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Post #6 Flip Your Classroom
I was convinced. Flipping the classroom
was the way to go to increase my students’ engagement and “real” learning of
the biology content for which we are all responsible. I did my research by
looking at several biology websites hosted by teachers that spoke of their
success flipping the classroom. I knew I did not have the time or expertise to create
my own videos. So I followed the advice the websites suggested and evaluated
several videos that other teachers had created in support of their units on
cell structure and function. I found one that was closely aligned with the NGSS
(Next Generation Science Skills) from the Life Science Progression:
LS1.A Structure and function (January 2013). Systems of specialized cells within organisms help perform
essential functions of life, which involve chemical reactions; any one system
in an organism is made up of numerous parts; Feedback mechanisms maintain an
organism’s internal conditions within certain limits and mediate behaviors
The video I chose for my students seemed to be done in a
style similar to my own delivery of content material. I explained my intentions
to my students and we discussed the assignment several days before they had to
do it. I thought I had prepared them well by reviewing and giving them a guide
to taking Cornell Notes (They had all learned this process in middle school) I then
lead a brief discussion on what makes a good discussion question and we talked
about some of the advantages of viewing a video at home.
The results of Video Analysis Lesson 1: (First 6 minutes)
Most students enjoyed the experience if for no other reason
than it was something different. We
broke into groups to share our discussion questions. Each group was assigned to
pick the best 5 questions from their member’s lists to share in a group
discussion with the whole class. It was
then that I realized that this process has to be more directly taught or
modeled. Many students had written simple questions that they already knew the
answer to. My next reading by Jonathan Bergmann and Aaron Sams described how important
it is to teach students how to watch and interact with videos. That was a big “aha
moment” for me. I regretted my unbridled enthusiasm. They suggested watching a
few videos together, pausing the video when key points are being made. Next, they suggest letting a student control
the pausing process. This will usually lead to students realizing that they all
work at a different pace, which of course is one of the values of having
students experience the video at home where they can watch and rewind it to
customize their learning. Another important point that I had not truly understood
was that they didn’t just flip the lectures and homework activities.
They allowed students to work at their own pace throughout the many different
activities of a unit. This gave students experience with time management so
that they could work ahead if they had commitments to other activities coming
up.
In summary, I am committed to keep working on
the flipped classroom model. I now realize that there is much more to the
process that just reversing the lecture time and homework. I need to rework and revise my planning and
learning activities to make them reflect a more student-centered and directed
model. And so it begins- again.
Connie Baker
Connie Baker
