Best Practices for Flipping Instruction

I've always thought it best to prepare my content, notes, and screen shots ahead of time, create an outline, and script it. I like professional looking and sounding materials. There have been times where I have not done the above and still turned out a great product (but spent time cutting in Camtasia). When it comes down to it, you do what works for you and what your students respond most to.

Some basic tips:

  • Keep your lesson between 4 and 6 minutes. Anything longer will lose your audience (especially kids!)
  • Speak slowly and clearly
  • Use materials that engage - COLOR!
  • Know what you want the students to be able to do at the END so you know where YOU'RE headed
  • Don't assume anything - especially about the knowledge they already have
  • Have someone else watch it before it goes live
  • Be yourself! - probably the most important!

Just starting out? Here are some ways to plan out your screen cast/ video lesson!

Pitchin' it to the kids for the first time?

  • Make sure they have access before you show them
  • Show them where to find it
  • Show them (make a fun or funny mini lesson to demonstrate what they will see)
  • Give clear expectations of timelines and classroom behavior
  • explain why you are doing this and what you plan on doing with them IN CLASS
  • If you want, require them to take notes (on paper or electronically) - guiding questions, graphic organizers, thought-provoking questions and ideas that related to the content taught in the video

After the students have watched the video

  • Have a students pair share or share in larger groups the basic points they learned from the video
  • Establish clear expectations for what is going to happen in class
  • Group them as you see fit, or have them work independently

In class grouping

  • Group homogeneously - recommended
    • Students who are still struggling sit together so that you can intervene with them at the same time
    • Students who get the content and are working together to offer each other minimal support
    • Students who are working ahead offer each other minimal support and challenges - give them harder tasks
  • Group heterogeneously - caution - depending on what you are doing, this may not be the best way in a flipped environment
    • Group students at different levels to support one another through a difficult task: leader, supporters, and supported

What if they didn't watch the video? There are several things you can do.
1. suggests using the WSQ form to create a formula to show you each day which students haven't done the work. Then, you can give a little extra push to those that still haven't completed it yet. Ms. Kirch created a few screencast videos that help you learn to do this.
Those that STILL come to class without the work can:
1. Read a text book
2. If you have a small set of ipods, ipads, laptops, they can watch it right then and there, and stay after to get help during their independent practice. You can also utilize the library if the librarian is ok with you sending a few students to watch the videos and then sending them back to class.
3. Iphone/ipad app (educreations, showme)
4. Before and after school to watch lesson (go to red group in class)
5. Give them more lead time (not just one night)
6. Their own device - BYOD smart phone
7. Group with “I don’t get it” kids to reteach lesson - they will hopefully end up moving themselves out of the category when they realize that the other kids are able to work together on the problem and then the group becomes solely those kids that just do not understand and who need teacher’s guidance.