As the new school year started last week I wanted to push further with my Flipped Classroom approach. My hacked-together system of EdPuzzle videos, Google Form WSQs and Google Classroom feedback to the students worked but was very time-consuming for the teacher. There was also a drawback to the students as it was difficult for them to quickly return to a topic at a later date for review.
I am currently half-way through completion of a University of Georgia Coursera entitled “K12 Blended and Online Learning”. I wanted to complete this to further my own knowledge and experience in this field and hoped that it would open my eyes to some pedagogical or behavioural methods for use in this type of learning environment.
I am enjoying using the Coursera system but it doesn’t let individual teachers create their own courses. When I worked at Robert Gordon’s College I successfully developed a number of iTunesU courses for iPad but unfortunately couldn’t leverage the same system for Macbook. I did a little research and found NEO LMS. It’s early days but I wanted to give my initial impressions of the service.
Courses were easy to create and customise and students register for these with an access code. When I introduced it in class last week there were NO issues with sign up – that rarely happens with new services. Students were impressed by the interface and found it easy to navigate.
I spent some more time exploring the multitude of options this afternoon while setting up two new courses. NEO LMS has made it so easy that I’m going to attempt to Flip my entire curriculum, not just a course or two throughout the year. I’ve already worked out how to get my students into separate Groups which then makes it easy to register them for future courses without the need for an access code. In fact, if you have the Enterprise edition, you can leverage the Rules engine to automatically enroll students in the next course when they finish the current one!
If you are looking into building your own Flipped / Blended courses then I highly recommend you check out NEO LMS. The individual teacher account is free and supports up to 200 students. You also get a 14-day trial of the Enterprise edition when you sign up.
This was originally posted on LinkedIn, 11th September 2016
I’m nearly a month into my flipped classroom approach and I’m already seeing the benefits (some of which I’m sharing as part of a whole-school INSET on Wednesday):
- Students are – in the main – responding well to the video introductions or lessons
- My tasks are becoming more diverse to cater for students who need additional challenges in the extended time we have in class
- My department website is the central focus of most of my lessons, where students can find or create sections on concepts
- EdPuzzle has been great at tracking video views and the embedded questions have helped me group students together where possible for remediation or further challenges
- Students are learning to make best use of the time in my class to move forward at a pace that suits them and to engage in deeper learning tasks
I’ve included a little screenshot of one of the pages of my department website to show you how I am beginning to embed deeper learning tasks into each concept.
While the layout isn’t pretty it is consistent and students are becoming used to completing the Task link (usually a Google Doc with some questions or challenges) before moving on to the Deeper Learning Tasks link.
I used an idea I picked up on whilst completing my Google Certifed Educator exams late last year: the Multi Media Text Set. This is where the student is given a number of different options: links to webpages, articles, videos, etc. so that they have an element of choice in each lesson. Here’s a screengrab of some of the deeper learning tasks for the Machine Instruction Cycle topic:
I have to thank the great Voxer group I’m part of for keeping me motivated, focussed and for sharing their own practices and challenges. One teacher (Shai McGowan) told the group about WSQ (pronounced whisk) as a way of collating feedback from students on the flipped approach. I’m currently using a mixture of EdPuzzle, Kahoot quizzes and 1:1 conversation with students (now I have the time!!) to gauge their progress but am interested in reading further. I did a little searching and found the following comprehensive guide to WSQing your flipped lessons:
The next step is to try the approach with a few classes. While my target class for the flipped approach has been my year 10s I have been teaching younger students the art of note taking (Cornell style) so they should be by now more than capable of completing the Summary part of a WSQ. Come to think of it, I’d be very interested to see who are better – those who have been explicitly taught to take notes in a certain way or those who haven’t.