Admitting that videos don't work for all...

We just started a new term yesterday (our school works on quarterly terms rather than semesters) and a new nit (Ancient Rome). Since we were starting "fresh" so to speak it was a good opportunity for me to attack some of the problems and concerns that had come up in the flipped class. There are always going to be a few problems that occur but a major concern for me was those students who were not watching the lectures at home. There weren't many, but a small handful that I felt needed to be addressed.

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!

PLN Appreciation

My classroom is physically separated from a lot of others because it is down a side hallway near the front offices. While most days I love this, there are times that it does make me feel isolated with regards to my colleagues. While I meet daily within a team setting of teachers, I sometimes feel I lack collaboration with teachers of other levels and subjects, in other parts of the building. I don't think this is anyone's fault, I think its a matter of not enough minutes in the day.

I have been spending my free time as of late checking for blog updates of teachers I'm following and reading up as much as I can on "flipping." I came to the realization that I know more about what some teachers in Chicago and Arizona are doing in their classrooms, than I do about what people in my very own building. I have to admit I love my flipped class, and I'm excited to share about it and talk about it, and ultimately get feedback. Aside from one other teacher in my school doing a partial flip, I sometimes get responses like, "Wait, you LIKE having that chaos in your classroom? Do the kids learn like that?" Who would have thought I'd rather have students jumping up and down sharing information instead of staring at me as I blab away. I am getting really positive support from administration, but I would like to share more with the teachers I work with. I wish more people blogged and were part of PLNs.

Which brings me to the title of the post. I am so thankful for the hundreds of teachers out there blogging about their experiences. Not only have I gotten fantastic ideas and feedback but I love knowing other teachers are just as enthusiastic about what is going on in education. I have been questioning my decision to flip this week, wondering if it makes sense given the fact that I feel I am constantly on the defense, explaining myself, or having to alter forms and change things because my class no longer fits into the mold of the majority. Even in terms of our progress reports- the standard "# of missing homeworks" and "grade average" don't apply. Try explaining to another teacher that you can't tell them what a student's average is because their grade is based on what they master by the end of the term...somehow I feel they think I'm being lazy when the opposite is true. I had to make the decision this week to continue to flip for the next term...and ultimately...I'm going to. My PLN keeps bringing me back. I know this is what's best for the students and I have seen some really amazing stuff happen. I see others having success, and see others struggling as well and it renews my energy in the project. So I just wanted to take some time to say how much I appreciate those who take the time to reflect and share their experiences, educator's I have never met have given me the energy needed to keep giving my kids what they deserve, the best possible opportunity to succeed.

I work with some really stellar educators, I'm hoping that they find their way to the web as well so that I can gain as much from them as I have from my "virtual" colleagues.