Thursday, December 12, 2013

Questions for Chapters 4 through 6.

Chapter 4.
  This chapter covered how, why and what you will need to flip lessons in your classroom. If you think about the options; using other teacher's videos, creating your own, working with another teacher to video lessons, or videoing your lessons as you teach this year to use next year, which strategy would best suit you? Explain why you would choose this option. Did you notice that reading was  not discussed?
Chapter 5
Mastery learning, really what you do in your classroom when you are meeting independent needs. The components of a flipped classroom are pretty much the components of any well taught lesson. What were the two components in this chapter that you felt were either new, or not used often enough? For example "Assure student access to videos," is new in my lesson planning format.

Chapter 6
This chapter was persuasive, very positive. Of the 15 reasons stated for "Flipped Mastery Model," which reason do you feel is most beneficial to students? Give reasons to support your choice.


4 comments:

  1. Chapter 4- Ana Vazao
    Initially in the beginning I will be using videos shared by You tube, other teachers and other teachers.. Practice makes perfect. I will need to perfect the art of videoing especially the editing piece. Not sure how I would handle creating a callout during the video. I also not sure how comfortable I feel about being on video. The book also suggest taking on the role partner teaching with a colleague. Two heads are better than one. Interesting the author recommends a video be no longer then 10 to 15 minutes in length. One must be explicit and use choice words when planning a video.

    Yes, the authors reinforce my point that guided reading should be guided in the classroom :)

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  2. Chapter 5
    This chapter proved a bit more difficult to dissect. I agree with Ms. Martin, assuring student access to videos will need to be better developed in my every day plans. Differentiating instruction and assessment will also be a challenge. Over time as educators we must begin to expand our “repertoire” of teaching as well as store videos to meet the ever changing demands of our students. Interested to read chapter 7 to learn about the nuts and bolts, or the ORGANIZATION of videos for a masterful flipped classroom.

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  3. Chapter 4: this year, I will probably find prepared lessons due to time. Over the summer, I will definitely create my own lessons as I will have more time to create and edit.

    Chapter 5: 2 components that I will need to think more about are clear objectives and engaging learning activities. Clear objectives because this will not only help me make sure my videos address the specific objectives, but will also allow the kids to gage whether they have learned what they were supposed to in the lesson or not. If not, that is a sign they need to watch the video again. Engaging learning to be completed in class because these packets will be prepared ahead of time and will allow students to move at their own pace. If they are ready to move ahead, they can, if not, they can review themselves.

    Chapter 6: Students taking responsibility for their learning is very important to me. When they are in control, learning means more for them. Again, because they are responsible, they review as often as needed or can move themselves forward as needed. This will help them become lifelong learners in that when they are no longer in school, they still have the skills to learn new things and are comfortable with pacing themselves as well as finding appropriate sources for their learning.

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  4. Chapter 4: It would be easiest to begin the Flipped Classroom model by finding already created videos to use as I become familiar with the process. At the beginning of next school year it would be great to begin videotaping lessons with more time to edit so that then there would be a good collection of videos from which to pull from.

    Chapter 5: I agree that assuring student access to videos that are aligned to the lesson objectives would be new for me, as well. In addition providing for a wide range of activities and assessments aligned to the objective that is clearly differentiated for each student/groups of students would be a challenging task.
    I love the idea of collaborating with other teachers on the grade level or other grade levels when beginning the Flipped Model because it allows for collaboration, the sharing of ideas, and support.

    Chapter 6: Students taking responsibility for their own learning is quite beneficial for students. This allows students to become engaged in the learning process and take ownership. The Flipped Mastery Model is in contrast to the traditional model of teaching. In the Flipped Mastery Model students are doing the thinking and learning and the teacher is acting as the facilitator. This allows students to develop deep meaning in regard to the lesson objective they are working on and increases their abilities to find solutions and resources for the learning. This model assists in not only learning for the moment but learning for a lifetime where students will have the needed skills to be successful in the world beyond school as they are able to communicate and carry on deep conversations with others, ask and answer deeper type questions, guide their own learning, and initiate tasks to create meaning and understanding of their learning.

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