- Framing the flipped history class in terms of learning theory / pedagogy.
- Planning to flip next year - mastery? ‘Flipping 101’? Other?
- Classroom structures / norms that ensure success in a flipped history class.
- Explore-Flip-Apply in History.
It was streamed live and archived here (video below). Other than a few technical glitches (including a sound out of nowhere that prematurely ended our discussion), it was a great first hangout for `history flippers!
Please comment below with any initial thoughts/reactions/questions that you may have related to this discussion, we would love to have your input and keep the conversation going.
We will try to get the word out ahead of time for the next discussion so that those who would like to view/comment live can do so. The next chat is tentatively scheduled for the 2nd or 3rd week in August.
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ReplyDeleteI understand your frustration as the flipped-master/self-paced approach is so much different (at least in my experience) from what the students are used to.
ReplyDeleteHere are some ideas that have helped me make sense of the big picture regarding assessments:
- You do not have to abandon all of your assessment practices, just try to align them to a particular learning goal / objective. If you can't, the assessment probably isn't worth having, correct?
- A learning goal/objective can include more than one assessment. For example, a screencast summary, note-taking, guided reading, etc. can all be applied to a "content-based" objective. Therefore, it all counts, but you can grade it holistically on the body of work. This may cut down on the number of official grades you have to provide.
- Stress that "everything counts" since everything is tied to a learning goal/objective which IS GRADED.
- As for pacing, each of my 6 week units will be broken down into 2 week topics. Each 2 weeks will have benchmarks/due dates (haven't decided on terminology). Although it is relatively self-paced, there will be interventions (including outside of class) for those who are falling behind.
- Here is a draft of the first unit that we will be working on. Not complete, but it may offer an idea of the unit structure.
https://docs.google.com/open?id=0B0VIwE5hKSWtaV92SUJwd1ktNkk
Didn't address everything but hope this helps...
Thank you for the complete analysis of the various flipped models. I have been following and researching the approach for almost a year now. Last year I began the flip 101 with posting several videos on educreations.com (http://www.educreations.com/profile/344608/).
ReplyDeleteThis year I am hoping to include more elements of the flipped classroom. In particular, I am combining flipping with another model (uncoverage method). This method involves a five day approach with day 1 devoted to building context and background knowledge, day 2 analyzing primary sources, and day 3 analyzing interpretations of current historians. I think the flipped component would work well for developing background knowledge.
I have just a few questions regarding your sample unit:
1. Are the learning objectives taken from the common core?
2. Do you develop background knowledge first or allow students to
research and develop their own?
Thanks
Just checked out a few of your videos, good stuff. I was not familiar with educreatiions but it seems like a nice platform.
ReplyDeleteI am interested in the "uncoverage" pacing, could you provide a link to site(s) that explain the concept more fully?
In addressing your questions:
1. The learning goals and objectives are taken from the Common Core Reading/Writing in Social Studies, as well as the CT Social Studies Framework. Here is a link to the curriculum for unit 1 if interested. The overaching/priority/supporting standards are the CT Framework. The "skills" standards include the Common Core (indicated by letter/number combo ex. RH 9-10.2).
https://docs.google.com/open?id=0B0VIwE5hKSWtbDhocEUzOFN2SmM
2. I may start the unit with a question/problem and have them engage in some preliminary activity, but for the most part, each unit will start by building historical context. I'm a believer that students need to develop context first in order to truly engage in historical thinking / inquiry.
Thanks for the response. Educreations is great, allows you to annotate your videos and free to sign up and store, plus, you can create a homepage for each class and videos. Only drawback is you must save ppt. as .jpg and then copy onto the slides.
ReplyDeleteHere is the url for more info on uncoverage model: http://goo.gl/ZAej0
I am going into my first full year flipping 7th grade history. I previously flipped for half of last year. As a fellow "history flipper" I would love to get involved in the next conversation. What a fantastic idea! Please keep us up to date as to when it it would be and if you would be open to additional flippers joining.
ReplyDeleteThanks for expressing interest, we are actually planning another hangout for sometime next week (week of 20th). I will add a post with the info. We are going to try to limit the video chat portion to 5 people or so, but will run it live so anyone can add comments or questions to those in the hangout.
ReplyDeleteI have a feeling there is interest in joining from way more than 5 people, so in the future we may set up several different hangouts based upon topic/location/etc. I just find that more than 5 or 6 becomes difficult to manage and not everyone can get their two cents in or ask questions.
I also think that Jon Bergmann is trying to set up a webinar for history flippers. Once I have more info on that, I will add a post letting everyone know.