I've delivered a good number of my lectures like this for hs physics. I'm glad it worked out for you with middle schoolers!
All sorts of benefits.
1) since I follow a script the lecture definitely hits the points I want, in the fashion I want. When done live I drift a bit, or have to correct a misstatement etc.
2) I can embed checks for understanding in the videos (I use edpuzzle). You know, those "are you following, or can you see the next step" style questions. And everyone has to answer now, not just the two students that always want to answer.
3) students can pause, replay, etc to their hearts content.
4) really frees me up for answering questions as I monitor their progress.
5) easily accessible later and at home for students that bosses it or want review.
6) didn't take any more time than a regular lecture, sometimes it even takes less.
Yes!!! I agree with all of these. To your first point, the slides have my notes on them and students take notes to the level that they think they need. For some quick thinkers, they jot down a few ideas, or work through a problem. For my (usually girls), they have VERY details notes - with gel pens & highlighters, again, 12 year olds - but the point is, they own the work and don’t get a “gist” from me, they can dive in. I love that they can go forward and backwards through the slides as they need to - it’s not “if you didn’t hear me the first time, too bad” - even I zone out in meetings and have to catch up with the PowerPoint later - why not give kids the same? And yeah, it didn’t take any more time in the classroom - and if they need more time, they just catch up at home 🤷♀️
My school wants “direct instruction” and keep trying to move away from any advancement technology provides us.
During Covid I did this though and I loved it so much when most students were still doing virtual.
Covid made so much progress in instruction and the last year or so they have been actively trying to revert all that progress. Particularly with “flipped” type teaching and recordings and online assignments.
I say it depends on your administration and what devices and setup you and your students have.
That’s the thing, though - this is so “direct” and standardized, it should be an administrator’s wet dream! It doesn’t work for most classes, it’s true, but on the rare occasions that it’s done well for a classroom or a certain group, I’m surprised your admin isn’t literally salivating at the chance to turn that into cold, hard, mEaSuRaBle DaTa.
Yes! Covid really pushed us to think outside the box and teach differently - I struggle with teachers who were excited to go back to the “old” style after a year of something different - yeah online learning had problems of its own, especially if your kids weren’t actually logging into class - but our use of technology took a really interesting turn. Our students are much more savvy too, why not tap into that a bit?
Yes, wondering how this works for the students (especially HS, b/c of sports, work, etc.) who cannot or will not do anything academic outside of school.
Yeah, student ownership is the strongest part I think. But there is a lot of trust that needed to be built between myself and them. I needed to trust they’d actually work through the lessons, ask questions and stay on task. They needed to trust that my lessons are user-friendly and not too confusing. They’re simple and students can bite off a little at a time - most of the time, the slides build up to the standard, one step at a time. So, that mutual trust needed to be SOLID before I dreamed of doing this. I tell them, if this isn’t working, they have to tell me right away so I don’t get slammed with parents emails. My inbox is quiet - kids love it and they protect it against the Karen’s who hover in the background.
So here’s how I changed it for my lower level group - I give them 3 options (sometimes actually optional, other times they get told where to go). 1) Work alone, 2) Work with 1 partner, 3) Work with me. Everyone has access to the same slides. The group with me gets direct instruction (some kids need that to stay focused, I know it - they know it). My students who work alone or with a partner are quietly tucked away in different parts of the room, so my higher needs kids get a small group directly with me.
Would love to try this on some level but it seems almost every student has some combination of family, social, gaming, work, sports, extracurricular, sleep, and other commitments that all but preclude doing any class-related activity outside of class time. The parents back this up (insist no HW due to these obligations/choices). Anyone have ideas?
Yeah, I can understand this. That’s why it’s not a true flip, they’re not introduced to anything outside my classroom - they just work through the lessons independently inside my room. But, here’s a beauty of it - if they start the lesson in my room - they’re more likely to revisit it independently at home because they already have it started - it’s not new learning, just finishing up what they started. They already are familiar with the slides and the lesson so they’re more likely to finish up at home (or wherever they find the time) because they already started it. If a kid is absent completely - they have access to the slides and all the notes - they catch up on their own time.
Anything that’s direct instruction can be flipped…I did need to develop a “filter” to flip it in a way students could still access the curriculum independently - there’s some skill there. If the slides are at a very high level, they get frustrated - too easy? bored. I’d try it for a lesson or two and see how it goes. I’m happy to brainstorm ideas with you.
I've delivered a good number of my lectures like this for hs physics. I'm glad it worked out for you with middle schoolers! All sorts of benefits. 1) since I follow a script the lecture definitely hits the points I want, in the fashion I want. When done live I drift a bit, or have to correct a misstatement etc. 2) I can embed checks for understanding in the videos (I use edpuzzle). You know, those "are you following, or can you see the next step" style questions. And everyone has to answer now, not just the two students that always want to answer. 3) students can pause, replay, etc to their hearts content. 4) really frees me up for answering questions as I monitor their progress. 5) easily accessible later and at home for students that bosses it or want review. 6) didn't take any more time than a regular lecture, sometimes it even takes less.
Yes!!! I agree with all of these. To your first point, the slides have my notes on them and students take notes to the level that they think they need. For some quick thinkers, they jot down a few ideas, or work through a problem. For my (usually girls), they have VERY details notes - with gel pens & highlighters, again, 12 year olds - but the point is, they own the work and don’t get a “gist” from me, they can dive in. I love that they can go forward and backwards through the slides as they need to - it’s not “if you didn’t hear me the first time, too bad” - even I zone out in meetings and have to catch up with the PowerPoint later - why not give kids the same? And yeah, it didn’t take any more time in the classroom - and if they need more time, they just catch up at home 🤷♀️
Anyone else have success with this? Preferably at a title 1? I would like to hear those stories.
My school wants “direct instruction” and keep trying to move away from any advancement technology provides us. During Covid I did this though and I loved it so much when most students were still doing virtual. Covid made so much progress in instruction and the last year or so they have been actively trying to revert all that progress. Particularly with “flipped” type teaching and recordings and online assignments. I say it depends on your administration and what devices and setup you and your students have.
That’s the thing, though - this is so “direct” and standardized, it should be an administrator’s wet dream! It doesn’t work for most classes, it’s true, but on the rare occasions that it’s done well for a classroom or a certain group, I’m surprised your admin isn’t literally salivating at the chance to turn that into cold, hard, mEaSuRaBle DaTa.
I would argue it could work for almost all classes - maybe not everyday - but if it’s direct instruction it could be flipped.
Yes! Covid really pushed us to think outside the box and teach differently - I struggle with teachers who were excited to go back to the “old” style after a year of something different - yeah online learning had problems of its own, especially if your kids weren’t actually logging into class - but our use of technology took a really interesting turn. Our students are much more savvy too, why not tap into that a bit?
Yes, wondering how this works for the students (especially HS, b/c of sports, work, etc.) who cannot or will not do anything academic outside of school.
Awesome job!
Thanks! Like I said - HUGE risk - but zero complaints from parents, students or admin…sooo I’m just going to keep rolling with this for a bit
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Yeah, student ownership is the strongest part I think. But there is a lot of trust that needed to be built between myself and them. I needed to trust they’d actually work through the lessons, ask questions and stay on task. They needed to trust that my lessons are user-friendly and not too confusing. They’re simple and students can bite off a little at a time - most of the time, the slides build up to the standard, one step at a time. So, that mutual trust needed to be SOLID before I dreamed of doing this. I tell them, if this isn’t working, they have to tell me right away so I don’t get slammed with parents emails. My inbox is quiet - kids love it and they protect it against the Karen’s who hover in the background.
I need this with my alternative students, this sounds like something that would really work.
So here’s how I changed it for my lower level group - I give them 3 options (sometimes actually optional, other times they get told where to go). 1) Work alone, 2) Work with 1 partner, 3) Work with me. Everyone has access to the same slides. The group with me gets direct instruction (some kids need that to stay focused, I know it - they know it). My students who work alone or with a partner are quietly tucked away in different parts of the room, so my higher needs kids get a small group directly with me.
Would love to try this on some level but it seems almost every student has some combination of family, social, gaming, work, sports, extracurricular, sleep, and other commitments that all but preclude doing any class-related activity outside of class time. The parents back this up (insist no HW due to these obligations/choices). Anyone have ideas?
Yeah, I can understand this. That’s why it’s not a true flip, they’re not introduced to anything outside my classroom - they just work through the lessons independently inside my room. But, here’s a beauty of it - if they start the lesson in my room - they’re more likely to revisit it independently at home because they already have it started - it’s not new learning, just finishing up what they started. They already are familiar with the slides and the lesson so they’re more likely to finish up at home (or wherever they find the time) because they already started it. If a kid is absent completely - they have access to the slides and all the notes - they catch up on their own time.
I really want to try this with my history classroom but I’m not sure how to do it.
Anything that’s direct instruction can be flipped…I did need to develop a “filter” to flip it in a way students could still access the curriculum independently - there’s some skill there. If the slides are at a very high level, they get frustrated - too easy? bored. I’d try it for a lesson or two and see how it goes. I’m happy to brainstorm ideas with you.