3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: Flipped Classroom Videos
Reflection:
The development of flipped classroom lecture videos was completed to allow more class time for discussion, labs, and other activities and move the lecture part of the class to the homework part. Students watch lecture videos to take notes on the content and further their understanding of the content through classroom activities. These lecture videos are broken into several videos for each unit as to keep from overwhelming students. The incorporation of lecture videos and the classroom website creates a blended learning environment for students. I created these videos individually and posted them to my YouTube channel for students to view and take notes on outside of class.
Standard 3.3 sets the precedent for the development, modeling, and facilitating of online and blended learning, digital content, and learning networks to extend student learning. The development of these videos first requires the development of a concise PowerPoint that is able to be filmed within a fifteen minute window. From there, the videos are created using Screencast-o-matic and published to YouTube where they are managed by course. The creation of these videos also models an appropriate method of flipping the classroom through recorded lecture videos.
The videos created a model for students of what the classroom content looks like in video form and also created a model for teachers to use when deciding to flip their classrooms. The creation of flipped lecture video allowed for the facilitation of all classroom content, but especially the more difficult classroom content. These videos also facilitated the flipped classroom method for other teachers. They can even use my videos as models in their classroom or use them to communicate the classroom content.
Through the creation of flipped classroom videos, I have learned more than I could have ever imagined about my classroom and my students. I had some experience with flipping the classroom during my teacher certification program, but once I started creating them myself, I learned so much more! First, I had to have a very clear understanding of the content to be able to clearly and concisely communicate the information to my students in video form. I also had to learn how to make my PowerPoints more visually appealing and engaging. Students want to watch videos with the information but also want to see pictures and examples and even demonstrations. In recording flipped lecture videos, in the future I would like to redo some of my videos to include more animations and demonstrations of the topics being discussed. Students are more likely to understand a topic if they also see an example of what is being explained. With the use of new screen recording software, the incorporation of animations is more than possible.
The work of creating flipped classroom lecture videos has been beneficial to both faculty development and student learning. The faculty have become very open to using the flipped classroom method in their classrooms and have used these videos as a guide in developing their own flipped videos. Students have also benefitted greatly in their learning. Students are able to watch and rewatch videos as needed to get a better grasp of the material. When students take notes in class, they cannot press rewind on what the teacher said, but with flipped classroom lecture videos, they can rewind as often as necessary. The impact can be assessed through student performance on summative classroom assessments and mandated state assessments. Since implementing the flipped classroom, students have scored increasingly better on the state mandated end of course biology test. Additionally, students have higher overall classroom averages on summative unit assessments than students who took these same assessments after receiving lecture notes in class.
The development of flipped classroom lecture videos was completed to allow more class time for discussion, labs, and other activities and move the lecture part of the class to the homework part. Students watch lecture videos to take notes on the content and further their understanding of the content through classroom activities. These lecture videos are broken into several videos for each unit as to keep from overwhelming students. The incorporation of lecture videos and the classroom website creates a blended learning environment for students. I created these videos individually and posted them to my YouTube channel for students to view and take notes on outside of class.
Standard 3.3 sets the precedent for the development, modeling, and facilitating of online and blended learning, digital content, and learning networks to extend student learning. The development of these videos first requires the development of a concise PowerPoint that is able to be filmed within a fifteen minute window. From there, the videos are created using Screencast-o-matic and published to YouTube where they are managed by course. The creation of these videos also models an appropriate method of flipping the classroom through recorded lecture videos.
The videos created a model for students of what the classroom content looks like in video form and also created a model for teachers to use when deciding to flip their classrooms. The creation of flipped lecture video allowed for the facilitation of all classroom content, but especially the more difficult classroom content. These videos also facilitated the flipped classroom method for other teachers. They can even use my videos as models in their classroom or use them to communicate the classroom content.
Through the creation of flipped classroom videos, I have learned more than I could have ever imagined about my classroom and my students. I had some experience with flipping the classroom during my teacher certification program, but once I started creating them myself, I learned so much more! First, I had to have a very clear understanding of the content to be able to clearly and concisely communicate the information to my students in video form. I also had to learn how to make my PowerPoints more visually appealing and engaging. Students want to watch videos with the information but also want to see pictures and examples and even demonstrations. In recording flipped lecture videos, in the future I would like to redo some of my videos to include more animations and demonstrations of the topics being discussed. Students are more likely to understand a topic if they also see an example of what is being explained. With the use of new screen recording software, the incorporation of animations is more than possible.
The work of creating flipped classroom lecture videos has been beneficial to both faculty development and student learning. The faculty have become very open to using the flipped classroom method in their classrooms and have used these videos as a guide in developing their own flipped videos. Students have also benefitted greatly in their learning. Students are able to watch and rewatch videos as needed to get a better grasp of the material. When students take notes in class, they cannot press rewind on what the teacher said, but with flipped classroom lecture videos, they can rewind as often as necessary. The impact can be assessed through student performance on summative classroom assessments and mandated state assessments. Since implementing the flipped classroom, students have scored increasingly better on the state mandated end of course biology test. Additionally, students have higher overall classroom averages on summative unit assessments than students who took these same assessments after receiving lecture notes in class.