Improving my flipped classroom through interactive videos

After reading Kara’s blog this past week I was inspired to look at my own flipped classroom and reflect on things I feel I am doing well and things that I could improve on. In her post Kara discussed 5 things that she wants to do to start running her own flip class and I am doing 3/5 things that she said she would like to do. I have students watch the video lessons I have created, I use bell work to review or assess student understanding and I allow for work time during class. Kara mentioned starting class with a quick Plickers activity so that she can easily assess how her students are feeling about the material, and allowing class time for “board work” in which students work through extension activities together. As mentioned in my comment on her blog, I feel as though I would use the board work from time to time just for the sake of time, but I would really like to integrate something like Plickers into the classroom so I can have ongoing assessment and reflection.

Kara got me thinking of some of the different hurdles that we come across as flipped classroom teachers. As I was looking into ways to better integrate technology and tools into the classroom for assessment purposes I came across an awesome review of a site called eduCanon – an interactive video creating site. After reading the review I decided that it was something that could add a lot to my flipped classroom. I decided to look into it some more and found out that the site has switched names and is now called PlayPosit. Basically what you can do is add questions to your videos so that students have to answer the questions as they watch the video, similar to EdPuzzle. It also has a feature in which students cannot fast forward the content to skip material. I think that this could be a really nice feature but it may also turn students off who might grasp the concept at an early stage or who may want to review the material at a later date. For an idea of how it works, check out this quick – but very informative – video.

Of course I had to sign up after watching the video. It was extremely easy to sign up and I got started right away to add a question to a video I have already created. The process was as simple as locating the YouTube video I had already created and adding the link to the dashboard on my PlayPosit account. From there I was able to locate the place in the video where I want a question placed. I add the question as well as the answers for students to select. It is my understanding that the free version only allows you to use multiple choice format for questions. One concern I had was how I would enter equations or formulas in the questions, but they have an option to insert equations and it took me a few tries to figure out how to use it but I was able to figure it out and add my question.

Screenshot of my question I added to the video

Screenshot of my question I added to the video

I see a lot of value in adding questions to the video that students watch for a few reasons. First off, I don’t assign a mark or a grade for watching the videos I assign. I give students a handout to work through as they are watching the video so it’s pretty easy for me to see who has or hasn’t watched the video based on who has the handout completed when they come to class. If students haven’t watched the video before class I don’t get too worried about it because they can use the class time to catch up on the video. I always remind them that the time in class that they are using to watch the videos is less time they have in class to work with me or classmates on the assigned work. Another reason I like the idea of integrating the questions is because I can see the results of the questions so it can help me see who may need more help. It is obviously important that the students are watching the videos too, so this keeps them a little more accountable. I plan to integrate more interactive videos but that won’t change the way students are assessed. The feedback I get from student responses in the video will be used for me to identify students who may need more help and to address student needs accordingly.

After spending some time using PlayPosit I had to compare it to EdPuzzle and I was quite surprised at the similarities. The platforms seem to be user friendly and both use the exact same equation editor. I think I will try to use a video from each website with my students to see how the feedback is gathered and documented and then I will decide which site I will stick with moving forward. In the screenshots below you can see just how similar the sites are.

I focused a lot on one aspect of my reflecting this week so I will try to quickly touch on the other areas I focused on. The first was setting up Seesaw and trying to get my students active on it. I challenged them via Edmodo to upload 7 videos before the end of the break – for the entire class, not per person. But sadly I only had one video that was shared by a student even after I tried to bribe them haha. However the video was FANTASTIC! The student did an excellent job walking through the question and explaining how she completed the problem. I am hoping it will encourage others to step out of their comfort zone and share their work too. screen-shot-2017-02-26-at-10-25-03-pm

Moving forward I would also like to try move my bell work to an app as opposed to paper as it will be easier for me to assess student understanding that way. As Kara suggested I like the idea of using something like Plickers to get a quick overview of how comfortable students are feeling about the content by asking a simple “How do you feel?” with responses such as “Don’t get it”, “Sort of Get it”, “Completely Understand”. The final thing I want to work on is my video lessons as the quality still isn’t where I want it to be, although it is getting better.

I don’t think I will ever have a completed flipped course because there will always be ways that I can improve even in small ways such as updating my bell work from using paper to using technology. It is important for me to stay up to date with new ways to improve my courses – flipped or not.

Have you tried a flipped classroom? What are some ways that you assess student understanding or address students not watching videos? If you have any tools to share I would love to hear from you!

The new tools of our trade?

I want to start by saying hats off to my peers, Amy, Krista, Luke, Elizabeth and Rochelle who presented on the topic of educational software and media. I have to admit that although I am familiar with a lot of different great software and media tools I don’t often integrate them into my classes (insert red embarrassed face here). I can’t say for sure why I haven’t integrated the tools in my classes yet, but a big part of it is the fact that I was out the classroom on mat leave all of last year, so having just been back to work for a month and a half I still feel as thought I’m adjusting to the new routine. When I’m talking about not using the tools, I guess I’m talking about tools like Kahoot, Socrative, Quizlet or Explain Everything. I do use other media in the classroom so I will talk about the tools I do use as well as touch on some of the tools I have spent some time exploring in hopes to integrate the into my classes in the future.

One of the tools I use is Edmodo. I enjoy using Edmodo for a variety of reasons. The first is because the interface is similar to Facebook and students so it’s easy to navigate and students feel the same way. One of the biggest benefits is the increased level of communication between students, parents and the teacher. I’ve made a screen cast of my Edmodo page that takes you through some of the features as well as discusses some of the pros and cons of using Edmodo.

I have some EAL students in my class and they spend time working with a language app called Duolingo. I was introduced to this last year when I used it to try and learn some Italian. It has a gaming feel to it and makes learning fun, but the quality of the learning isn’t the best. I used it a lot, but I wasn’t able to actually remember or recall much of the language when I wasn’t using the app or website. To get a feel for how the program works check out my screencast from when I did my post-assessment. During the video you will hear the chime when I respond correctly and a green banner appears. Duolingo is very stimulus-response based lending itself nicely to the behaviourism theory. When I played it was really motivating and the game like features kept making you come back. You can earn badges, points and your progress is tracked making it rewarding to play and learn. The downside to the app is that although there is a lot of repetition it doesn’t allow for deeper connections and learning. To truly learn a language I believe you must converse with people using the language and Duolingo doesn’t provide these types of interactions. Users may chat with others on a forum, but there is no opportunity to speak with others and practice.

Duolingo is a great tool for EAL learners to get additional practice as it is engaging and fun. In order for students to practice outside of the classroom, students need to have access to the website or app. This makes it difficult for students who don’t have access to technology to practice when they are not at school. As a mentioned above, the app itself is not enough for students to master a language, but it is helpful. Language Surfer provides a great list of ways to get the most out of Duolingo and most of them go beyond just playing “the game”. Students who use this need to go beyond the app by writing down new word they learn on paper, writing sentences that they struggle with, reading the hints given by the program and working with others to practice speaking the language they are learning.

Other tools that I have explored for past classes with Alec are Socrative and Explain Everything. Socrative allows you to create quizzes and use exit slips to assess student understanding. I don’t think I would use this tool for summative assessment purposes but I see it as a great tool to get some feedback of learning throughout the unit. Students need to have access to computers, tablets or phones in order to participate so it is difficult to use in a classroom like mine where some students don’t have a phone. I feel like getting computers for everyone would be a lot of hassle to complete a short exit slip or a quiz that will give me some feedback. It is much easier to do a paper exit slip and have students complete it…however not as fun. Explain Everything is an interactive whiteboard app and I have thought about using it in my math classes. I see students using it to walk me through a question while they explain the steps they are using to solve the problem. I see it as an excellent tool to evaluate deeper understanding however it takes time for students to learn how to use the tool so that is something that would need to be considered before it is used in the classroom. You can check out my youtube channel to find the video tutorials I have created for both Socrative and Explain Everything. The videos will give you a better idea of how they work if you are wanting to learn more about them. A few classmates have included great reviews of Plickers and Seesaw; both tools seem beneficial in their own ways. Be sure to check out Plickers as reviewed by Liz and Seesaw as reviewed by Erin (great job guys!).

As I stated earlier, I tend to stay away from many of these question-response type tools because I don’t see a whole lot of value in them for the amount of time it takes to implement them. I do see it as a fun way to review and see the value in using these tools to differentiate the teaching methods. How often do you use these tools? Can you sell me on the value of these tools? I’m not saying I will never use them, but I don’t see myself using them on a regular basis…but maybe I should? Are these the new tools of our educational trade?