C21 Teaching
  • Home
  • FTPL Videos
  • Blog
  • List of Blog Series
  • Education Resources
  • Starting with Flipped Learning
  • Friday Freebie
  • About Me
  • Contact

#FlipConAus Review – Day Three Part Two

16/11/2016

0 Comments

 
“Flipping is somewhere between didactic instruction and constructivism”
– Aaron Sams
Welcome back for part two of day three of the FlipConAus review. If you have missed the previous articles, you can find them here:
  • Day One, Part One
  • Day One, Part Two
  • Day Two, Part One
  • Day Two, Part Two
  • Day Two Part Three
  • Day Three Part One
  • Storify of Day Three
Jon and Aaron began their second keynote of the conference by saying that we, those in attendance, were all early adopters and that our job was to flip well and be lighthouses for those who would come later, to be examples of what flipping can achieve. I thought this was an interesting way of beginning, as personally, I do not feel like an early adopter, I feel like I am late to the game, so to speak, of flipped learning, given that it has been around since around 2007.
Picture
Adopter categories based on innovation characteristic. Retrieved from https://www.ntt-review.jp/archive/ntttechnical.php?contents=ntr200804le1.html 11/11/15
Thinking about it further, though, there is no real timeline defined for what constitutes the movement between the stages of adoption. Statistically speaking, when you overlay the adoption of new technologies, you do still end up with the regular bell-curve, and I certainly would not consider flipping to be mainstream, meaning it has not reached the early or late majority phases (or the laggard phase, for that matter). I also do not think I am an innovator which means that I am an early adopter. Our feeling of where we sit in the adoption bell-curve does not necessarily represent reality, and wherever we sit, we need to be aiming to flip well to show what flipping can do for education.
Jon and Aaron made the point again that flipping is between didactic pedagogy and constructivism, and that the elephant in the room is assessment, with the enormous pressures on teachers and students to ‘perform’ (as though we are all seals at an amusement park balancing beach balls on our noses for treats) well in the standardised testing to which we, students and teachers alike, are subjected through NAPLAN and the HSC, and from what I understand in some states, the School Certificate in Year Ten.

#FlipConAus where #flipped learning rests in the continuum between didactic and constructivist @jonbergmann pic.twitter.com/sh52RTxaay

— Kurt Challinor (@kchalls) October 24, 2015
Their advice was to operate within the constraints in which you find yourself; manipulate your assessment as you are able to within your context. Marijne Slager put it slightly differently when she tweeted this:

Elephant in the room: Flexible assessment in flipped classrooms. Be flexible up to point of assessment and keep your job! #FlipConAus

— Marijne Slager (@mgslager) October 24, 2015
This is a fair point, as there is a substantial amount of pressure on both teachers and students to perform ‘well,’ whatever that means, and I recall when the NAPLAN results for this year were posted on the staffroom wall that there was much discussion about where we had done well and done poorly. There is much debate about the validity and purpose of standardised testing, particularly NAPLAN (for example, here and here), however for better or worse, it is a significant part of education, and much funding goes into the delivery of the tests, and we as teachers need to negotiate our way through this in the context of implementing flipped learning.
​
After a brief note about assessment, Jon and Aaron spoke about Bloom’s Taxonomy, reiterating the point that there are so many different shapes (as seen here), that we need to not get hung up on the appearance, but to remember the goal is to engage students in deeper learning and thinking. We also need to remember that just like the SAMR model, Bloom’s Taxonomy is not a ladder to climb. It is a tool to help us consider what kind of learning activity our students are engaging with and there are valid and useful occasions where students should be at the remembering phase just as there are valid and useful times when students should be at the creation phase, and the two occasions are not necessarily mutually exclusive. It should be used contextually, as a guide for designing and thinking about learning activities.
A discussion of some subject-specific ideas for flipping followed this, which I will summarise below.
  • Reading
    • Curriculet and ActivelyLearn are two useful tools for reading that track time spent reading as well as allowing for note-taking and highlighting within texts.
    • This was around the point that flipping does not have to be done via video.
History and Social Sciences
  • Tend to be the subject with the longest lectures.
  • Use the what happened as the home learning, and the why as the class learning
  • Handwriting
    • This can be done quite effectively. Some examples of this can be found here.
  • Mathematics
    • Think about more than just videos and problems.
    • Ripe for project-based learning using real-world issues.
      • My school is having a site rebuild, with construction taking place next year, and I fully intend to utilise the learning opportunities therein in the classroom.
Language
  • Lots of opportunities to turn home into the learning space and the class into the practice space, with all interactions in the language being studied
The key though is to ensure that content is correct and to remember that you do not need to out-flip, that is, do the flipping at home. In-flipping is perfectly valid, particularly as a starting place. To gain the most benefit for your students learning out of flipping, the aim should be to out-flip, eventually.
Another point is that the discussion around flipping often centers around the videos and the home-learning. We need, however, to talk about the class-time and how we, as teachers, utilise that. There have been teachers who have flipped their classes and then left the students to do the in-class learning on their own, sitting at their desk. This is not flipping well. We need to use the in-class time better, and we can do this in a range of ways, from instituting weekly student-led conferences to talk about how they are are doing in general or in specific areas, whether it be academic or social, to deliver small group tutoring or mentoring, to do more hands-on active learning such as experiments in science or making/tinkering in other learning areas. How you use the time is, of course, up to you, but it needs to be used effectively for flipped learning to be worthwhile.
​
It was also observed that although there is a tendency to think of flipped learning as being high-tech, it can be done with low-tech tools. Rather than using a complicated Learning Management System to outline what students need to do and where to access the content required, there are some teachers flipping quite successfully who are using a physical workbook as their LMS. They note down what needs to be covered with timeline expectations as a guideline, and then include QR codes for the online content, and each student is given a copy

Language teacher: stick QR code referring to your videos onto bookmarks and into the students' paper manuals #FlipConAus

— jrichalot (@jrichalot) October 24, 2015
In conjunction with this, it was also observed that instructions can be flipped successfully, freeing up time in class for the doing and that flipping staff meetings or professional development is also often a very successful way of introducing flipping to staff. I deliver flipped professional development for colleagues quite simply because everyone is time-poor and they can access the learning whenever and wherever they want, and then ask follow-up questions later on as needed.
The Phet was offered up as a useful website to allow students to complete many experiments through simulation, rather than only one or two due to the time required to set up and conduct some experiments. There was a discussion about the benefits of flipping student feedback when marking students learning output.

Record video feedback for student work - provides significant improvement in writing scores and takes the same time #FlipConAus

— Rowan Kunz (@Rowan_Kunz) October 24, 2015
Flipping also allows greater opportunity for student choice, though it should be relatively structured, and be choice from defined options as many students freeze like the proverbial deer-in-headlights when presented with free choice. I have been doing that with my Stage Three classes as part of our end of unit assessment. We have been learning about the Cornell Note Taking strategy, and as I did not feel like reading a hundred of the same submission, I have had discussions with the classes about the options they have to demonstrate that they understand and can use the strategy. With each class, we discussed the options available to them. Some students have elected to record a video explaining what it is and then demonstrating how to use it, some to use the strategy, and submit their notes about a self-selected topic with annotations, and some to create a Kahoot. We then discussed, in each class group, what success would look like in each of these options, which I then turned into a digital rubric on Google Docs and distributed via Google Class. We also negotiated when it would be due.
Jon and Aaron reminded us of a very important fact that we need to consider when flipping and where we add the value as professionals:
Our value as professionals in the guidance during the more cognitively demanding portions of Bloom’s Taxonomy, and we need to ensure, when we flip, that we do add value to the students learning. so that we do not create the situation where students are overloaded with homework that has no value in the classroom. We should be providing students with opportunities to apply and analyse and create, using real-world contexts that are relevant to the students lives’.
​
The final point was that the metaphorical train of flipped learning has already left the station and we should not get left behind.

Don't get left behind! #FlipConAus pic.twitter.com/eaI5qLR1eY

— jrichalot (@jrichalot) October 24, 2015
Before we moved off for the afternoon break, Jon and Aaron made an exciting announcement. I had asked Aaron over drinks during Thursday night’s social event whether there were plans to make FlipConAus an annual event, and he confirmed that it was the plan, and a venue for next year was being sought. The announcement made before we moved off to afternoon tea was that the venue had been located and confirmed:

#flipconaus 2016 pic.twitter.com/vP3pYDAOHc

— Ryan Gill (@ryanagill) October 24, 2015
Jeremy LeCornu’s school, Brighton Secondary School would be the site of next year’s conference and by proposing to my wife that she come with me to the conference as she will be able to visit some family she has in Adelaide she has not seen since our wedding while I am at the conference, I already have tacit approval to attend.

Thank you for reading this penultimate article in the FlipConAus review series. Tomorrow’s article will see out the end of the conference with presentations from Matt Burns. As always, thank you for reading, and please leave your thoughts and questions in the comments section.
0 Comments

Your comment will be posted after it is approved.


Leave a Reply.

    RSS Feed

    Tweets by @C21_Teaching

    Categories

    All
    21st Century Learning
    3D Printing
    Aaron Sams
    Abdul Chohan
    Aboriginal Culture
    Aboriginal Education
    Academia
    ACARA
    Accreditation
    ACER
    Action Research
    ADE
    Aimmee Shattock
    AirSquirrels
    AITSL
    Alex Smith
    Alfie Kohn
    Alfina Jackson
    Alice Keeler
    Alice Leung
    AM Hon DLitt
    And Clark
    And The Band Played Waltzing Matilda
    Anne Van Der Graaf
    Announcement
    ANZAC Day
    Apple Distinguished Educator
    App Speed Dating
    Artificial Intelligence
    Ashanti Branch
    Assessment
    Augmented Reality
    AussieEd
    Australian Curriculum
    Awards
    Awesome
    Baby
    Behaviour
    BetterU
    Blake Seufert
    Blogging
    Bloom's Taxonomy
    Books
    Book Study
    Bradley Loiselle
    Brad Loiselle
    Branching
    Break
    Brett Salakas
    Brett Wood
    Brighton Secondary School
    Bron Stuckey
    BYO
    BYOD
    BYODD
    BYOT
    Cameron Malcher
    Camtasia
    Cara Johnson
    Career Change
    Carol Dweck
    Carolina Buitrago & Martha Ramirez
    Casual Teaching
    Catherine Ford
    Cathie Howe
    Change
    Charles Fadel
    Charles Leadbeater
    Chelsea Wright
    Chris McNamara
    Christopher Pyne
    Chromakey
    Chromebooks
    Clarification
    Class Notebook
    Classroom Economy
    Classroom Management
    ClassTech
    Class Tools
    ClickView
    CLT
    Coding
    Coercion
    Cognitive Load Theory
    Collaboration
    Collegiality
    Community Engagement
    Computer Skills
    Conference Expo
    Conference Review
    Confidence
    Connected Classroom
    Consequences
    Constantin Lomaca
    Constructivism
    Contemporary Pedagogy
    Cooinda AECG
    Copyright
    Corinne Campbell
    Cornell Notetaking
    Creative Writing
    Creativity
    Critical Thinking
    Crystal Caton
    Cultures Of Thinking
    Curiosity
    Cyberbullying
    Cyber Security
    Daily Summary
    Dan Haesler
    Dan Jones
    Data
    David Jakes
    Deborah Nicholson
    Democracy
    Digital Citizenship
    Digital Curriculum
    Digital Learner
    Digital Literacies
    Digital Literacy
    Digital Natives
    Digital Pedagogy
    Digital Pedgogy
    #DigLit
    Discipline
    DocHub
    Domains Of Knowledge
    Dominic Hearne
    Drama
    Dr. Britta Jensen
    Dr Caroline West
    Dr. David Zyngier
    Dr. Jane Kise
    Dr. Janelle Wills
    Dr Janine Beekhuyzen
    Dr Jill Margerison
    Dr. Kevin Donnelly
    Dr. Milton Chen
    Dr. Nerida McCredie
    Drones
    Dr. Rachel Wilson
    Dr. Robert Talbert
    Dr. Ruben Puentedura
    Duolingo
    Dyslexia
    Dyslexie
    Early Years Learning
    Earth Engine Time-Lapse
    Easter
    Ed Cuthbertson
    EdTech
    Education
    Educational Technology
    Education Funding
    Education Nation
    Education Policy
    Education Portfolio
    Education Vendor
    Education Week
    EduChange
    EduMedia
    #EduNationAu
    EduTech
    @EduTweetOz
    Edward DeBono
    Elder Gavi
    ELearning
    Elizabeth Amvrazis
    Employment
    English
    Eric Bogle
    Eric Mazur
    Errol St Clair Smith
    Esafety
    ESafety Commissioner
    Eureka
    Evidence Based Practice
    Experienced Teachers
    Family
    Feedback
    Film
    Flexibility
    #FlipConAdl
    FlipConAus
    FlipConNZ
    FlipLearnCon
    Flipped Learning
    Football
    Foundation For Young Australians
    Friday Freebie
    Frozen
    FTPL
    Fun
    Fundamental Movement Skills
    Furniture
    FutureSchools Expo
    GAFE
    Game Based Learning
    Game-Based Learning
    Gamification
    Gaming
    Gary Stager
    Gavin Hays
    GDocs
    GDrive
    Genius Hour
    Geography
    Gert Biesta
    GForms
    Glenn Carmichael
    Glenunga International HS
    Gonski
    Google
    Google Apps For Education
    Google Classroom
    Google Docs
    Google Drive
    Google Forms
    Google Lines
    Google Maps
    Google Slides
    Google Suite
    Graduation
    Gratefulness
    Green Screen
    Greg Ashman
    Greg Whitby
    Group Work
    Growth Mindset
    GSheets
    Heather Davis
    Heath Wild
    Higher Education
    History
    Hogan Assessments
    Holidays
    Homework
    Honours
    Hopscotch
    Horizon Report
    HSC
    Ian Jukes
    Ian Thomson
    ICT
    Ideology
    Indigenous Culture
    Initial Teacher Education
    Inquiry Based Learning
    Interland
    International Baccalaureate
    Internet Skills
    Invent To Learn
    IPad
    IPads
    ITE
    Iteration
    IWBNet
    #IWishMyTeacherKnew
    Iyah Rahwan
    Jack Hyland
    Jack Hylands
    Jacqui Murray
    James Meijboom
    Jamie Dorrington
    Jane Caro
    Jan Owen
    Jared Cooney Horvath
    Jean Piaget
    Jennie Magiera
    Jenny Magiera
    Jeremy Cumming
    Jeremy LeCornu
    Jim Sill
    Joel Speranza
    John Bergmann
    John Burfoot
    John Catterson
    John Dewey
    John Goh
    John Hattie
    Jon Bergmann
    Josh Aghion
    Kahoot
    Kanga Cup
    Kate Lanier
    Katharine Birbalsingh
    Katie Jackson
    Kaye North
    Keith Crawford
    Ken Bauer
    Kid President
    Kim Maksimovic
    Kindergarten
    Kirschner
    Kirsty Tonks
    Kirsty Watts
    Language
    Leadership
    Leanne Steed
    Learning
    Learning Spaces
    Library
    Lifelong Learners
    Life Maths
    Lila Mularczyk
    Lily Young
    Linda Ray
    Lindy West
    Lip Sync Battle
    Lisa Rodgers
    Literacy
    Louann Brizendine
    MacICT
    Makerspace
    Marc Prensky
    Margaret Merga
    Marissa Peters
    Mark Gungor
    Mark Liddel
    Mary Lousie Ryan
    Masterclass
    Mastery
    Mathematics
    Mathletics
    Matt Burns
    Matt Noffs
    Matt Richards
    Matt Scadding
    Media
    Melbourne Declaration
    Melbourne Girls Grammar
    Melinda Cashen
    Mental Health
    Merrylands East PS
    Metacognition
    Michaela Community School
    Michael Aulden
    Michael Beilharz
    Michael Ha
    Michael O'Leary
    Microsoft
    Milton Chen PhD
    Minecraft
    Mistakes
    Monique Dali
    Moral Machine
    Morals And Ethics
    Motivational
    Movie Making
    Murat Dizdar
    Music
    MyEd
    NAO Robotos
    NAPLAN
    Netiquette
    New Beginnings
    Newspapers
    New Teachers
    NMC Horizon Report
    No Excuses
    Note Taking
    Numeracy
    Oakhill College
    Office365
    Offline Access
    Old School Teachers
    Olivia-oneill
    Onedrive
    Onenote
    Organisation
    Padlet
    Panel Discussion
    Parent Communication
    Paul Hamilton
    PBL
    PCPS
    PD
    PDHPE
    PDP
    Pedagogy
    Pedro Negouera
    Peer Instruction
    Peggy Sheehy
    Penny Bentley
    Personal Characteristics
    Peter Adams
    Peter Ellis
    Peter Hutton
    Peter Mader
    Peter Paccone
    Peter Whiting
    Phillip Cooke
    Phillip Heath
    Philosophy
    Phonics
    Physical Education
    PISA
    Place Based Learning
    Planning And Programming
    PLN
    Politics
    Prakash Nair
    Pranav Mistry
    Pre-Learning
    Presenting
    Primary Classroom
    Privacy
    Private Education
    Problem Solving
    Productivity
    Professional Associations
    Professional Development
    Professional Learning
    Professor Barry McGraw
    Professor Geoff Masters
    Professor Jane Burns
    Professor Ken Wiltshire
    Professor Richard Buckland
    Professor Richard Telford
    Project Based Learning
    Prue Gill
    Public Education
    Public Vs Private
    Punishment
    QR Codes
    Questioning
    Rainy Mood
    Ralph Pirozzo
    Reading
    Recycling
    Referee
    Reflection
    Reflector
    Reggio Emilia Approach
    Relationships
    Reports
    Research
    Research Skills
    Resilience
    Resources
    Respect
    Rewards
    RFF
    Richard Byrne
    Robert Livingstone
    Robotics
    Roundtables
    Rupert Denton
    Ryan Gill
    Ryan Hull
    Sally Wood
    SAMR
    Santa
    Sarah Asome
    School Culture
    School Policy
    School Tour
    Science
    ScopeIT
    Self-Branding
    Seymour Papert
    Shane Hancock
    Shireen Winrow
    Silence
    Simon Birmingham
    Simon Breakspear
    Simon Brooks
    Simon Crook
    Simone Segat
    Simon McKenzie
    Simon Sinek
    Sir Ken Robinson
    Sixth Sense Technology
    Social Media
    Socratic Seminars
    Solar System
    Special Needs
    SponeBob Squarepants
    Sport
    Spreadsheet
    Staff Development Day
    Stage One
    Stage Three
    Standardised Testing
    Star Wars
    STEM
    Stephanie Kriewaldt
    Stephen Lethbridge
    STM Bags
    Stories
    Storify
    Stress
    Student Mobility
    Student Wellbeing
    Sue Waters
    Sugata Mitra
    Sunk Cost
    Super Awesome Sylvia
    Susan Bowler
    Sweller
    Sylvia Libow Martinez
    Teacher Education
    Teacher Fever
    Teacher Life
    Teachers Talking Teaching Podcast
    Teacher Value
    Teacher Wellbeing
    #TeachforThink
    Teaching
    Teaching Boys
    Teaching Philosophy
    TeachMeet
    Team Teaching
    TED Talk
    Temporary Contract
    Teresa Deshon
    TER Podcast
    The Arts
    The Eddies
    The Four Cs
    The Hewes Family
    Thinking Skills
    Think Pair Share
    Thomas William Nielsen
    THRASS
    Times Tables
    TMCoast
    #TMSpaces
    Topic Tags
    Tour Builder
    TPCK
    TPL
    Transmedia Storytelling
    Trial And Error
    Troy Faulkner
    Trust
    Tweetdeck
    Twenty-First Century Skills
    Twitter
    University
    URL Shorteners
    Vale
    Value
    Video
    Virtual Reality
    Visual Art
    VR
    Warren McMahon
    Winning
    Word Online
    Work Life Balance
    Worklife-balance
    Writing
    Youngling
    Youtube

Support

Contact
About
Flipped Teacher Professional Learning Videos
© COPYRIGHT 2015. ALL RIGHTS RESERVED.
Photo used under Creative Commons from brianc
  • Home
  • FTPL Videos
  • Blog
  • List of Blog Series
  • Education Resources
  • Starting with Flipped Learning
  • Friday Freebie
  • About Me
  • Contact