"Why do we accept what other industries would consider malpractice?"
- Jon Bergmann
Day one of FlipCon Australia 2017 has come and gone, with lots of rain and wind, along with the learning, the inspiration, the challenging conversations, the thought provoking ideas, and above all, the fun and sharing.
The first session for me today was Jon Bergmann's keynote (you can read through the storify here) and it was, as always, thought provoking and challenging. One of the key standouts for me, and it provoked a chain of tangential questions, was Jon asking how it is that countries which are so dissimiliar vis-a-vis geography, culture, socio-economic contexts, etc. can be so similar when it comes to education.
It is an intriguing question, actually pondering how it came to be; and it led me to ask the twitter-sphere would classrooms and education have evolved differently without colonial expansion? Would the look as similar? If you consider the vast territory that the various colonial powers occupied through the eighteenth to twentieth centuries and the impact that those colonial powers had on the native cultures and practices, you have to wonder what it would look like without that influence. I particularly wonder about indigenous practices of education here in Australia that were forcibly changed and how different education would have been, even if only the settlement by the Europeans was more peaceful.
Following that was the Primary Panel where I joined Matt Burns and Jon Bergmann to answer questions from the primary educators int he group. There were some interesting questions and some interesting contexts that were mentioned and discussed and I hope that delegates left with their questions answered satisfactorily.
I presented a session then on Starting with Flipped Learning, providing a foundational conversation around flipped learni. We spent time specifically addressing the challenges and the reasons that we are often told show flipped learning does not work and brainstormed as a group ideas and conversation pointers to refute those. We also spent time specifically discussing abuot strategies to gain buy-in from the key stakeholders; students, parents, administrators/management, and colleagues. If you wish to access the resources from that you can find them at the below links.
I had a session in between that workshop and my second workshop and so I spent some time reflecting on the first workshop and actually found that I needed and wanted to make a few changes to improve the flow of the next in order to strenthen the learning experience for the delegates.
That next session was titled Flipping the Unit and was a very hands on workshop where we actually worked through the planning process for flipping a lesson using a backward mapping lesson plan template that I have developed with the goal being that it could then be taken back to school and put into practice. The session, I feel, went well and the delegates certainly indicated, both by the various notes and ideas they had on their templates, as well the questions they were asking nad their body language that they found it useful (always a relief!). If you wanted to access the resources from that session, you can find them below.
For each of the sessions, I encouraged delegates to create some accountability for themselves by setting actions points; what are y ou going to do in the next three days, three weeks, and three months, to develop your flipped practice? I also provided the below links for further learning for those who are interested:
If you attended one of my sessions today (or do so tomorrow), let me know your feedback. What do you think I can do better? Get in touch via twitter or using the Contact page on this website, leave a comment below the line.