I'll admit, I was angry with those student's. I felt like I was offering them such a "better" alternative to traditional homework. "How could they not want to watch a video?" I thought, "Don't they know I could be giving worksheets and busy work? I'm trying to do something for them!" Then I took a step back...wasn't the whole point of this to do what is best for the students? If they aren't watching the videos, they aren't getting the main content. There must be a way to fix this.
As much as I dislike the textbook that has been assigned to my class (I don't even use it with the kids, I have 100 of them sitting on a shelf) and as much as I dislike assigning worksheets and bookwork (I feel students don't really read they just look up answers) I knew this could be a short-term solution. I found chapters in the book that corresponded for the most part to the video lectures and set up a reading schedule. I also found guided reading worksheets that go along with these chapters. In lieu of the notes that most students take while watching the videos, my "book" students would take these guided notes while reading, and take paper-based quizzes in class each week.
I had trouble squelching the voice, "But I want them to watch the videos, I don't want to use the book, this is a "flip" the whole point is to watch the videos." Its not, "flipping" really has nothing to do with videos, the concept of flipping is a shift in how we conceptualize the use of class time as application rather than delivery of content- and it looks different for every class. As much as I wish these students would watch the video lectures (there's so much I can do with showing images of the places were studying and telling human interest stories that the textbook doesn't cover) they aren't, and that is the fact of the matter at the moment. Getting content from the book is better than no content at all. Additionally I have to remind myself to do what's best for them, and maybe the videos just don't work for everyone. Do I think the videos are more informative and far more interesting than the textbook? Absolutely. However I'm willing to admit that for some students the flip is just to radical, and some old fashioned reading and worksheets might rectify the problem.
They will still be learning the main content outside the classroom and collaborating on projects in class, I am hoping that of the eight students I am assigning the book too, a few will decide that they would rather watch the lectures online. I told them that if they decide to go back to the lectures, if they complete two weeks in a row and on time, that they may return to the computer based rather than the book.
At first I felt like going back to the book was admitting defeat, but I now realize its the opposite, its continuing to differentiate and adjust the delivery of content so that every student has the same access to the curriculum. It has even got me thinking about creating different "levels" of videos next year. Essentially different students taking different "course levels" so to speak right in the same room. Oh the ever lengthening things I want to do this summer!
I said this was a short-term solution because I used the book and the worksheets that came with it. Next year if I were to create an alternative reading plan for some students, I would probably create my own guided notes, and perhaps look into different texts (or maybe have them read an historical novel!?! :) ) and create something a little more inline with the videos.
Has anyone else come up with solutions for students not watching the videos? What has worked for you? What hasn't? I'd love to hear what some others have done!
