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

#FlipConAus Review – Day Two Part Two

13/11/2016

0 Comments

 
“Start flipping, don’t wait.”
– Warren McMahon
After Jon and Aaron’s keynote speech, I was registered to attend a panel discussion on flipping in the Primary School context. Jon Bergmann facilitated the panel, which was made up of Warren McMahon, Matt Burns and June Wall (I have been unable to find June on Twitter). There were, according to my notes, thirteen questions over the course of the session. Some of these questions were somewhat expected, and others were rather unexpected.
The first question was about equity and access to devices and content. In-flipping (watching the video’s in class) is a great way to overcome this obstacle, however, beyond this, there are some great options. Utilising USB/flash drives, DVDs or cheap MP4 players will allow you to send the video content home with the students. Another option, which I had forgotten about at the time, and only recently re-discovered, is iTunesU. It allows you to build courses or units of work, and to either link to videos (or other content) outside of iTunesU, but you can also upload the content intoa post. This means that those students who have a device, but no internet access at home (which is still sadly common in 2015) can download the content they need during the school day, ready to go when they are at home that night.

Home-learning instead of home-work... maybe a more positive spin.@MrLeCornu #FlipConAus

— Cherie Borger (@cnb29) October 23, 2015
The second question is a common question; what if they fail to watch the video? It is, in my opinion, both a great and a terrible question at the same time. It  is a great question because the concept of the videos being watched at home is often the only thing that teachers and parents alike know about flipped learning, and so they see not watching the videos as ‘breaking’ the system. On the other hand, It is a terrible question because what if they (students) fail to do their homework now? In conversations with teachers who are already flipping their classrooms, they have indicated that this is rarely a problem, for a number of reasons. Initially, you gain traction from the novelty factor. Beyond that, however, students often will not only need less time to do the homework, but they will be able to do the homework as it is cognitively easier than what is currently being set as homework. The point was also made that if your videos are enticing, through being short, concise, clear, and interactive (such as I wrote about here), then students will want to engage with them.

Thanks @aimeeshack its my favourite part of #flipclass

— Jeremy LeCornu (@MrLeCornu) October 23, 2015
Beyond that, if you set, and hold to, the expectation that the videos have been engaged with at home, prior to school, and that the higher order learning tasks may not be done until the required understanding has been demonstrated (Jon and Aaron have said in the past that they have used a range of methods to do this, including conceptual check lists that are ticked off after reviewing student notes, or through conversation) than students will quickly learn that they need to watch the videos. It was noted that some students will not engage with the videos outside of class irrespective of the consequences, and will only engage with them in class. When (part of) the point of flipped learning is that not all students need to be on the same page and doing the same thing, then that is ok. As long as those students are engaging with the skills and concepts, and are moving through the required learning, then their choice not to engage with the videos outside of the classroom is potentially not detrimental to themselves, or to their classmates.
​
Here is a short video from a secondary teacher, Katie Gumbar, about her thoughts on this very question.
Someone then asked about the investment in time to train students how to engage with learning in this new and different way, compared to the normal game of school. There were two key points to the responses to this question. Firstly, it needs to be done, you need to invest the time to teach students how to engage with flipped learning, as it is so vastly different, and many will not engage, without the training, for fear of getting it wrong. So the investment in time, initially, is significant and involves heavy scaffolding. The exact amount of time with vary from context to context. Upper secondary students fill need far less time to acclimate to this new way of learning than lower primary, but even within the same cohort, there will be differences. You need to make a professional judgement as to when your students are au fait with flipped learning.

The second point that was made was that having interactive videos will make a large difference. Tools like Educannon (which I have previously discussed) and VersoApp can add a layer of interest which helps drive engagement with the learning. I do not recall where I heard it, but someone told an anecdote about a teacher who taught a class how to engage with flipped learning by asking them to learn a card trick. A link was provided to a video tutorial (perhaps something like this), and students were asked to learn how to do the card trick. Afterwards, the teacher engaged students in a discussion about how they went about using the video to learn the trick, discussing the use of pausing and rewinding to re-watch sections of the tutorial. This had the students engaged in a metacognitive discussion, and facilitated the introduction of flipped learning to the students and showed them how it works without the need for a long explanation.

What does success look like in a flipped classroom was answered quite simply. It varies context to context, both across cohorts of students, across different subject areas, across the grade levels, but the important thing is to determine a measure of success that will be SMART for your specific context.

In order to flip your classroom , you need to flip your thinking. #FlipConAus

— Anna Davidson (@davidsonteach) October 23, 2015
The impact on teacher time as a result of flipping generated a significant amount of discussion. The initial investment is significant and unavoidable, however, it is also transformational and the long-term gains outweigh the initial lost time. The comment was made by someone that implementing flipped learning, initially, is like being a first-year teacher all over again. Do not flip because you think it will save you time, it will certainly not do that, not initially. The time benefit is in the classroom where instead of doing lower-order thinking teaching, you are able to engage with students, either one-on-one or in small groups to drive deeper learning, thus building stronger relationships and developing your understanding of how students learn. This is something that should be part of our professional knowledge; flipped learning allows us to develop that knowledge more authentically, and more deeply.

The additional point made about the impact on teacher time was in relation to re-using videos that you have developed. All panellists agreed that you absolutely can and should re-use videos (though I would personally recommend re-watching just to double check that it is the video you want) in order to save time, however, there is a very important factor to remember, in this regard, when it comes to creating your videos.

Tip from @jonbergmann - Don't number your videos, label them by concept. #FlipConAus

— Anna Davidson (@davidsonteach) October 23, 2015
You may create sequences or playlists of videos in a specific order for specific concepts, however, avoiding numbering the videos allows you to drop any video into the students’ learning at any point in the particular unit of learning.

How do you flip all the KLAs in a primary context was answered succinctly, one brick at a time. Jon made the observation that in primary classes which he and Aaron have visited, there seems to be a tendency for primary teachers to flip mathematics in the first instance. I can certainly understand that tendency, as my first exposure to flipped learning was in a Year Five and Six class where mathematics was being in-flipped, and it seems, to my mind, to be naturally suited to being flipped. That said, having spoken to a number of teachers from across primary and secondary over the course of FlipConAus, I can certainly see scope for flipping other areas, including English, Creative Arts, the Parent-Teacher night, or Physical Education.
​
Why should teachers record their own videos was the subject of a long discussion, however, the key point is that you are the students’ teacher, not Khan Academy, or any other resource; it is you.
Not only will it build relationships with students, and those parents engaging with their child’s learning by helping them at home, but it also ensure that the concept is taught the way that you want it taught.

How critical reflection is embedded within flipped learning is something that I only took one note for, flipping allows for it to happen naturally, which reading that note a few weeks after the fact, is not particularly clear. Thinking it through, however, I believe that embedding critical reflection is a part of teaching students how to engage with the learning in this context. Part of your expectation could be a metacognitive discussion in class or through a writing task of some type (class blog, in learning journals etc.)

When someone asked whether flipping removed grouping structures, such as maths groups or reading groups, the answer was, essentially, no. Traditional grouping structure can be, and often are still utilised, however the way they are utilised may change as students may be at various points along the learning continuum any given concept.
​
One person or a whole school can work was the response when someone asked if flipping needs to be implemented across the board to be successful. The caveat is that flipping works best when it is implemented from the bottom up, and spreads through the school organically as teachers see what is happening, see the benefits to students and take it into their own classroom. It is also highly beneficial to have someone with whom you can collaborate your flipping who is in a similar context to yourself. Whether this is a teacher in your own school, or someone on the other side of the country teaching the same grade or subject as you is not particularly relevant. It is the ability to discuss barriers, wins and new techniques and ideas with someone who is in a similar context that matters.
How do you engage parents? was a topic of interest for many, and the biggest suggestion from the panel was communication and education around what flipped learning is about, how it works and why you are implementing it, beginning with flipping the parent-teacher night. Sending home a video introducing yourself and going through the basics that you would cover in person allows the parents to engage with your ideas and come to the evening with questions as they will have had time to think about and process what you have said.
In a job-share context (where two teachers share the load of one class with one teaching three days and the other teaching two days), where one teacher wants to flip and the other does not, communication before the year begins and during the year is absolutely critical. If the teaching load is split down subject or concept lines, with one teacher being responsible for the arts; or dividing mathematics up by concept area, then it will be relatively simple to implement flipped learning. If any other arrangement is made vis-a-vis splitting the teaching load, then it will be significantly more difficult.

In closing, all panellists were asked to offer one practical piece of advice to the audience. Warren advised everyone not to wait to start flipping, but to just do it. Matt backed this up with the caveat of doing it one brick at a time. June also reiterated Warren’s advice but cautioned the audience to identify the learning scaffolds needed and ensure they are available or in place beforehand, and Jon closed out the session by advising to flip with someone in some way if it is at all possible.

Thank you for reading through this rather lengthy article. I found the panel session very worthwhile. There was also a secondary panel that took place at the same time, and if someone has written a review on that, please send me a link so that I can include it here, with credit to the author (you can find the twitter discussion around it in the day’s Storify). My next article is likely to appear tomorrow, and will include a review of sessions from Warren McMahon, Katie Jackson and Crystal Caton.

To view the other articles in this review of FlipConAus 2015 click here.
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
  • 100 miles for Beyond Blue
  • FTPL Videos
  • Blog
  • List of Blog Series
  • Education Resources
  • Starting with Flipped Learning
  • Friday Freebie
  • About Me
  • Contact