Flipped Classroom/use of video

Question 2: Find a video that you would work in your classroom. What would you do differently if you created that video?


I plan to use 30 seconds of the We Are Marshall movie. In addition to this short clip, I plan to video the Memorial Fountain on Marshall's campus, the turning off the fountain and it's significance. Also, I will visit the crash site memorial in Wayne County. I will include my personal memories of where I was that Saturday night in November 1970.  I think that making a personal connection to a historical tragedy will bring the lesson into focus.

Flipped Classroom

September 12,2015-Question: How will flipping enhance you content delivery of instruction?


I teach 6th grade American History and 8th grade WV History. History class rely on pictures, charts and graphs.  I hope to use the flipped classroom to incorporate a variety of virtual field trips to different events in Huntington and the surrounding area.  Upcoming events include, Christopher Columbus's ships the Nina and Pinta will be dock in Ashland Ky. later this month. Guyandotte Civil War Days will be October 30-November 1, 2015. In addition to these events, I would like to add the Marshall Plane Crash of 1970 and visits to Heritage Farm.

Found Video

I use many found videos in my class,  Often times I have students view videos before class or in class.   One series is by a gentleman named Keith Hughes, who does a series of History and Government videos in the for  dummies format.  One video that I use is Supreme Court Cases for Dummies https://m.youtube.com/watch?v=HTVvZ1Sdkaw this video is one of the best explanation of supreme court cases, the only thing I might change is the length,

I  have been doing some blended instruction for two years and it has greatly enhanced my ability to cover information, and it allows in class activity to begin immediately without taking class time.   Perhaps the greatest impact has been enhanced engagement, my students watch as much for the entertainment value, my students are always looking for the hidden gem.

A Flipped French Example

http://youtu.be/7w6YZU39RqI

I found this channel on YouTube of a teacher who has already created several videos. They all look the same. He just presents the vocabulary by saying them and using pictures. 

My students would get very bored by these videos because they are all the same thing. They would definitely not watch these every week. I'm sure they would connect better to my videos if I make them different each time. 

flipped biology post 2

Recently I watched a video on YouTube explaining diffusion and osmosis, which had a lot of animation and movements of instructor's pen on the board while explaining these important processes occurring through the cell membrane. I am currently teaching transport through the cellular membrane, and would like to create a simple animation showing a diffusion of, for example, water molecules by osmosis. I will try to do this using Explain Everything or something else.  I think I could draw particles of water molecules diffusing through cell membrane and explain the process at the same time just like I would do on my classroom board. I think I would be able to connect to students this way because they would have my own style of drawing molecules (usually my molecules look like smiley faces) and the text around it. I could have one video for comparing diffusion and osmosis and one for comparing active and passive transport through the cell membrane.

flipped biology post 1

Implementing flipped learning in my biology classroom has multiple benefits. Biology deals with a lot of terms and vocabulary, labeling parts of the cell or explaining processes in the cell such as photosynthesis and cellular respiration with formulas and complicated biochemical reactions. Students who are absent for days from school have the opportunity to do this at home and save a lot of time. Students can review and study material at home and even take tests using online websites. Students who have been present in the class but have difficulties with a particular concept will have flexibility to review and study material at their own pace and re-visit as many times as they need. High performing students will have an opportunity to go over some of the concepts on their own and conduct some of the research associated with the concepts. Generally, this approach is beneficial in my opinion because it definitely saves time and gives everyone a great deal of flexibility.

A flipped French class

I believe flipping my classroom will enhance the students learning. It will give them a resource to use outside of the classroom to help them study vocabulary, learn grammar points and review at any time. I know I can save a lot of class time if I can get the students familiar with concepts before they come into the classroom. Then we will have more time to practice the concepts and apply them to real-life situations. I am certain it will be a real struggle to get my students to watch the videos at home. I will have to make it as easy as possible for them to access it. I'm excited to see what the outcome is from my first video.

Flipping my classroom, I can see many benefits. Yesterday I introduced One Point Perspective to my Art I. Instead of the students spending class time looking up vocabulary for the unit they could have watch a video of me introducing Middle Ages, Castle life then define the vocabulary at home. They would turn in their journals the following day. I could have started them on their drawings in class.
There are many circumstances where I could use this approach. I have used video of certain procedures of lessons for students to re-reach themselves at their leisure.

New journal article on Flipping in Science

Just saw this shared on Schoology.  Thought I'd pass it along.
http://pubs.acs.org/doi/10.1021/acs.jchemed.5b00316