Thing #20: Blended and Flipped Classrooms

Let me start off by saying that while I love the idea of blended and flipped classrooms, I cannot use them in my current teaching situation. Many of my students do not have access to internet or computers at home, so unfortunately this would not be feasible. That being said, I would love to use this format for independent learning activities – where I record a bunch of mini lessons, have my students use them to teach themselves, and then report back to the class with a presentation showing they mastered the subject, and can teach another student.

Here is the link to my Econ Face of the Classroom Page.

 

As my first screencast, I would say it went fairly well. My strengths would be knowing what I wanted to say, and practicing with both the recording software, document file, and website I wanted to use prior. Some things I can improve on are checking my microphone prior… And keeping my clicks to a minimum, they often overpower my talking. I like the idea of using screencasts and recordings to continue topics that use other forms of technology with my students. This gives me the opportunity to show them an overview, have them try it independently, and then use class time to work on projects that utilize whichever technology we are using. Often, much of introducing a new project or assessment is teaching them how to become comfortable with it, instead of them just trying and exploring.

In terms of ITSE Standards, I feel this Thing embodies the following:

1. Facilitate and Inspire Student Learning and Creativity: Giving students an option to both learn and create in ways that fit their needs best. Using multiple sites, styles, and recording devices allows for variation and different levels of difficulty.
2. Design and Develop Digital Age Learning Experiences and Assessments: See #4.
3. Model Digital Age Work and Learning: See #4.
4. Promote and Model Digital Citizenship and Responsibility: I chose to combine 2-4 because this Thing allows for me to integrate technology into all aspects of my teaching. I have the opportunity to provide students with lectures, introductions, specific parts of learning, and clarifications and step by step instructions with video and audio demonstration. On the flip side, this allows my students to learn and create like digital citizens in proper formats that they can use outside of the classroom and in various facets that come after schooling. They can use the idea of blended classrooms to adapt to a college format of learning, as well as complete assessments that include an audio instruction as well as demonstration.

CITW 9 – Best Practices. While many of these were discussed above, I will elaborate below.

1. Setting Objectives and Providing Feedback: Allows for various types of videos and demonstrations.
2. Cues, Questions, and Advance Organizers: I can address potential questions and prompts for classroom discussions ahead of time. Once classtime comes around, it will be easy to address further questions that have come up and talk specifically on things I pointed out in the screencast.
3. Summarizing & Notetaking: Screencasts and recorded lectures are my favorite way to learn. I love the idea of writing down only what I need, rewinding as necessary, and fast-forwarding through things I know well. As for my students, they hate it. However, exposing them to it will help them be more observant in notetaking and writing down only what is most important.
4. Assigning Homework and Practice: I love the idea of assigning homework through the screencast, and then using classtime to address questions and difficulties within that work. It gives teacher and students more one-on-one time when necessary.