Today’s “Hot Topics Wednesday’s” episode continues our discussion of the flipped classroom that we started last week. It highlights 3 common objections to this method of teaching that I hear from teachers and trainers all the time. Watch this five minute video to learn what to do if: 1- you do not have time to develop videos; 2- you are afraid that your learners will not do their homework; 3- you believe that your synchronous classroom will be chaotic and “a waste of time” for your learners. (Click here if you do not see the video below.)
Here are some resources that youn can use to avoid creating videos on your own:
Flipped Learning – videos about flipped classrooms and their application
Khan Academy – tons of useful educational videos
FlippedHistoryVideos: - YouTube videos for history
Snag Learning – educational videos that are categorized by grade level & subject
Neo-K12 – K-12 games, lesso, videos, and quizzes for science, math, georgraphy, social studies, history, etc.
Watch.Know.Learn - free videos organized by subject area
StudyJams: – aligned with state curriculum standards, StudyJams! takes math and science problems and presents them using relevant, real-world examples students can learn for fun!
25 Best Sites for Free Education Videos: – a great collection of resources
WHAT TO DO NOW:
In the comments below please share YOUR strategies for successful flipped classrooms online!
If you liked this discussion, please subscribe to my blog to receive timely updates and your FREE Attention Grabber:
Don’t forget to get our #1 Amazon Bestseller!
Let’s connect:
Like my Facebook page to stay in touch:
Get some up-to-date tweets on psychology, connection, engagement and enjoyment in the online context:
If you liked this post you might also enjoy viewing:
http://effectiveonlineteaching.org/2012/05/02/interrelate-to-increase-learner-autonomy/
http://effectiveonlineteaching.org/2011/10/11/engaging-students-online-teaching-strategies/
http://effectiveonlineteaching.org/2011/12/07/how-to-design-discussion-forum-questions-that
The video piqued some thoughts about supplemental homework that can be disseminated without seeing the students face-to-face in lieu of doing the video shuffle; such as television assignments on learning channels as well as networks. For example, preferably at the beginning of the school year, albeit anytime of year suffices, distribute a survey that gleans each student’s favorite television show; then assign a task to be completed based on the episode displayed in ones’ chosen television program which reinforces a specific concept taught in class the previous day. In other words, if the concept taught in class is how to spell and pronounce words that have the long E sound then require each student to bring in a list of ten words used in the television program of their choice. The next day review each learners’ list and discuss the proper spelling, pronounciation, and meaning of each word. Obviously, class size and intensity of discussion helps determine if the time it takes to completely review each student’s list. Of course, each word brought into the classroom gets spelled, pronounced, and defined properly before the next task. Clearly, it provides teh instructor with a better idea of students’ interests, academic deficiencies, and extra-curricular activities which, upon assessment and evaluation, assists the school with circumvention of familial dysfunction.
Darryl, what an insightful post! Thank you so much for sharing your opinion about the flipped classroom and for providing such invaluable advice to educators!
Nice chage in your headding : ) Yes, that´s it. No matter what is used, the point is to dare, to try. Teacher and learners have en fear in common: both are afraid for the unknown. Thanks for lesson.
Thanks, Beatriz! I decided to make it even warmer and my designer is amazing! I like the idea of daring. I am right there with you on that one. have a great day.
It’s great that you advocate for the flipped classroom so well. I appreciate the added resources, though I have a serious question regarding the work that teachers must invest in evaluating the videos already produced. As in any resource, since they are now not necessarily coming from teextbooks and sources that have been vetted by school systems, what kind of safeguards are available to prevent the infiltration of at best, inaccuracy, and at worst, propoganda from those with other motives. By way of example, I checked out the Snag Learning site and found what was clearly not educational, but a propoganda video on the 2006 Lebanon War, presenting an undocumented “history” that basically bashed Israel without presenting any sort of context or objective framework. How do you feel schools, and specifically, the teachers, who are concerned about investing time into having approprioate material, should handle this?
Nathan,
Thanks for sharing your thoughts! You raise an incredibly important question. Indeed, materials quality control is imperative if we want to provide quality education. However, I believe that this issue originated way before the flipped classrooms… teachers who are creative and who treat each learner as an individual always look for additional materials to supplement their textbooks. I would treat the situation with flipped classrooms in the similar manner- it is up to the teacher’s discretion. If the teacher is qualified to teach, he or she should be able to determine which material to use in the classroom. That is my take on this matter. What are your suggestions?