Starting Fresh

The stores are abuzz with "back-to-school" sales; the CNE is alive with glowing lights, carnival toys, and food poisoning; and every teacher is counting down the number of patio/cottage/camping days they have remaining. Yes, it's that time of year again.

Epic Burger at the CNE (Epic illness?)

However, for myself and 600 other Peel educators, summer ended a bit early; as the first ever 'Teaching & Learning in a Digital World' conference was held for those who were looking to get a head start on #peel21st education. I had the opportunity to share my flipped classroom experience with an amazing amount of peers, and learn from them as well. However, I always find myself short on time in conversing & discussing with fellow educators about the flipped classroom and everything edtech. The questions, the comments, and stories of other teachers own experiences always rejuvenates me to continue sharing and offering any help I can. 

I found, and this is probably mainly due to the time of year, that the number one question on everyone's mind was "How do you start the semester in a flipped classroom?" The answer, unfortunately, is not so simple. It all depends on the depth you are taking with the flip, and what you hope to get out of it. There are a hundred different ways to flip your classroom, no singular right way, probably plenty of wrong ways, and lots of in-between. Each subject demands a different approach, each set of students have different requirements/needs, and each teacher their own personality.  Therefore, I can only really speak from my own experience and the approach I took of flipping my business courses, every day, for the entire semester. When you put that context on it, and step back for a second to think, you begin to realize you need to really lay a solid foundation. You also begin to realize that you are taking an entire student's school/classroom experience and throwing it out the window (and in a way saying that how they've been taught previously is not effective). Therefore, the first week of school, in my mind, is very important. So here's my approach:

(you'll notice the links below directing to many of the resources I talk about - check them out!)

Day 1 - Informing

As mentioned, you are taking all your students know regarding a classroom and flipping it on its head, throwing it out the window, or whatever else; and you are expecting them to buy in to this new methodology. Well guess what comes with change? Resistance! Therefore, I feel it is vitally important to be as transparent as possible with what I'm doing and really show them what a flipped classroom is. I show them great videos explaining the flipped classroom, both from a teacher's and student's perspective, inform them of my own objectives of the flip, indicate the benefits of the flip, share previous students comments, and lastly, run through what a typical class looks like. I also realize that I'm asking them to take pretty good notes while watching the videos, and therefore, teach them how to effectively watch the lecture videos (remember these are NOT LOLcats, or Fail videos, but videos containing important course information). Not only am I asking the students to buy in, but the parents have to as well. They are going to see their children come home  every night and instead of traditionally do homework, they will sit in front of a computer (or whatever else) and watch videos. Therefore, it is also vitally important to inform the parents in the same way, and send a letter home to do just that. (***Correction: Crystal Kirch is a MUST for #flipclass and source for my letter to parents -http://flippingwithkirch.blogspot.ca/.  Erin Klein is definitely a great source for #edtech and was mentioned incorrectly previously as flipclass source, probably because I was just reading her blog)

Day 2 - Connecting

Connecting with your students in a flipped class is probably no different then what you do now. The only difference is, that because you are flipping, you are probably using a variety of online tools to connect with your students and distribute your information. I use YouTube to share my videos, ANGEL (a LMS specifically designed for the Peel DSB) to convey course information, due dates, worksheets, links, etc., Twitter to post announcements & reminders, Wikispaces to collaborate & share, Blogger to blog, and so on. Therefore, I need to make sure that my students can connect to all these tools in order to effectively connect with them; and guess what, that takes time. Many students already have accounts on these platforms, and so you want to get them to 'follow' you so that they don't miss any announcements, etc. For those students who don't, this is where you can try to convince them of using such platforms, and the benefits they bring. As for the negatives, well that's why there is...

Day 3 - Citizen-ing (Digital Citizenship)

As you can see from the previous day's overview, there is plenty of 'connecting' and accessing of the Internet. The students already have quite the presence online, but what they don't necessarily have is the knowledge, respect, and appropriate attitude on how to conduct themselves online. Therefore, I believe it is very important to spend at least one whole day instructing them on what it means to be a digital citizen (a great overview is provided here by Jim Cash) Plus, now that you've instructed them on the flipped classroom, you can show them any number of videos on digital citizenship, and use the entire class to really 'do' and discuss. Since I come from a marketing background, I feel students connect really well to the idea that they are their own brands, and therefore illustrating the failures of many company brands when they have tweeted, texted, or promoted themselves inappropriately. Learning from failure is a great way to learn!

Day 4 - Dialogue & Discussing

As part of the flipped classroom, and one of the main reasons why I flip, is that it provides students with plenty of opportunity to summarize, ask questions, dialogue, and discuss course material. All of this boils down to the fact that I want my students to think critically. I begin every class with structured discussions for those who watched the video prior to class, so that self-, peer-, and teacher-assessment can take place. Therefore, if I expect them to effectively handle such a task, I need to make sure I teach them how to. I use the resource 'Groups at Work' because I find it offers plenty of activities for effective dialogues and discussions. Laying the foundation for effective discussions in the first week, will pay dividends down the road. 

Day 5 - Instructing

This is basically day one of the course that you may have traditionally experienced. As you can see, each of the previous day's lessons has not even touched on curriculum yet! In the traditional classroom this might be the point where you begin to freak out and say "How the hell am I going to cover the curriculum now that I've lost 4 days!" However, as a flipped teacher this is the point where you begin to relax and say "Now that I've spent 4 days teaching them the basics, and laying the groundwork, I can now ensure we effectively cover the course curriculum" (or something to that extent right?). With a flipped classroom, you have plenty of time to cover the course material. You can lengthen, shorten, combine, or do whatever to your videos (if that is what you are using to distribute information) and therefore ensure you cover the course material. You have time to cover necessary skills, that previously, may have been overlooked because you need to "just get through this lecture". Time becomes your friend as you can begin to manage it in a much more reasonable way, slowing down the delivery, and ensuring understanding. This is one of the best things about the flipped classrooms!

The Pushback... and the Push Forward

It's May. Nearing the end of the year. Staff and students alike are starting to sense that summer vacation coming on, and things are getting a little testy when it comes to completing work. This is my first experience with the Flipped Classroom at this point in the year, and I'm definitely beginning to see some difficulties in keeping my students focused and engaged with the philosophy.

The first sign of this came the other day, when several students openly, and honestly, told me that they weren't going to watch the videos anymore. For various reasons, they felt as though they didn't need to, or couldn't find the time. It was an honest expression of their feelings and I welcomed the input. It allowed me to consider how the flip is impacting my students; and how they view the 'new way of doing things'. What began as an individual comment-in-passing, led to a frank discussion with the entire class. Many shared their feelings on the flip, and what they wanted to change. Standing there listening to their comments, made me consider a number of things.

1. Not all students will appreciate the flipped classroom. This reaffirms my thoughts at the beginning of the process, that most students have been hardwired into the traditional method of education, and it's difficult to get them out of that. Furthermore, just like the flip benefits some learners due to their learning style, it will also be resisted by other learning styles.
2. You have to change things up, and keep them fresh. I begin each class the same way, and really focus on having the students discuss their learning from the previous nights video. I still believe this is a valuable start to the class, but also have come to realize, that it becomes tiresome for the students. I have to change things up more regularly, just like you would in any class, and keep things interesting (especially the start of each lesson).
3. I've found the students have mixed reviews regarding the videos, and what they actually are. Some of my students, for the first time, have said they view them as homework - this is in stark contrast to my previous semester's class who did not. Realizing this, I need to really shorten the videos so that they don't become such a burden.
4. It is a learning process for both teacher and students. Just like the students have had to adjust to the flipped classroom, I also need to adjust. I have to learn from them as much as they do from me. However, this is where the flip truly shows its value. Due to the freed time in class to really connect with your students and talk to them, you have plenty of opportunity to really gather their input. That in itself is well worth the process.

I still believe there are far too many benefits that have come as a result of the flip; and far too many to ignore in order to go back to the "same ol' way of doing things". The fact that the flip is a process, has allowed me to continuously reflect, solicit feedback, and make adjustments as necessary. I've heard many say it many times, flipping your classroom is not a 'tool' for your classroom, but a 'philosophy'. I wasn't sure I understood it until now. Understanding this will allow you to take such resistance in stride, and push you forward to continuously improve and ensure the learning is happening.

Think About It... You Have Time

When anyone ever asks me why I started flipping my classrooms, my answer is always the same - "I wanted to improve the quality of learning in the actual classroom". I don't mean to sound all 'high and mighty', but it is the truth. The traditional classroom model wasn't doing it for me; I needed to do something more. Hence, the flip.

The benefits of the flipped classroom have been covered, and covered, and covered, and covered, and... well you get the idea. Most discuss the engagement of students, the connection they have with their teachers, and the ability of teachers to assess students' learning more effectively. This is all well and good, and the data supports it; but one thing that is not discussed enough is the enhancement in critical thinking. This is the one observation that struck me the most 'post-flip'. It's not something I necessarily planned on, but upon reflection, I realize that the flip allowed me so much more time to do activities; and this gave me the opportunity (finally) to really focus on improving the thinking during those activities.



There's no singular way to improve critical thinking; and really this is no different from a traditional classroom. No matter what the classroom, critical thinking is still composed of analyzing, evaluating, reasoning, decision-making, and problem solving.

Therefore, having the students reflect on their work, and answer those 'why' and 'how' questions should be done in any classroom.  The difference is, you have much more time to really answer those questions; while still providing the students with enough time to engage in hands-on activities.

My class time now is not rushed; I have plenty of time at the end of the period to really debrief, and have the students think about what they did for the class. With the flip, the students are now provided with the opportunity to share what they have learned, to discuss, to challenge, and to provide reasoning for their actions; something that may have been rushed previously.

I also have the time now to begin every class with discussions between the students - NOT directed by me. They are able to engage and question each other, because they have that opportunity. Every class (well most) begins the same way whereby the students discuss the previous nights video through summary, their own discussion questions, and then a question I pose to them. We have learned how to properly discuss, and are working on this very important skill. The students are beginning to see how discussion of concepts matter; as compared to simply copying down lecture notes of these concepts during class.

So whether you're considering the flip because of better engagement, assessment, or in my case, improved critical thinking, either way, you have lots of time to figure it out.

The Times They are a Changin'

I found myself today in the presence of a few hundred educators discussing the concept of the 'flipped classroom'. The day was filled with engagement, questions, and lots of enthusiasm for beginning the practice of flipping classrooms - both at the elementary level and secondary level.

I had the opportunity to share my own thoughts, beliefs, concerns, practices, and experiences from my time (albeit limited) flipping my own classroom. Such an opportunity to actually meet face to face has not presented itself all too often; well come to think of it, never actually. The communication that I have had up until this point has been all online; whether I'm reading articles, tweeting, emailing, or reading other peoples' blogs, I am constantly online looking to improve my professional practice with the flipped classroom. Therefore, today was a nice change to really talk to people face to face, and provide, as well as receive, instant feedback and input. From this, I came away energized and enthusiastic, just like those who attended, to get back at flipping my classroom and adding further experiences to the conversation.

Which brings me here. Friday night. Writing on my blog. The first sign of #flipclass addiction. I realize this seems ridiculous, and really it is, but here's why. The conversation that's happening regarding #flipclass is really happening online. The rare opportunities that we have to get together and share our experiences, are just that - rare. And because of this, I know now, more than ever, the importance to adding to the conversation; whatever the day, time, or place, you can add to this conversation. So here's my thoughts.

Instead of sporadically writing and reflecting - I need to write more often.
Instead of reading a lot from others - I need to add to the conversation. And more often.
Instead of long blog entries - I need to provide shorter entries. Just like my videos, short and sweet, means more meaningful learning.

My thinking is that adding something to this conversation, is something we can all do; and I hope we all do, no matter what stage you are at in this process.

Therefore, from here on in, I'm going to reflect more. Share more. And write about experiences with the flipped model. I'll try to add #edtech 'stuff' in as much as possible, but it won't be the same focus. I'll be sharing about how I start my classes; how I teach my students to take notes; the debate between long or short videos; how to ensure technology, and thus video access; how to get parents on board; how using YouTube has helped my process; the responses I've received from my students; how I use a Twitter class page in conjunction; and really any other thought I have regarding the flipped classroom.

So if you're already following along (all one of you?), or if you're new to the flipped class method, or if you're already invested in it, I hope you find this useful. I hope, if anything, I am simply able to add to the conversation. Oh, and if you have anything you'd like me to share, then let me know. Drop me a note, a tweet, a message, and hopefully I can provide some insight. I can't provide expertise, only experience.

One Semester Down...

Many more to go! That's the best way to describe the 'flipping' process. Like many of us like to say, "learning is a journey", the process of flipping your classroom is no different. There are the highs - students coming to your class the next day, all excited, laughing, and telling you that they enjoyed your video; the lows - students coming to your class the next day, confused, perturbed, and annoyed because the video you posted had its sound cut out half way through; and then everything in between. However, the one thing that I can say is that the process itself has been exciting.

As part of this exciting process, I, and a few other teachers, have been tasked with assessing this process; and to evaluate how effective the Flipped Classroom is for students. We have applied for resources ($) to help us on this journey and are approaching the date where we present our findings to others around the school board. However, whatever the data shows, and although I'm sure it will be positive, I don't think I need any data to tell me how this process has helped my own teaching practice, and here's why!

Physical Space - one thing I have discovered this year is how important the physical space of a classroom is! I know this seems silly, but when you have discussions, frequent technology use, group work, and a whole period worth of time of ACTIVE learning (75 minutes), you realize the physical space in a classroom is very important. Who knew round tables, bean bag chairs, and an open, airy environment would help so much?!

Student Technology Use - I've always realized that technology is important, I just have never placed as much importance on it in the classroom, as I have this year. When you are constantly using technology to create videos, activities and other resources for students, you begin to realize how important it is for students to also use it; and become comfortable with it. If a profession like teaching is bombarded with technology, just think what other professions will be like when our students begin their careers?

Support - flipping your classroom is not a practice for everyone. I, like many, are one of very few who are flipping their classrooms in their own schools; if there are any at all! I am lucky in that I have someone else to discuss the practice with on a daily basis, and in person; but for others, this is not the case. It is a new journey for many, and having others to discuss 'flipping' with is so vitally important. That's why I have to say that Twitter, yes Twitter, is probably your best support system. Featuring weekly #flipclass chats (Monday @ 8 pm EST), and hundreds of others who regularly tweet their thoughts and experiences on the Flipped Classroom, it has become my go-to for everything #flipclass.

So we will see what the data tells us, but either way, it has been well worth it.

Busy Year of Flipping

Busy - the one word that really summarizes this past year in my classrooms. This was due to the significant shift that occurred in my teaching and learning. What started as a modest curiosity, quickly morphed into a full-on ideological transformation in how I run my classrooms. The idea of 'flipping' my classroom was something that seemed too good to pass up; it seemed like something that was too beneficial for my students not to at least try for them. And so I did, jumping into the deep end with only the 'twitterverse' as my support. It has been an enlightening experience, it has added an energy boost back into my teaching, and it has improved the excitement of my classroom. So, at this time of year, one full of resolutions, reflections, and aspirations, I thought it was an appropriate time to do the same, with a little 'flipclass' focus.

Resolution
"I will add the flipped model of teaching to all of my courses."
This really summarizes my thoughts and opinions on the teaching methodology. I went into this year using one of my courses as the lab; experimenting with the flipped model to really see how effective it could be. Based on the results I can't, with good conscious, not at least try to do the same with my other courses. The results in my 'lab' have been too positive - improved test scores, greater critical thinking, improved application of course concepts, and a greater dynamic to the class itself. Therefore, it only makes sense to implement the model into my other courses/classes and continue the 'experiment'.

Reflection
"I have made some mistakes, but all-in-all, this has been fun."
I was excited to try the 'flip', but didn't expect it to be so much fun (that dreaded F word!). I found myself enjoying both making the videos for my students, and the discussions we had in class about them. Now don't get me wrong, I still find it highly embarrassing listening to myself on the videos, but my students, seem to enjoy them. What started as a simple request "Sir, can you add a theme song?", began a trend of me continuously adding more and more creative elements to the videos. I still have a long way to go on that front, but it's been fun (there's that word again!) learning about all the different ways to make creative videos. And as for the classroom, well the amount of time now available for class discussions, connecting with my students, and really applicable activities, has made the classroom itself so much more enjoyable.

Aspiration
"My classroom will become an inviting, welcoming, and creative place."
The transformation of my classroom is an ongoing process, one that I don't think will ever stop. The biggest challenge has been to modify my students 'way-of-thinking' from the traditional model, to the flipped model. This has been difficult at times, and I have quickly come to realize that my students have had 11 years of 'programming' completed on them; and so of course this will be difficult to change. Altering their programs will only come as a result of significant changes to the process AND the environment. Therefore, my whole classroom environment has to change - a layout that will allow for greater discussions and collaboration (it's all about circular tables!). I plan on continuously changing the classroom, and not just my teaching, to allow for greater learning, collaboration, and most importantly creativity.

So with one semester down, and many, many more to go, the future looks interesting, exciting, and yes fun!

Why Am I Still Using Paper? I Need a Mural (ly)

So I had this strange epiphany this week. I asked students to create a poster for an assignment in my Marketing class. It's something I've always done, and find the finished products turn out to be of fairly good quality. However, I also always seem to wonder how I can make it better; make it more visually appealing and creative; make it easier to cart around to mark; make it less of an issue to post so the class can see their peers' work. And then it hit me - why am I asking students to still create work like this on paper? I have my students create presentations online (Prezi), write experiences or answers to questions online (blogger), collaborate & discuss (wikispace), so why don't I have them create posters as well? The reason has simply been that there has not been a great tool to do something like this. Prezi is great, but it's a presentation type tool, a blog is really just for text and so you can't get all that creative, wikis are great but very basic and not very visual either. So what can I use? Well I think I found it - Mural.ly.

I've been messing around with the site the last couple days, and feel this is exactly the thing I can use. Now at first I was very disturbed by their lack of support for Internet Explorer (all of our school computers use IE, and I would guess most others do as well); however, this is a problem they are currently fixing and will soon be supported; so don't worry. Once I logged into the site and began to just 'play', I found that there are so many uses for this tool. I love the pre-existing templates they have, and the possible applications they have for the classroom. What I like most about them is the fact that they are all visual. Most students I find are visual type learners and if I can provide them with a tool like this where they can organize their thoughts, goals, ideas, events, work, in such a visual way, I can only imagine how much they will find it beneficial too. While using it I began thinking that this can be more than just a useful tool for presentations, and thus began to realize how much it is different from Prezi (and maybe better?). Now don't get me wrong, Prezi is great; but the fact that Prezi is all about following paths, and zooms in and out so much, means it is a little more complicated than it needs to be for certain tasks. Thus, Mural.ly might just offer more applications for classrooms, and can be used easily by our students.

So here's what I think could be the top 5 uses for Mural.ly in the classroom (besides using it as another presentation tool):

1. Poster - Yes this is a very basic use for the site, but why cart around bristol boards, or even 3-panel boards anymore? Students can arrange their information and visuals in the exact same way, and you don't have to fill up your back seat of your car with student work!
2. Ongoing Learning Page- With my marketing class, I'm always asking my students to share advertisements, products, or anything else they find that relates to marketing. I've thought about using a wiki, but just don't find it visually appealing enough for what I want. With Mural.ly however, we can create a class collaboration page where they can post pictures of advertisements, videos of commercials, articles discussing new products, and just about anything else they want to share. I'm thinking this is a great way to get them to always be learning and looking for items to post.
3. Group Work - Mural.ly provides a template for this very task, and I can't think of a better way for my students to work together on their summative then to use this site to do so. The template already has a structure to it that allows for students to organize their information in a easy-to-follow way. Students could arrange their information in any way they see fit, and the fact that they can work together on one site to do so (rather than email back and forth) makes it just that much more effective.
4. Online Portfolio - Many teachers use portfolios of student work for their final summative. This gives students a chance to really show off what they've done all year/semester. The problem with many portfolios, is that they are a combination of digital, written, and visual. I think Mural.ly provides an opportunity for students to organize their work in one place, and they don't have to worry about the mix of examples they use for their portfolio
5. Unit Review & Concept Mapping - This also may seem pretty straightforward or simple, but why not have students provide examples of concepts covered throughout a unit using this tool. As the unit is covered, post the concept on Mural.ly, and have students look online for examples of that concept - whether it is videos explaining it, pictures of it, text gathered from other sources, etc. This gives the students an opportunity to really apply what they've learned, share their knowledge, and use the page as a great study aid prior to an assessment. For flipped classrooms, this could be a great way to organize all videos pertaining to a unit in one easy to manage website. Students wouldn't have to search through Youtube, or other video hosting sites; they could just log onto the 'mural' and all the videos for the unit would be there, as well as text, and other sources of information to support all learning styles.

I think there are probably a hundred or more ideas out there, and this is just a very basic list. In due time, I'm sure the uses of Mural.ly will be well known, but in the mean time let me know what you think?