Intro: I’m Joy McCourt. I’ve been flipping some of my high school math and science/chemistry lessons in Toronto since 2013. I’m very late to discovering this song, but I found Unwritten today by Natasha Bedingfield and it seems appropriate :) #flipclass#flipclasschat
Welcome to #flipclasschat! Our topic tonight is the “group space”: what flipped classes do in class. We’ve got 5 questions planned after intros, but if you have a question of your own, feel free to post it -- your #flipclass PLN is here to support you.
We have three co-moderators tonight: joining me are Martha Ramirez (@martharamirezco) and Laura VogesGarfinkel (@lauravoges). My account will be the one to watch for the question images, but we’ll take turns leading the discussion. #flipclass#flipclasschat
hey hey #flipclass Laura here – HS Chem Teacher from MD, been flipping about 3.5 years, I’m excited for this year so I guess something about being happy! #flipclasschat
Hello there #flipclass and #flipclasschat tweeps, especially our terrific trio of moderators!
Andrew, 8th gr. SocSt in Massachusetts, 5 yrs flipping, no students for 2 weeks
Hey! I’m Martha. I teach English in Higher Ed & work in Teacher Education with FL. I live in Bogota, Colombia. Flipping for 5 years. Song: Rain (The Beatles). Rain or shine, it’s just a state of mind! #teachingmindset#flipclasschat#flipclass
Hello there #flipclass and #flipclasschat tweeps, especially our terrific trio of moderators!
Andrew, 8th gr. SocSt in Massachusetts, 5 yrs flipping, no students for 2 weeks
Appropriate song choice: "Drown" [https://t.co/ouI6J57j7w]
#flipclass matthew from illinois just checking in but only lurking tonight under order from wife before @lanier_katiesue and I pick up moderating weekly starting Sept 10 #flipclasschat
See the image for our first question - this one is to give some context to the rest of our discussion. Remember to use Q1/A1 format and to include the hashtags in your answer. #flipclass#flipclasschat
A1: My province has “applied” & “academic” levels of gr 9&10 courses & “college-prep” vs. “university-prep” levels in gr 11&12; I’ve usually done HW vids in acad/univ-prep & in-flip for applied/coll-prep but it depends on the Ss I get in a given year. #flipclass#flipclasschat
A1
Very little in-class flip for me, because my school is not 1:1 and the laptop carts can be hard to get. It's actually easier for my Ss to access tech OUTSIDE the classroom.
This image fairly accurately shows a typical unit in my #flipclass/#flipclasschat
I tend to select in-flip more for those classes I think will be more of a fight to get them to do any sort of HW, even if it's just watching a vid. I will take advantage of the opportunity to use out-of-class time for vid-watching when I can, but... #flipclass#flipclasschat
A1: I combine flip and in-class flip (30/70). I mostly plan flipped content to be worked in class as I monitor, clarify & support. I assign videos, websites, ppts, podcasts, etc. Depends on the topics. #flipclasschat#flipclass
I'm curious what your mix looks like - do you do both for one course, or different approach for different courses, or for different topics, or does it just depend where everyone seems to be at? #flipclass#flipclasschat
Hey #flipclasschat! Lucas from Virginia here, teaching HS EarthSci/Physics/Astronomy. 3 Years of flipped, mostly in-flip, and since I've already been back for two weeks now, the song has to be We Will Rock You by Queen. Gaming is in full swing in my classes. #flipclass
Pretty much all of the above depending on the unit and how I feel about the Ss ability to work at their own pace vs their need of guidance. My goal would be to start traditional and move towards mastery throughout the year though #flipclass
Yes, accommodating lack of access has been one reason I've done in-class viewing as well, though I try to get it to be at lunch time / after school for affected students where possible. #flipclass#flipclasschat
A2: Edpuzzle Qs embedded into the videos help me gauge class understanding b4 class (I’ve used Google Forms in the past). In math and scientific calculations I like to see Ss do some (on whiteboards?) w/me watching so I can see their steps/communication. #flipclass#flipclasschat
A2: I try to focus my HW on the #flipclass videos, as we move to mastery and in-class flip Ss are expected to decide what is best for HW and what is best done in class
Good to see you, Lucas! Love that you are rocking it already :D! I want to try some gamification this year, but I'll just be dipping my toe in at first :). #flipclass#flipclasschat
I love the questions in the #flipclass videos - do you feel you always have time to check through them before class?? Also what does the whiiteboard activity typically look like? Groups? Individual? All at once?
#flipclass A2: Video homework is predominantly in the lower levels of Bloom's. Class time, then, has a higher level ceiling on Bloom's. Love having high levels of Bloom's in class.
A2 My video lessons are ALL about lower-order (recall/understanding) levels of Blooms. We can't have a meaningful discussion or document analysis unless Ss know some context.
It's like providing footholds & anchors for mountain climbing (a belay system)
#flipclasschat#flipclass
I'm an in-class flipper. My district is very rural, many Ss do not have relible internet, and many also do not have safe home environments, so any form of HW would create a major equity gap. I tell my Ss to use the time for extracurriculars, get involved #flipclass#flipclasschat
A2: I address Bloom’s LOTS out of class when flipping and in class when in-class flipping. I am using Actively Learn for reading, and use Edpuzzle, Playposit, and quiz apps to check up when class starts. #flipclass#flipclasschat
It doesn't take much time at all to look over Edpuzzle results - I can do it as Ss get settled. If they submit a long Q in response to a problem they had, that may take more time. Whiteboards are usually pairs at least - depends how many are available #flipclass#flipclasschat
#flipclass Depends on the group and the content. Hard physical science problems need a lot of application. Plate tectonics and the like can go higher. On the whole, "application" is probably where they spend most of the time.
This makes sense. I've seen FLGI use a diamond to represent where flipped classes spend their time, and it makes levels 3 & 4 the largest. It would be too hard to do Create all the time! #flipclass#flipclasschat
A3: Love having Ss role-play! Our gr10 sci text suggested having Ss discuss whether employees should have to disclose to their employers having a certain incurable genetic illness - from the view of a dr, insurance provider, parent w/the illness, etc. #flipclass#flipclasschat
A3: During my #flipclass group space I like to get Ss doing inquiry labs, creating models and I'm always looking for new ways for them to be in those HOT areas of Blooms
A3: Since I teach English, my Ss have to speak, write, discuss, and basically apply everything they learn in their communicative production. I focus on constant real communication in class as much as possible. #flipclass#flipclasschat
I'm going to try to push for less cookbook-style labwork and more real inquiry...though I do think there's a place for the cookbook-style stuff, too. #flipclass#flipclasschat
I totally agree! You should check out the ADI books (they have most sci subjects now) and if your an NSTA member you can access most of the PDFs for free #flipclass (oh and they're #ngss aligned!)
A3
I have Ss do *some* activities on the relatively low "understanding" level while I verify their essential knowledge. Then we can Apply and Analyze through primary-source documents, probing class discussions, and/or simulation experiences
#flipclass#flipclasschat
A2: I always follow up flipped videos with low-Bloom's-level understanding checks with a 80% gatekeeper and unlimited attempts, for accountability and to gauge understanding. #flipclass#flipclasschat
We have to be careful about role-playing in a History class.
Don't try to simulate/act out:
* slavery
* misogyny
* warfare (without being VERY careful)
* colonialism
...
#flipclass#flipclasschat
A3: Since I teach English, my Ss have to speak, write, discuss, and basically apply everything they learn in their communicative production. I focus on constant real communication in class as much as possible. #flipclass#flipclasschat
#flipclass A3: We have created puppet shows, brochures, newspapers, commercials, and the like. Just have to make sure it stays higher order and not just repeating what they remember.
A4: Still growing in this but my favourite so far is challenging Ss to build a mini greenhouse that produces a measurable temperature difference inside the greenhouse compared to outside, using their choice of mat’ls (no artificial heater of course). #flipclass#flipclasschat
Sounds like some good resources to check out! I'm in Canada so the NGSS stuff doesn't apply in the same way here but that doesn't mean the materials developed for the standards won't be useful. #flipclass#flipclasschat
A4: my #flipclass star activity would most certainly be our argument driven inquiry labs – Ss have to design and conduct their own labs and then argue their findings against others in class, followed by a lab report
Sure!
1) For the simulation shown in my profile pic (heh), Ss played the role of representatives from brand-new states in 1778 during the RevWar vs Britain figuring out how to create a good govt.
They watched this vid [https://t.co/weph7R0FcK] to prepare
#flipclass#flipclasschat
Yeah, I've grown somewhat cynical about brochures because of all the copy-and-paste jobs I've seen, but with the right coaching they can work :) #flipclass#flipclasschat
#flipclass A4: Always liked improv. Write terms on board. Call two students to front. Ss assigned characters and a setting as they walk to the front. (Donald Trump and John Cena in line at the grocery store, for example). Ss act out correctly using terms. Application/creation
It was amazing seeing some of the things they came up with! They worked in groups and it was cool to see Ss driving the projects you might not expect to be interested in the class because of the hands-on different type of expressing themselves. #flipclass#flipclasschat
A3: I've always incorporated projects, but this year I'm moving towards a PBL model, which #flipclass helps make more time and space for. Highly team-focused, interactive, and often open-ended. My astro class is working on ways to get off Earth without rockets #flipclasschat
Very cool! I am not very good at improv myself, but I can think of some Ss who could have done an amazing job at something like this! #flipclass#flipclasschat
A5: I try to select mine for specific learning goals; an activity is successful when Ss accomplish the goal after/through completing the activity. What that looks like depends on the goal. Ss can’t accomplish the goal? Redesign/supplement the activity. #flipclass#flipclasschat
A4: I love using sketchnotes! For reviewing, showing understanding, analysing, associating, presenting! My Ss made this sketchnote about learning strategies and nailed the presentation. #flipclass#flipclasschat
A5: my #flipclass model relies heavily on feedback from students in order for me to improve and adjust, I look to assess my Ss through moderating Ss created work at the higher levels of blooms as well as traditional assessments
A4: Using games for speaking activities are always great. They love playing JENGA for speaking activities. I use some for LOTS and others for HOTs. I recently invented a way to play UNO for pronunciation. Am still working on it based on my students' feedback. #flipclass
So true! I've reflected before that you do have to put in more intentionality and time the higher you go in Bloom's, but the results are worth it! #flipclass#flipclasschat
#flipclass A5: The whole #flipclass premise means you have more time in class to be out in the class with the Ss. Being with them, I have an internal sense whether some are getting it or not. Also will do formative quizzes, etc...
A5: I ask for feedback a looot! So for activities I try for the first time, I ask Ss directly and they tell me if it was easy, challenging, etc. and make suggestions. I notice if it didn't reach the learning obj. Their feedback has been very valuable. #flipclass#flipclasschat
A4: My EarthSci students get a ton out of creating their own infographics. There are other things as well, but end-of-course surveys always reveal this to be more beneficial that I expect. #flipclass#flipclasschat
My learning goals are also firmly based on the "specific expecations" in our provincial curriculum, & some of them are v. specific; one says Ss must design an inquiry that investigates the diffs btwn complete & incompl combustion (but not actually do it) #flipclass#flipclasschat
This reminds me of a study guide that accompanied an award-winning psychology text I used when I was in university. Gotta leverage that visual learning mode! #flipclass#flipclasschat
wow. thats wild. we are not quite at that level of chemistry, BUT that sounds very similar to how our standards are worded. definitely got me thinking... #flipclass
A5: Student products or outcomes, student reflections - I am all about having students reflect on their learning, and seek their feedback often. #flipclass#flipclasschat
I also find you get a better sense for who's faking "yeah, I get it" when they really don't (whether they realize it & don't want you to know, or they don't realize it & they need to know that themselves)! #flipclass#flipclasschat
Absolutely! I am still working on my own sketchnoting abilities. But students have surprised me every time with their creativity and ability to visualize and associate what they learn. #flipclass#flipclasschat
Agree. Their feedback is crucial and more valuable when they give it to us directly instead of through an institutional survey. #flipclass#flipclasschat
Exit: Always good to read other perspectives and talk the trade with others. Sometimes it's not the strategies as much as it is the thought process #flipclass peeps prompt with their strategies that help me.
Thanks for joining us tonight! #flipclasschat flies by too fast :(. Do keep the convo going w/anyone whose ideas have you wanting to know more! Our next chat is Sept. 10 & the return of regular moderators @matthew_t_moore and @lanier_katiesue. Have a great night! #flipclass
ET: I want to 1. be more intentional about HOTS; 2. incorporate more visual (sketchnotes/infographics), hands-on, and maybe improv! 3. look more into Classcraft (@lucascconner I may need to message you over the next week if that's OK!) #flipclass#flipclasschat
ET: Taking time to make the group space time more HOT-related. I do this often, but when things don't quite work out, or I am having an off-day, I fall back on LOT games #flipclass#flipclasschat
Don't underestimate the need for a more restful off-day sometimes, though -- I'd argue we all need the occasional movie day (the Ss do, too) :D #flipclass#flipclasschat
