BER WORKSHOP _ "FLIP" Your Science Instruction - Southern California, February 2015

BER Workshop- "FLIP" Your Science Instruction - Pasadena 2/11/2015 from SMARTERTEACHER

BER - "FLIP" Your Science Instruction Workshop SlideShare - Saint Louis 2/10/2015

BER Workshop - "FLIP" Your Science Instruction - Omaha, NE, 2/9/2015

Slide Share for the Bureau of Educational Research Workshop for Flipping the Science Instruction. 

10 Reasons To Make Your Own Flipped Videos

10 Reasons To Make Your Own Flipped Videos

I believe that the Flipped Classroom model is less about the videos and more about the environment created in your classroom.  I do however, believe strongly that you should 

make your own videos.  

1. Trust

• While online presenters like Paul Anderson (Bozeman Science), Tyler Dewitt (Tyler DeWitt) and Hank Green (Crash Course) are wonderful and their materials are well done, IT'S NOT YOU. Your students need to feel secure in their understanding, that the material being presented is the same material upon which they are going to be assessed.  I would however, encourage educators to take advantage of some of the tremendous work that is  available to back-up ad supplement the work you produce for your students.   

2. Familiarity

• Your students know you. They are familiar with your expectations and the modes of learning that take place in your classroom. This familiarity plays hand in hand with the issue of trust mentioned above.  If students feel comfortable they are more likely to hear your message. 

3. Language and Vocabulary

• The language and vocabulary for your state, district, school and classroom varies.  Even with the new NGSS, interpretation of language may differ.  Therefore, students need to see and hear the terms and phrasing used in the assessment process in the presentation of the material. 

4. Rituals and Cues

• Students are comfortable with rituals. There are certain aspects of your classroom, pedagogy, phrasing, cues and clues are a necessary aspect of the learning process.  You may have certain means of delivering information or terms used to help students understand important concepts, topics, formulas that will assist them in preparing for quizzes, tests and otter forms of assessment.  

5. Examples and Stories 

• The examples and stories used in other presenters work may not always be the same as the samples and information that you find important to share with your students. The story is never the same with a different narrator. It is your personal touch that makes the examples and stories come alive for your audience.     

6. Owning the Learning

• You can give something away unless you own it first.  In creating your own videos you are giving the students the knowledge you own.  It becomes a gift and therefore is valued more by your students as they take ownership. 

7. Your Time is Valued

• Students will appreciate and value the information more because you put in the time and energy to create this for for them.  

8. Personal Connection

• The value of the flipped lesson is not in the videos but in the pedagogy of the classroom. It is the Personal connection that is created in the classroom through the Inquiry Based, Project Based, Mastery and  Gamification Learning that is enhanced through the connection to the information delivered in the video. Students build rapport with people they are familiar with, trust and appreciate.  

9. Because it is Your Classroom

• Your Classroom, Their Learning.  Whether you are the "Sage on the Stage" or the"Guide on the Side", it is your classroom and you are ultimately responsible for the process of their learning.  

10. Empowers You

• We all have egos and their is nothing more empowering than creating something of value.  Whether you are validated by your own students, your colleagues or a student from Pakistan who watched and learned from the video you uploaded to YouTube, we all love to be valued. 

What I Learned from Watching Student Produced Chemistry Videos

Assignment: Balance Word Equations Video

Use iMovie, Explain Everything or any software or app, you are comfortable with, to create a YouTube video explaining how to balance a chemical equation from a word problem including determining classification of the type of reaction taking place..  You may use any means necessary to explain the process, white boards, table tops, presentation software, pen and paper.  

Upon completing your video, post it on the class YouTube Site. 

email: $%$$%$%%$%$%$
password: %#$%#%$%$

Please copy and paste the url for your YouTube video in the WRITE SUBMISSION box below.

(We use BlackBoard as our LMS)

A   aluminum bromide + chlorine gas yields aluminum chloride and bromine gas

B   sodium phosphate + calcium chloride yields calcium phosphate + sodium chloride

C   potassium phosphate + aluminum nitrate yields potassium nitrate + aluminum phosphate

D   sulfuric acid + sodium hydroxide yields water + sodium sulfate 

E   zinc metal reacts with lead nitrate to yield zinc nitrate and lead

Your reaction is determined by where you are seated at your tables.

^Front of Room

Door SideWindow Side 

In years past, I would have assigned a worksheet of 20 problems of balancing word equations for students to complete at home.  I wish I could say that I am the type of teacher that would have sat down and corrected each of the 20 balancing equations for each of my 50 Honor Chemistry students, complete with corrections and personal notes to help the students understand their mistakes, but I am a realist and like most of you this would have been a check your answers   with your partners and turn it in, check mark and record assignment. 

However, this year I am having students post videos on our class YouTube Channel. These videos are meant as a means of students demonstrating their understanding of the process of solving problems. Although it takes just as much time to sit down and watch fifty 4 to 5 minute videos as it would to correct the papers, I have found the time more beneficial for both me as an educator and my students. 

I have learned more about what my students understand and what I may need to evaluate in my own teaching as a result of students completing these videos. Not to mention that students now have a library videos demonstrating both good and bad problem solving as a resource for learning and review. 

Benefits of the Video Assignment

- Students make a more honest attempt to understand because their work will be on public display. 

- Students become more aware of the importance of process versus just finding the right answer.

- Students take greater ownership of their learning.

- Students can teach and learn from other. 

- Students are immersed in the technology.

- Students are creating their own learning resource.

- Students gain skills in organization and planning.

- Students develop presentation skills.

- Students utilize proper vocabulary

- Students self assess work. 

For me as an educator, I gain more from listening to a student solve one problem than I would correcting twenty problems.  I can see and hear where students demonstrate a thorough understanding and where there may be gaps in their comprehension of the material. I can determine which areas of the topic I need to re-teach and which students I need to pull aside for additional instruction. 

 

Every student has a movie studio in their pocket or backpack between all of the software and apps that allow students to make their own videos.  Putting this to use as a means of creating a teaching and learning assignment is almost a no-brainer.  The benefits in my classroom have been tremendous.