![]() I stuck with it though, and the grumbling stopped fairly quickly after we had established a classroom routine. Their biggest complaint was that they had to watch part of the video, pause it to write their notes, and then resume the video. At first the students grumbled and were rather unimpressed. I also developed flipped notes reviews, each of which included five essential questions (see Figure 1) that the students should be able to answer if they took adequate notes during a video.ĭuring my first year of flipping my classroom, I spent the first few class periods teaching the students how to write notes using the Cornell format and I walked them through the process of taking notes from a video. Because I teach at the middle school level, I decided to create videos that were very concise: not much longer than five minutes. I already had presentation slides for most of the content in my course, so I made a few modifications to the PowerPoints and then used screencasting software ( Screencast-O-matic) to record the flipped videos. ![]() I carefully reviewed my curriculum and created a structure that I thought would work for what I needed to accomplish. I tested a variety of online platforms and programs for creating videos and presentations. ![]() Five essential questions for students to answer after watching a video about mixtures. What are the two types of mixtures discussed on the notes?įigure 1.In general, the idea of a flipped classroom is to have students view videos of lectures as homework outside the classroom, so that class time can be utilized performing hands-on activities. I spent a summer researching different methods and ideas for implementing flipped classrooms.Īs I researched, I found that each flipped classroom was a little bit different, as teachers took the idea and made it their own. I eventually decided to flip my eighth-grade science classroom. A few years ago, I found myself searching for a way to help make content more meaningful and available to my students.
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