Watched first flipped videos today!

So today, on our first full day of school, I had the Algebra class and Physics class watch my flipped videos and take notes on them in class (links are in titles).  And it went well, the students said they see the advantages and are excited to try it.  They understood the need to take notes and worked through it with me -- best of all it took less time and the students had better engagement.

So the first step is done!  I had set my lessons to watch all videos together this week, doing a few homework problems at home and reevaluate next week.  But I am already thinking of flipping Friday so they can start at home.   I will see how tomorrow goes then decide.

I am not sure what I expected, I did not think they would fight it but also did not think they would buy-in so easy. I am really glad FIZZ has there independent program with steps to getting you to flip (was the motivation I needed to make videos).

So now to get everyone more comfortable and move videos to homework - then the truly new part - getting better in the hour - making students higher order thinkers!

Why flip my classroom?

So this year I am 'flipping,' recording mini-lectures, and asking my students to watch a video for homework -- in essence I am 'flipping' the lecture and homework. I see it as a way to help differentiate for my students and gain precious class time.  Some students, maybe even a majority (arguable), do okay with the traditional lecture, but that leaves a large portion who cannot follow the lecture due to many factors - whether they struggle or excel, or are more kin esthetic -- the point is lectures are not the best for a sizable segment of a class.

And it looks like the videos will really work well for nearly all the students -- this is based on the instructional videos I have been watching at FIZZ.  The traditional lecture students will still get what they need, the advanced students can fast forward and students that want or need more review can stop me and repeat me!

The challenge will be planning higher order activities in the open time.  I am starting slowly, just my Algebra Class and maybe a couple of Physics things.   And as I finish the first group of 20-30 videos I will spin my attention to how the class will run from bell-to-bell.

It means changing the work they do, how they do it and how they show they did it.   Now the FIZZ site does have a team grouping worksheets and a lesson plan that I want to work with (just starting to work with it).  It kind of matches what I want to start doing, which is taking more time with students working out problems in groups and presenting out solutions. 

But I also want to have them spend more time working out bigger problems too.  Ones requiring research, assumptions, conjectures and revisions.  And I truly believe this is how we will make students ready for the world.  So watch out world - here comes math videos co-starring Mr. Anderson, remember the math is the star.

Videos - just keep posting....

Just gotta keep posting....  That should be my mantra with math videos.  It is so easy tape a concept or skill and so easy to forget to....

Today I recorded a quick 5 minute intro to finding volume about the y-axis in Calculus.  Nothing stellar, but a video that my students can watch again when trying to do problems for practice.  I try to cover ideas too, but it is a skill video.

The big thing is to remember to record!  Not to worry about quality but to just keep getting the videos out there.

My next big thing is to figure an easy way to record myself at home doing skills -- some sort of screen capture, but not using the mouse...  Drop a comment if you have a good idea....

Flipping classroom

So I just keep making videos - with my smartboard recorder, my flip cam and screen-o-matic.  I get some problems on the board and work thru them for students to have for reference.  I post them on youtube and schooltube.  The next step is to have students view the videos on review items that require attention.

Just tonight I did Midpoints and Distances for Geometry.  Nothing magical - just some examples and more info, trust me I know I stumbled while talking but the videos are out-there for students now and I have decided I cannot concern myself with quality of speech and production.  Only quality of concept and explanation -- though now I use it for the skill side of my classes.

I am excited - I am quickly approaching 50 videos on you tube.  That is actually a useful library.....
Now - to use the videos to individualize each students required review!

Technology is great.

Digital means lasting effects....

Today I received an email from a teacher who left our district over 5 years ago and ran across our Math Rap from last year (done by our math team in 1 period of PreCalc).  It was nice because he took the time to drop me note about it.  That really shows the power of youtube and other things, it is a great way to tie people together across schools, across real geography (he is now states away).  I had not heard from him in the time previously so it really was a professional connection.

Now the video/the idea is planted somewhere else to see and be considered.  Whether you think it is good or bad, you need to think about it (reflection is a mother isn't it!).  I slowly see "my library" expanding on media and hopefully seeing some more comments and hopefully new thoughts. 

It reaffirms my belief that change needs to be continous.  Meaning slow progress on making each course better -- whether thru the use of technology, or taking chances and truly reflecting on what works (and doesn't) and making improvements.  As each thing is recorded, created, posted or whatever we are making a log of reflection.  Also it starts to make a lasting culture for the school and district....

The big programs -- NCLB, Race to the Top, etc. don't focus enough on creating the cultural change needed in the classroom for true improvement.  I am now recommiting the "good" to only try and do "great."