Here is my VoiceThread which would be used to help clarify core concepts in George Orwell’s 1984.
Throughout this Instructional Media program, I’ve read about “flipped classrooms” quite a bit. However, to be, honest, I never considered implementing it in my own classroom (I have outlined some of my concerns below). Since I had to create a video for this program, I figured I’d try to make the best out of this situation and find some resources to help me make this as meaningful as possible. I tried using the flipped classroom hashtag on Twitter, but I didn’t seem to find much that was particularly helpful specifically to high school English teachers. I broadened my search, and found an invaluable resource What it Means to Flip English. I’m so thankful I found this because it saved me from falling into the exact trap I was about to enter, which was assuming that a flipped English classroom would work the same as a flipped math classroom. It just simply doesn’t work in the same way, so to try to used flipped classrooms to teach in the same way will end with disappointment. This blog suggests that in order to make the flipped environment most meaningful, English teachers should try using flipped discussions for literature concepts, rather than something like vocabulary or grammar. That’s how I got the idea to create my video on Chapter 1 of 1984.
Students are always very confused after reading the first chapter of the novel because so much information is presented, and the majority of it is made-up terms and places. I decided to create some notes to supplement the reading. I usually review the notes in class the day after the discussion, but it seems to make more sense for students to have easy access to it during or immediately after reading. I used my voice to expand upon the notes, and I added some thought questions for students to consider. Additionally, I asked students to come to class prepared to ask more questions.
What are my thoughts on flipped classroom? Well, I’m more likely to at least consider the topic now that I’ve done some research and understand how it could actually work in my room. I like the idea that background information can be reviewed outside of class, and class time can be spent actually discussing the core components of the novel. I also like the ability to add my voice to students’ work at home because I think that may make them more likely to pay attention. If I just ask students to review a PowerPoint, many will just skim it or not look at it at all. Additionally, using VoiceThread as my medium allows for the opportunity of students participating in a discussion right inside the presentation. That would be another alternative instead of asking students to be prepared to answer and ask questions the next day in class.
I also found “The Fuss Over Flipped Classrooms” Infographic to be a valuable resource because it outlines the pros and cons (although the article attempts to debunk the cons) of flipped classrooms. I agree with most of the pros that it emphasizes, such as allowing students to teach other students and addressing absenteeism. I think each of these could easily be achieved through something similiar to my VoiceThread discussion. The infographic also provides cons, and two I found to be particularly compelling were that students do not need more screen time in their day and not all students have access to mobile devices at home. These seem like very realistic concerns for my students. I’m worried that my students already have trouble socializing face-to-face because they are so used to communicating on screen. I’m not sure if it’s a good idea to promote more screen time for school on a daily basis. The article attempts to invalidate this argument by suggesting that if students are going to be using mobile devices, it’s better to use them for educational purposes than to watch videos or play games. However, I’m not sure if that’s sound logic. I don’t know if it’s realistic to assume that putting all homework on a mobile device will magically make students watch/ play fewer videos/games. My guess would be that some of the homework just wouldn’t be completed. Also, I would estimate about 25% of my students do not have access to mobile devices at home, which would cause a huge concern for implementing a flipped classroom. The article claims that over time this won’t be an issue because devices will become so cheap, but right now, it is a true roadblock for me.
This activity has persuaded me to at least attempt some flipped lessons in my English classroom. I will never go 100% flipped because so much of studying literature relies on real, human-to-human discussion, but I do think that some lessons would lend themselves well to a flipped environment.
References
Gobry, P. (2012). What is the flipped classroom model and why is it it amazing? (with infographic). Forbes. Retrieved from https://flippedlearning.org/syndicated/whats-class-flip/
Thomasson, A. (2012). What it means to flip English. Retrieved from http://www.morrisflipsenglish.com/blog-ion-lucidity/what-it-means-to-flip-english
Elaine,
ReplyDeleteI'm glad you mentioned that English classrooms are different when implementing a Flipped classroom. I immediately tried to think of a lesson that mocked the same strategy math teachers use, which is putting problems on the board and going through steps of how to solve the equations. My mind went to the grammar lessons I teach, but in your post, you mentioned from a source that discussions would be best. I believe the way you approached your voicethread was helpful for your students to comprehend the beginning of the text. I'm not so sure it would work well with my students, but definitely specific excerpts or chapters that are difficult to understand, it would be. I will consider this when my students begin reading Romeo and Juliet in the next few weeks. Rather than a voicethread, did you ever consider using Nearpod? You can set it up like a powerpoint, but can embed questions and tasks for students to complete while reading/watching the presentation. In my English classroom, I also utilize activelylearn.com, which is a reading site where you can upload and search for texts and embed questions into the text while they read. Students also have the capability to look up unknown words, write questions for you to help them, highlight and take notes to assist with comprehension. The site does not allow students to skip the reading, they must answer the questions to proceed with the reading. My students do it independently and we discuss the text in class. I love engaging my students into classroom discussion, so I too, would never implement a 100% flipped classroom. Thanks for your post. Let me know if you have any questions about the items I suggested.
Kelly
Hi, Kelly,
DeleteI chose VoiceThread simply because I'm familiar with it. I am definitely open to other suggestions and will look into Nearpod. After looking at everyone else's activities, I definitely regretted not embedding some sort of actual questions that students can submit a response to. I would definitely change that before implementing this lesson in my classroom. I've never heard of Activelylearn.com, but it sounds perfect for my classroom and will encourage close reads of texts. Too often it seems that my students just try to finish an assignment to get it done instead of actually trying to complete it correctly.
Thanks for your feedback!
Elaine
Elaine,
DeleteI think you are spot on when it comes to saying Literature cannot solely rely on the Flipped style to be successful. I would agree; as a History teacher, some of that one-on-one interaction can be incredibly important. But I think all lessons could benefit from differing styles throughout the year. I am glad that you took the time to do your research and I hope you can implement them in some way.
Hi Elaine!
ReplyDeleteI love the way you plan to attempt Flipped Learning in your classroom. I agree that it would be difficult to implement in an English classroom, and I am so glad that you were able to find sources to help you better understand how to make it work in your classroom. That is what I had to do, and it was very beneficial for me, for I was not comfortable with the concept.
I am still trying to grasp the idea of Flipped Learning and how to best implement it in my room. I found an in-class setup, and I am excited to give that a try. I am not keen on making videos homework at this point, for I know a lot of my students do not always have access to technology or the support at home to be able to do the videos for homework. I do like the idea of creating videos or presentations to encourage parental involvement with homework, particularly with math where I know a lot of my parents struggle to help their student, but I would make this an optional asset.
Good luck as you begin to implement Flipped Learning!
Hannah
Hi Elaine!
ReplyDeleteI love the point you make about absenteeism -- it can be so frustrating and having a few of these style videos on hand can be a huge help to you and the student!
I also like that you found a way to make this topic work for you. So often we try to implement "the new thing" without fully researching it and making it work for our classrooms and our topics. I'm so glad that this is going to be beneficial for you.
Andrea