Marty Cryer
Flipped Classroom
Project Description:
My students were complaining about their homework, as usual and I needed to try something new. There were many days where I had trouble fitting in all of the math instruction and time for quality thinking on their math tasks, so I needed some help there too. I had looked at information about flipped classrooms and thought this could be a big help. Students would watch a video lesson I either created or found online, complete a couple of questions for accountability and be ready to get to work when we started math the next day.
I began by sending a survey home to parents asking if they would be interested in trying this out. I n the accompanying letter I explained what it was and asked them to return the survey as soon as possible. I also created a brief video about the concept and embedded it in my classroom blog for parents to watch. The response was overwhelmingly favorable, but a couple of parents were hesitant. After addressing their concerns I had 100 percent support.
Objectives:
All but one of my students had internet access. For that one, there was no computer, but he did have a dvd player. I thought I could burn the videos to a DVD that I would give him to bring home each day. I had also considered putting the videos onto one of the iPods I had sitting unused in my drawer, but discovered they were too old and it would not work.
I explained to my students that we would try this for math only, which meant they would have flipped classroom homework three day a week for the month-long trial. They were excited.
Unfortunately, we immediately ran into problems. Creating the DVD proved to be more expensive and difficult than I had hoped. First, the Macbook Air I use does not have a DVD burner and the external drives we have at school do not have burners. I tried using the macs in the computer lab, but I was not familiar with the software and our tech integrator was unable to find the time to help me much. He also said he was unfamiliar with the software since it is not something he ever does. After about an hour of working on it, I had a DVD with the first lesson on it.
The first day the students came back very excited about their homework. We got right into the lesson and they clearly were prepared for our discussion. I was excited and ready to go. For the next lesson I again had difficulty creating the DVD, this time trying it on my home desktops. I persevered, however and had a DVD ready to go for the next assignment. However, the student arrived the next day saying he had trouble watching the video because it kept jumping around. Still, we had a great discussion and we just remembered this was a trial period. It wasn’t long before another student came to me saying their computer died and she no longer had access to the internet. Her mother confirmed this, reporting she did not know when they would have the money to get the computer fixed.
Future changes and improvements:
Unfortunately, after several more attempts and creating DVDs that cost me $1 each and took an hour to produce, I gave up. This was supposed to save me time and it was actually taking a lot more time to work around the connectivity issue. I still can see the value of this strategy and will continue to consider it as an option, but will have to look for better work arounds for students without computer access. I regularly ask teachers who are successfully flipping their classrooms how they bridge this problem, but have not found a solution that would work for my students.
Connection to ISTE Standard 4B: Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Having students watch a video lesson at home has several advantages. First, it frees up some of the time in class that would normally be spent explaining a concept. Instead, the teacher can start right in with clarifying questions and learning tasks. Secondly, it is a big help to parents who want to be actively involved in their children’s education. Since we teach so differently now, it is an opportunity for parents to learn along with their child. Family discussions about school can then be more meaningful. Providing for alternate access opportunities for students without computer or internet access makes it possible for all students to have this opportunity.
Blogging Rubrics
Project Description:
When I began working with my students on blogging, I knew I needed a way for them to evaluate their work and better understand what a good blog post and comment are. We watched and discussed a video created by Linda Yarris that was really helpful when it came to comments, but many students still were confused. We talked about their trouble and decided a set of rubrics would be helpful. Together we decided what a good post would have then I wrote up the rubric. Each student received a copy and I put poster-sized copies on the classroom walls.
Objectives:
My objectives were simple. Students needed better guidelines for creating blog posts and meaningful comments. They were helpful, especially at first. Occassionally, students would slip back into old habits, but as they were reminded they would again be diligent about their comments and it became habit for most of them.
The blogging rubric was also helpful, but students had more trouble continuously creating quality posts. Part of this, I believe, is the typing issue. At 8 and 9 years old, I believe students are not yet able to think and type at the same time. They need to write out their thoughts on paper, make revisions and then use the blog as a place to publish their work. The blog rubric, however, helps students remember what makes a good post as they write on paper.
Future changes and improvements:
When I begin working on blogs again next year I will definitely use both rubrics again. This time, however, students will create the rubric after we spend significant time evaluating other blog posts and comments.
Additionally, when they create the rubric, Instead of changing the wording as I did on my first rubrics I will keep it in the kid -friendly language they used.
Connection to ISTE Standard 4C: Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
By having students create a rubric to describe quality comments and posts, they develop an understanding of the purpose of blogs and the importance of being polite and respectful when writing. As they evaluate other student blogs they quickly begin to notice the silliness of adding comments that add nothing to a conversation, whether it is digital or face to face.