or for staff booking of breakout sessions during Professional Development sessions etc. There are of course many other uses, however, such as the booking of resources (school hall, playground space before or after school for sport team training for example), so this is not a definitive list.
For more helpful FTPL videos, click here.
“Our kids have digital thumbs, we shouldn’t cut them off when they enter the door.”
FlipCon Adelaide had thus far been a success for me on a personal and professional level. I was feeling reinvigorated for the remainder of the year with new ideas, new contacts and friends, and a revitalised drive for flipped learning and research, which I hope has come through in my previous articles from the conference. My final session at FlipCon Adelaide was with Stephanie Kriewaldt (@stephkrie) who was presenting under the title Flipping the Primary Classroom. I spoke briefly with Stephanie during the Primary discussion panel and was happy to have met another Kindergarten-Year Two (Infants) teacher who was also a flipper as I only know one other Infants flipped educators; Alfina Jackson (@GeekyAusTeacher).
I feel bad for anyone presenting in the last timeslot at any conference or event, many people will have left the event already or will leave partway through in order to catch their plane/train. Stephanie’s session in the last timeslot of the day was similarly impacted with only three delegates in total in attendance, despite their having been eight registered to attend. Stephanie introduced herself and spoke about her background, including that she has only ever worked in 1:1 contexts, which seems rather amazing to me and is currently working as an innovation and learning leader.
Stephanie showed us a short video of a Year Two classroom where flipped pedagogies were utilised as part of the rotational groupings during literacy sessions. Given that I am going to be teaching in a Stage One context next year, this gives me some hope that what I was thinking might work, does work in practice. Utilising either computers or tablets with pre-loaded videos to play a short (sixty to ninety seconds long maximum) video modeling how to form letters and numbers, how to spell words and a range of other simple yet foundational skills that need to be repeated multiple times was what I was thinking of doing next year.
Stephanie spoke next about the SAMR model and its application in flipped learning. It would be very easy to stay with substitution and augmentation, however, we need to strive to also reach the modification and redefinition levels. Stephanie spoke about how she utilised QR code posters on the wall that linked to short videos that explained basics such as what a noun is or how to construct a paragraph as that was something that could be done once and made available via video when students needed the refresher. This process frees the teacher up to continue to be available for students who have more complex questions or needs that need her immediate focus and also gives the student some ownership of their learning. Whilst they are still using the teacher as the source of the information, they are able to access the information whenever they need without disrupting anyone else’s learning.
Stephanie also spoke about how to utilise flipped learning to engage with Parents. Sometimes a student will go home and ask the caregiver (you cannot assume it is a parent anymore) for help with some task for school and the caregiver will do their best to help. Sometimes this help is actually hindering the student because the caregiver does not have the knowledge needed or uses incorrect terminology. This happens for various reasons and Stephanie said that a simple way to combat this is to create videos that are ostensibly for the student but also show the caregiver how the concept or skill is being taught. It is not about diminishing the knowledge or skill of the caregiver, but about ensuring that they are aware of how the particular concept is taught now as it is likely to have changed since the caregiver was at school.
Stephanie spoke about using a short hook-video to capture student interest in a new topic or unit of learning. The idea of a hook to capture student interest is not a new one, however, being reminded of old ideas that work is often useful as it is easy to forget about them with the ongoing plethora of new ideas and practices that are thrown en masse at teachers. Knowing how to create and use QR codes and link shorteners is a very useful skill to have as it opens up a range of possibilities, such as the use of QR codes for refresher videos as mentioned earlier in this article. If you are not sure about either, you can find a video showing how to create QR codes here and a video for URL shorteners here.
Stephanie spoke about how she uses Explain Everything to make short videos on the fly and how it is also simple enough to use that Infants students are able to create videos using it. A flipped worksheet is still a worksheet we were told and accordingly, the homework that Stephanie sets is designed to be something that is likely going to occur anyway to reduce the stress around homework; do a chore, read a story, do something to help a friend or a family member etc. This kind of homework I could feel comfortable issuing to students, rather than the traditional style of homework, which I have written about recently. Homework needs to be achievable for the student and for us, the teacher.
Given that we were such a small group, we spent some time sharing about our specific teaching and learning contexts and sharing some ideas about moving forward with flipped learning. It was a useful time, though short, however, I think everyone in the room was happy to move on to the end of conference drinks as it had been a cognitively-draining (and refreshing at the same time) two days. Stephanie’s session was interesting and I did gain some ideas and a fresh perspective for moving into 2017 in a new context.
As always, thank you for reading. I think there will be one more article to come from FlipCon Adelaide, which will be a more general reflection on some issues as a result of various conversations I had with people outside of workshops which have significantly impacted my thinking and will impact my practice.
“What does professional development look like? Is sitting here professional development?”
After hearing the dates for FlipConNZ in June 2017 and FlipConAus in Sydney during October 2017, Professor Ken Bauer (@Ken_Bauer) took the stage to deliver his keynote.
Ken began by asking what professional development (PD) normally looks like and why it looks the way it does, questioning whether sitting in the theatre listening to him talk was really PD. Ken spoke about Personalised PD as written about by Jason Bretzmann (@jbretzmann) and Dave Burgess (@burgessdave), the basic premise of which is that teachers, like their students, are learners and therefore are all at different places with different needs. Jason and Dave began Patio PD, which was described to us as being teachers who get together on a patio to share practice. This sounded very similar to something that I heard about from Craig Kemp (@MrKempNZ), which is Pub PD.
The above question was posted by Ken, which is a challenging question. PD is a requirement in education. We need to ensure that we remain up to date with emerging pedagogies and technologies, however, we need to revisit the way in which PD is run. There are some good examples of useful, relevant and practical PD, however, anecdotally, I know that there are also still a large number of schools delivering PD via lecture or PD that is fun and engaging, but that will not actually change practice. As Greg Ashman (@Greg_Ashman) often comments, engagement is a poor proxy for learning.
I have of course attended a large number of PD sessions at schools and there have been very few occasions where I have actively thought to myself that it was a waste of time. or completely irrelevant There have been a significant number of occasions where I have thought to myself that the PD was fun/interesting/engaging. There have, however, been few instances of PD that I can point to and say that that PD changed my practice. Ken Bauer asks whose fault is it if we (teachers) do not like PD the way that it currently is. I believe that it has to be, at least, partially our own fault.
We are required to engage with PD, especially with the implementation of the NSW Department of Education (DoE) Performance and Development Framework which requires that all teachers (amongst other staff) are required to have in place a Professional Development Plan (PDP); and with the accreditation processes required under the Australian Institute of Teaching and School Leadership (AITSL).
Ken contends that school leaders, which is not just the designated Principal and other Executive staff, need to create a bold culture that encourages personalised PD as standardised PD often results on the disengagement of everyone they were trying to engage. This process should include a continual questioning of where you are now, where you want to be next year and how we are going to get [you] there. Anecdotally, this does not happen. It seems to be that teachers are expected to drive their own PD from within a specified set of options, whether it be set programs a school is running in literacy or numeracy or from a range of set options available through the NSW DoE (or the local equivalent).
As a temporary teacher, I feel that I have an advantage in this area. I can pick and choose what PD opportunities I wish to engage with. Last year and again this year, when we were told that the Executive were beginning the process of looking at staffing numbers for the following year, I have advised my supervisor of some specific PD opportunities and dates that I am committed to in various ways. I do so as I feel that it is only fair to let them know in advance what days I will be taking off to attend these opportunities and that if they choose to offer me another temporary contract, they do so with eyes wide open vis-a-vis my plans.
Ken continued by commenting that we need to give credit to and support those who share and that we should create more than we consume. Not only that, it is also important that we model saying thank you to others for resources and ideas so that we create a culture of positive shared and creative commons in our classroom. This is one of the things I love about the EduTweetOz twitter account (@EduTweetOz) and the associated blog, that each week an Australian educator takes the reins to share ideas, experiences & questions about education across Australia. Hosts come from all areas of education and it is a thoroughly worthwhile week. The underlying concept behind EduTweetOz, however, is to share ideas and experiences. Through interacting with various hosts of the account and hosting it myself for a week, I have been able to connect with a number of educators via EduTweetOz and have been exposed to ideas and viewpoints that I otherwise may not have been without that account.
This also goes to another point that Ken made, which is that what we do has value, even we do not see it ourselves, that we need to share and put ourselves out there with what we have to offer. There are a number of ways of doing that, through sharing resources (check here for mine), through writing blog articles containing reflections, ideas, outlining puzzles of practice you are struggling with and through engaging with online professional learning networks such as Twitter and other social media platforms. Ken reiterated the point that PD is about relationships and active learning, which by extrapolation, is also what education is about.
In 2001, Marc Prensky (@MarcPrensky) published an article titled Digital Natives, Digital Immigrants in which he wrote the following:
Today’s students are no longer the people our educational system was designed to teach…Today’s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives. Some refer to them as the N-[for Net]-gen or D-[for digital]-gen. But the most useful designation I have found for them is Digital Natives. Our students today are all “native speakers” of the digital language of computers, video games, and the Internet.
I remember the first time I came across the notion of digital natives and digital immigrants that I was nodding my head and agreeing that yes, my generation and onwards have grown up with technology around us, but now, a bit older and perhaps a bit less naive, I think that while that may be true from a certain perspective, that in many ways, the concept of digital natives does not hold true. While my generation and those after may have grown up with technology all around, that does not equate to an ability to use the technology. I know a great number of people my age and younger who are not comfortable with technology in some contexts, who profess to not being able to use a computer beyond the basics, who do not understand how to use a search engine properly, who do not understand what Twitter/Facebook/Instagram etc is or why people use them.
Ken spoke about the work that David White (@daveowhite) has done around reframing the discussions of digital natives and immigrants that have occurred since Marc Prensky’s seminal article. David contends that individuals engage with the internet and other technologies across a continuum of modes of engagement, visitor or resident, rather than two distinct categories. For a more complete explanation, please watch the short video below.
I think that this conception of digital use is a more appropriate fit for the way in which people engage with digital technologies than the native/immigrants language or even the more recent language around the technology adoption life-cycle and the associated Rogers’ Bell Curve and removes the potential stigma of being a digital immigrant or laggard. I think that this is particularly important in the education space given that anecdotally there appears to be a negative attitude and some sense of disdain for educators not utilising technology in the same way that some teachers do. As previously noted, we should be sharing and helping, not using and showing contempt for non-users.
Ken reminded us of the quote by Will Daggett; “school is a place where students often come to watch their teachers work,” and reminded us that learning should be an active process. We need to make sure that our students are not watching us work, and that they are in fact active participants in their learning. In our current society, this does involve teaching technology skills as part of the Technologies curriculum. Ken contends that it is ok to fail but that we need to persevere and learn from our mistakes. There are a vast array of options and Ken contends that we should choose an option to manage our tools and resources appropriate for our context within the requirements of our school.
Ken’s next point was one I had heard before, but he added an interesting twist to it. He posited that student-riven blogging creates a community of learning and sharing, especially when combined with openly published assignments. I was intrigued by this and fortunately, Ken expanded the thought. He encourages students to publish their answers to questions as part of creating an open sharing culture where students then learn from each other’s answers and can expand on them. The concept is interesting and sounds akin to what I observed whilst at Glenunga International High School that morning in the French lesson, where students were required to add to or correct a translation in a GDoc.
Part of Ken’s process is having students, at the end of the year, create a video for his students in the next year with their tips for being in Ken’s class. This includes understanding Ken himself, but also working in the classroom with the pedagogies that Ken utilises, which is a great idea. It gives students a chance to give feedback about Ken and the way he teaches and gives them the mantle of an expert for a while. Ken also spoke about how he has removed grading and deadlines from his class, which some students struggled with due to the difference to what they are used to in the game of school. Ken said that he encouraged students to learn the content rather than memorise for the test. This would necessitate a change in pedagogy and increased support as students adjust how they are able to demonstrate their understanding (one potential way may be using this form of non-questioning).
Ken was a passionate speaker and strong on the belief that knowledge should be shared, but also credited where borrowed, reminding the audience that learning is often messy, particularly in flipped learning. I was fortunate enough to have a chance to speak with Ken in more depth over dinner that evening, however, given the length of this article already, I will hold off on that. There is one more article to come, covering the final session which was led by Stephanie Kriewaldt (@stephkrie).
As always, thank you for reading. If you have missed any articles in this series from FlipCon Adelaide, please click here to view the full list.
“I have words, not sure how wise they are”
After our visit to Glenunga International High School (GIHS) (which you can read about here and here) was completed, we returned to Brighton Secondary School (BSS) for lunch, after which we engaged in a debrief session. We were given the dates for upcoming events, including FlipCon New Zealand in June and FlipCon Sydney in October. Following that, Jon Bergmann and Ken Bauer took to the stage with microphones each to start the school tour debrief by sharing some of their own observations and reflections about their tour of BSS. There were some microphones spread around the room for delegates to share their observations and reflections on their of either GIHS or BSS.
Jon spoke about how he saw students who owned their learning, but not learning to pass a test, although that is part of the process, but to own their learning for learning’s sake.Ken spoke about how he could see that teachers are sharing resources, ideas, and skills, which I personally think is a great thing. I absolutely believe in the dissemination of ideas, resources, and knowledge in order to contribute and help the teaching profession grow.
The value and potential power of flipped feedback was a recurring theme across a number of the delegates who shared their thoughts and ideas.Danny Avalos (@danny_avalos66) spoke about the fact that the concrete skills and knowledge we teach are all available on YouTube which means we need to redefine what our purpose as teachers is. Danny indicated that he felt that it was what we do in our classrooms to engage and take our students deeper that makes the difference to them.
Delegates were also reminded of the Flipped Learning Certification course which is now being offered over at FLGlobal.org and for which delegates were offered a discount code. I have taken advantage of that and signed up to complete the course and will be doing so during the summer break. We were also challenged to create some action items to take away and actually put what we had learned into practise, which for me, was about engaging with my colleagues for next year around implementing flipped learning strategies. I would also, after getting excited about research from hearing Peter Whiting’s presentation, like to engage with some action research on flipped learning and its impacts on literacy development in infants students, but I need to sit down and have a conversation about that with my supervisor and job-share partner for next year about their interest and thoughts on engaging with that.
Ken Bauer (@ken_bauer) delivered his keynote next, and to give him due credit and to be able to write about it properly, I will review his presentation in the next article. I do not think I will be able to get it out tomorrow (Friday), as this evening is our school musical, a celebration of the school’s sixtieth anniversary. Each Stage was asssigned two decades and asked to prepare a maximum ten-minute performance for the decade and everyone has been working incredibly hard. I am very proud of my students and am excited to see them on stage this evening.
As always, thank you for reading and please leave any comments or feedback you may have. If you have missed any of the other articles in this series you can find them here.
“Students shouldn’t come to school to watch the teachers work”
-John Hattie. Interview with BBC4’s The Educators
Day Two of FlipCon Adelaide was all about the school tour and lesson observations. Visiting Glenunga International High School (GIHS) was something I was looking forward to and the opening addresses, which I wrote about here, were very interesting and gave a clear message of pedagogy and relationships as the key to flipped learning and improved student learning outcomes. After those addresses, however, was the all-important morning tea (the strawberries were spectacularly good) where we would have an opportunity to speak to the various staff members present as well as the Prefects before being taken to observe some lessons.
It was interesting watching the way in which the Prefects engaged the groups of delegates with such confidence and poise. The two Prefects whom I and some others were speaking to were very comfortable speaking about the way the school had changed and were comfortable sharing their lessons. One of the Prefects myself and a few others were speaking with was completing the International Baccalaureate Diploma program whilst the other was completing the South Australian Certificate of Education. Additionally, one of the students had only been at GIHS for about eighteen months and so was able to speak to the differences between his prior, more traditional school and GIHS.
As I previously wrote, when questioned, both students acknowledged that in terms of homework as opposed to how much studying and revision they do, that there is less homework than there used to be, prior to flipped learning. When asked about the late start no Wednesdays, their faces lit up and you could see that they liked the idea. Both of them said they tend to use it sometimes for extra study and revision in preparation for exams or for some extra sleep depending on what they have going on.
It became apparent very early in our tour of GIHS that there is a strong and vibrant student interest group community. The sign in Kendall Wong’s photo above is only one example of the many that we saw during our tour. The number and diversity of student clubs that we saw signs or posters for was phenomenal, especially for me where we had Interact, school band and a chess club in high school, as well as sporting teams, and that was all. It is a testament to the diversity of the student body and the school’s own culture that a number of them were based on social justice issues or charitable causes.
The first that our group visited was a Year Eight French class. The teacher was just getting things started when we arrived and to his credit, he did not miss a beat, merely welcomed us and continued on. It was a small class of approximately twenty students and their task was well constructed and demonstrated some quality pedagogy. The students had been tasked with watching their flipped content and were applying that new learning. In groups of four, students were tasked with reading a short comic strip which was written in French and translating it into English. Rather than being a worksheet, however, the teacher had shared a link via GClass to the students and they were all working within a GDoc to translate.
They were given a few minutes to translate their initially assigned panel from the comic and then they had to move on to the next panel in the rotation and either add to or correct the translation that had been provided by the previous student. Watching the task occur in real time on the main screen at the front of the room was both funny, with the various coloured cursors flashing madly everywhere as students worked to translate their comic strip panel, and exciting, seeing this sort of pedagogy applied in a subject I would not normally teach.I appreciated, at this point, not observing a primary class or a subject or content which I would teach as it freed me to really focus on what was happening within the classroom rather than on the content and skills which were being covered. This was, of course, the point of being arbitrarily assigned to groups.
There was a group of three boys sitting just in front of me that I could see switching back and forth between the GDoc and Google Translate. I wanted to find out more about how they used GClass as an LMS and about how the were completing the task. They were quite happy to answer some questions and show me their GClass stream. Typically, it seems like it was used to push out content or links to content, set questions and facilitate the delivery and collection of assignments. As they were explaining things in response to my questions, the message came through once again, unprompted, pedagogy and relationships are key and that was something which I feel spoke strongly about the buy-in from the school community to the philosophy and approach that GIHS was taking.
I did observe during that lesson one student who was sitting in the front row on the other side of the room to myself and was slouching in his seat, with his feet up on the chair next to him using his phone below the desk. The teacher could clearly see that the student was using it, there was no deliberate act of trying to hide that the phone was being used. I queried our Prefect on the school’s mobile phone policy and there was a wry grin in response. The school has a strong policy of student ownership of their learning and student responsibility for their choices and owning their own distractions. Students are mostly free to use their phones as long as they are completing the required tasks in a timely fashion.
Our Prefect related that when she was in the process of applying for jobs earlier that year, that her phone had rung (silently) in class with the phone number of one of where she had applied recently on the caller ID. With a very brief explanation of the situation, she was allowed to take the call outside and then return to class. This works without negatively impacting hers or her peers learning due to flipped learning. In a traditional classroom context, there is a likelihood that to step outside would have meant that she would miss some explicit instruction about the concept being covered and would thus be behind the proverbial eight ball when she returned. In a flipped class, however, she was not listening to explicit teaching instruction as that had been completed via the flipped content prior to entering the classroom and therefore was able to stop what she was doing and resume it when she re-entered the classroom.
Placing responsibility for the learning back onto the student is a great move which, when properly supported by teaching students how to manage their time, take high-quality notes, how to study and revise efficiently. As we moved through the school for the next lesson observation, we were taken through one of the school’s media arts workshops where we saw an Apple Macintosh computer! My grandfather taught me how to use a computer on one of those and I remember being blown away by how cool it was and some of the games that it could support.
When we arrived at GIHS and entered their Performing Arts Centre (PAC), the room contained a stage and chair that reminded me of the fold down chairs you see at many cinemas which were stepped to create a minor theatre effect. When we returned to the space to observe a drama lesson in action, the room had completely changed. You can see in the photo above that the whole chairs had retracted back into a single block which was a very efficient use of the space. Outside the PAC, there were a number of posters from shows that had, presumably, been run by drama students at GIHS. When I asked one of our Prefects about it, she confirmed that tickets to the shows are sold to the community and that all proceeds are donated to charity. Having the students perform their shows in front of paying audiences and then donating the proceeds to charities is a great way of building community relationships, contributing to worthy causes and also providing the students some genuine theatre experience.
Observing the drama lesson was intriguing. The dozen or so students arrived and went straight into practice. The teacher spoke to use very briefly to explain the context of what was happening and indicated that the students had been asked to read a short script and learn some associated movements and that they were running an exercise on group space and interactions in a group space where they needed to use the space in such a way as to complete particular movements at certain times in specified ways. I enjoy theatre, but have only been in school productions as a student and one production of Oliver with the Tamworth Musical Society when I was in Year Seven, and so I was not entirely sure what I was seeing, even with the brief explanation from the teacher.
Each of the groups convened back together at this point and we were back onto the mini-buses to go back to Brighton Secondary School. The trip to GIHS was very interesting and demonstrated how flipped learning can occur in a range of contexts. I am excited about continuing my flipped learning journey into 2017 in a new context. I was very impressed with the fact that the driving message from everyone at GIHS that I spoke to, both staff and students, was focused on pedagogy and relationships. Even the students that I spoke to in the French class, were talking about pedagogy and relationships, even if they were not using the specific language thereof. It was a fascinating insight into the way in which a change in culture can permeate a school community in a short period of time. I want to thank the GIHS staff and students for opening up their school to us and providing us with the opportunity to hear and observe the way they have embraced flipped culture.
In this Flipped Teacher Professional Learning video I demonstrate how to open, create and upload documents using Office365, focusing primarily on Word, PowerPoint and Excel. A OneDrive video is on the way.
For the full list of FTPL videos, please click here.