I really enjoyed presenting in this way: the combination of speaking to your slides seemed to suit my delivery style well. I learnt a few more ‘techy’ tools along the way, such as how to embed my presentations, set them to auto-advance, and how to share my screen during a Google Hangout. I really enjoyed working more with the wonderful Sonya van Schaijik, who also works on the #edchatNZ steering committee with me. Getting to know a few more connected educators, my co-presenters, was also a bonus. It was fascinating to hear all the different topics people spoke to, but also some of the common themes of really knowing your learners well in order to best meet them and their needs with empathy, understanding and support.
I also want to reflect a little on my topic in particular, as putting together my three minute wonder gave me good time to reflect on my Year 8 inquiry into flipping lessons. Here is my presentation:
I’ve been ‘flipping’ my language lessons for six months now – it’s roughly about one lesson every two to three weeks. I find using TED-Ed straightforward, and although I can sometimes spend a while to find exactly the ‘right’ video to choose, making the lessons themselves in this way, is fairly quick and easy. The students seem to enjoy completing their TED-Ed homework, and I remain convinced that the three minute videos I choose will always be more fun and engaging than drill and practise out of a workbook.
One of the aspects I really like about flipping my language lessons is that it gives me a much better understanding of the students’ individual strengths and weaknesses. One example in particular is one of my very bright, articulate students, who did poorly with a lesson on verbs. Without the data provided from TED-Ed, and flipping this activity, I would have assumed her to be confident with this material.
It is this ability to personalise learning more that I see as an important benefit to flipping lessons. And, conversely, it’s also where I can see I need to do some more work. Because the questions I tend to set for the students to complete are largely multi-choice, the spread of data I get is really insufficient to separate my class into more than two groups in an informed fashion. Thus, the flipped lessons I have prepared these holidays are less reliant on multi-choice, and I’m hoping this in turn generates a greater spread of students. I would like to be able to put them into at least three groups, each with their own tasks to complete in the classroom, so that I can target their needs to a greater extent.
I’ve also just taken my first baby steps to making my own videos! I had a play with the ‘Educreations‘ app on my iPad and I’ve made a revision lesson on apostrophes. It was surprisingly quick and easy to do. However, I really want a tool that means I can upload my videos (gulp) to YouTube so that I can incorporate them into TED-Ed. I think the ‘Show Me‘ app will allow me to do this, but I’m open to other suggestions if you have them!
I think this has become a bit rambly, so by way of summing up:
- Being a connected educator means great opportunities come your way – these are to be embraced.
- I recommend presenting through TeachMeetNZ or its equivalent to you – supporting the professional learning of others is a neat experience.
- Reflecting on my ongoing inquiry has shown me that flipping lessons has much potential – but I can do more, and I have already taken some steps towards doing so.
- A common denominator between the subject of my presentation and being involved with TeachMeetNZ: rewindable learning! Technology really does have the power to boost our learning experiences.