When you first dip into the Flipped Learning pool, you design and make you video for the students to watch outside the classroom (known as the individual space). When they enter the classroom (group space) they experience a variety of innovative, active tasks that you have designed to reinforce that content and take them further up Bloom’s Taxonomy. However, is there more than one way to engage them in their video?
TIP 1: Keep it short with one concept
Videos should be 1min per year level in length. This sounds easy, but is quite hard to do. Planning is the key here! For high school kids, you would be looking at videos between 7 min and 12 min give a min or so either side. When kids stop and pause etc, the time taken for note taking can make the whole process around 20min or so. Being on one concept also minimises going over time.
If your videos are shorter, then the students might be more likely to watch two rather than one long video.
TIP 2: Make it engaging
Your students are so used to you interacting with them in the classroom, bouncing off their comments, walking around the room and making jokes. This energy is hard to replicate when you are standing alone in a room in front of a camera. Try to resist the monotone voice and add your usual passion to the video, while still keeping it ‘watchable’. This takes time and works better one day, while you may be ‘off’ as little the next day.
Some Flippers add multimedia and other computer graphics (pictures, Power Point overlays) or music to create variation. When you start out, making the video with another teacher in the room may help, or you might even want to record a dual presentation so you can bounce off each other!
TIP 3: Give students Scaffold notes
Some teachers provide a scaffold sheet to their students to aid in note taking (at least initially). It is another way teachers can differentiate the content in the Individual space, with stronger kids needing little or no scaffolding, while those who need it being supported. Hence, you have differentiated note taking pace (students can stop, rewind etc) and note taking structure (use or not use scaffold).
TIP 4: Get formative data from videos
Reinforce accountability by adding a few (no more than 2-3) questions into the video. At KEY points in the video you can add questions that . students need to answer before they continue with the rest of the video. This does several things:
- Gives you feedback on their understanding of content before they enter your next lesson and thus provides you formative assessment data from which to group students, reteach concepts etc
- Forces the students to watch ALL of the video, not just skip through to the end
- Make the students interact with the video, not just play through continuously
This feature is found in Clickview, but is also found in FREE services for teachers such as Edpuzzle.
TIP 5: Creating Differentitated Opportunities
How can we cater for the different abilities of our students in the individual video?
- 70%-30% Rule. The first 70% of the time of your video is geared towards the lower/middle groups of students. At the end of this time, state “those that are (interested, at level……., extension students or whatever terminology that you decide) need to continue watching until the end. This was a technique used in some American flipped teachers who taught Regular / Honours Science courses. They found that a large percentage of students in the regular group actually continued to watch out of intrigue, which then has an interesting effect of pushing their self-efficacy and their performance increased as a result.
2. Student Choice. Some teachers given their students choice in what format of source they use when they take notes. eg watch video or read provided PDF or watch video & use PDF or watch video and find another video on the content. This is based on the lower ability students just watching the video and the more able students watching the video and using the PDF or other sources as well. ie by giving them student choice we are teaching them to move towards becoming self-directed learners.
I hope you found these tidbits useful and until next time, keep trying new things!
Mr Darin Carr