Acting on Feedback

“Feedback is the breakfast of champions.”
-Attributed to Ken Blanchard

Due to the storms that savaged the NSW coastline last week, and the damage that my school incurred, I have not yet begun delivering the program of learning that I have developed for this term. The delays, though generally frustrating, have provided a silver lining. I still had a few classes this week, and though it was not worth beginning the actual program, I had the opportunity to not only explain what we would be covering this term, but also to show some of the videos which I have developed, and seek feedback from the most important people – the students who will be watching them in the flipped learning context.

Much of the feedback concerned areas that I had already identified as being areas of opportunity myself, however students confirming that what I suspected needed to be changed, did need to be changed was useful in and of itself. Friday being my day off (my engagement is only for Monday to Thursday), I have been able to spend today going through, modifying the videos based on the feedback, and re-uploading them to my YouTube channel ready to go for lessons on Monday.

I am also in the process, or will be after I have finished uploading the modified videos (I have one more video to edit), of setting up my classes within the myEd webapp. I discovered this webapp whilst at the FutureSchools conference in March, and am excited to finally be able to put it into practice.

The concept of flipped learning, when I explained the what and the why to the classes I had this past week was one that had mixed responses. The idea of there being extra help available was a plus, as was the concept of using videos to teach.

Oddly enough, both a year two class and a year five and six composite class made similar comments; that they would rather watch a video, even though the video is of me delivering the teaching, than listen to me talk. I confess that I am not sure how to feel about that, but I suspect that the novelty factor is significant in that sentiment.

I would love to hear from anyone who is implementing the flipped class in their own pedagogical practices at the moment. What are the hurdles that you have come across and how did you negotiate your way through them?

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