A consolidated list of #FlipLearnCon Articles

For convenience, this is a consolidated list of the articles that came about as a result of FlipLearnCon.

  1. Reflections from #FlipLearnCon Sydney
  2. FlipLearnCon Keynote by Heather Davis
  3. My FlipLearnCon Keynote

Reflections from #FlipLearnCon Sydney

After having presented my first keynote at FlipLearnCon yesterday (Tuesday 17 May, 2016), I have a profound new respect for speakers who are tasked with presenting in the final session of a conference or professional learning day. It is a very tough gig.

Recently I became involved in a Twitter backchannel that was occurring parallel to the FlipLearnCon event in Melbourne. FlipLearnCon is a two-day conference organised by MyLearning and facilitated by South Australian educator, Jeremy LeCornu (@MrLeCornu) to provide a boot-camp style introduction to flipped learning. I have written extensively about Flipped Learning in the past (such as here and here) and there are a number of educators on Twitter who are also heavily involved in flipped learning, whether through implementing flipped learning (such as Jeremy, Heather Davis, Joel Speranza, Alfina Jackson and Matthew Burns), or as researchers of flipped learning (such as Marijne Slager and others).

Storify of #FlipLearnCon Sydney – Day One

Storify of #FlipLearnCon Sydney – Day Two

In this article, I am going to focus more on my reflections of being involved as a presenter rather than a participant. I was given the opportunity to keynote from a primary education perspective for the Sydney iteration of FlipLearnCon (Heather Davis was the secondary educator presenting in Sydney) by Jeremy and Justine Isard and asked to speak about my EdVenture, how I am implementing flipped learning in my classroom, and what I have learned through trial and error.  It was, I felt, a huge opportunity. I had been dabbling with flipped learning for some time, as my regular readers will be aware, and in many ways I still did not feel that I knew enough, or was far enough along with flipped learning as a pedagogical practice, to have credibility as a presenter.

However, I trust Jeremy and was excited to take the plunge. I felt that my first presentation at TeachMeet Coast in Term One went well and this was the next opportunity that popped up.

opportunity-take-it-or-leave-it-4-728
Image retrieved from tinyurl.com/hl9h7df 18 May 2016.

 

One of the fantastic takeaways from FlipConAus15 was that there was the realisation that I was not the only one wanting or trying to flip, and that there was lots of support out through online professional learning networks. Heather commented in her keynote that one of the most important things you can do to help you flip your class is to connect with others, “find your people” and leverage the support and experience of those around you.

The great benefit of being involved in FlipLearnCon was seeing the excitement and eagerness of the participants, hearing the stories of what the teachers involved have been trying and hearing about their contexts and seeing the growth in the confidence and abilities over such a short period of time.

We had a range of primary and secondary educators from Wollongong up to Newcastle, and the secondary teachers were from a range of disciplines, which afforded us a fantastic spread of perspectives and ideas for sharing with others to try in different learning areas. As part of the presentation team, seeing participants not wanting to go to lunch, so that they could continue working on practicing with the tools we had been showing them as they created their own flipped content was incredibly exciting and rejuvenating.

One of the struggles of being the lone nut leader is that you are always giving. This is not the issue, that is actually part of what we do as educators, is that we give. The issue is that if we are the leader or the person who is driving the practice in our context, or if we are the only person in the school who is interested and trying to implement is that it can be draining and disheartening.  The excitement and energy in the room as teachers tried, failed, persisted, tried again, learned from each other, tried something different, experimented with different tools and came back to us excited for what they had managed to create reinvigorates and rejuvenates the soul.

wine-glass
Image retrieved from tinyurl.com/zrxzerr 18 May 2016

 

We had a number of educators who went returned home/to their hotel rooms at the end of day one night and worked on creating further content, refining what they had developed that day. One of our participants, Will, is a Japanese language teacher and the content that he finished up with was fantastic and looks very refined and ready to utilise in the classroom, and he was not the only one. One of our participants, Phil, arrived on day one unsure about flipped learning and whether he would gain any real learning from the two-days. He stood up during our Content Showcase at the end of day two and proudly showed off what he had been able to develop , and for his first attempt at creating flipped learning content, it worked.

“Do you want it perfect or Tuesday?”

We were also able to convince a number of educators to join Twitter to enable them to stay in touch and connect with other educators as a way of continuing to be able to share and learn, which was also exciting, and the Principal of one school, who brought along six of his teachers for day one of the conference is now seriously considering taking them to FlipConAus16 later this year, which demonstrates a serious commitment to ensuring flipped learning as a pedagogical practice in his school succeeds.

I have to note that I was amazed at some of the contexts within which some of the participants are working. Some, like myself, are in the public education system and are working with slow, often damaged equipment, with systems and processes in place which hinder the advancement of flipped learning and are simply battling through. Others, however, are in private school contexts, with 1:1 MacBooks, Forwardboards/Lightboards purchased and funded by the school, and Principals willing to send them off to conferences such as this without them having to take leave without pay. I cannot fathom working in that kind of context and the feeling of being supported and encouraged in that way.

That said, everyone involved across the two days was incredibly hardworking, attentive, and invested in learning as much as they could. I am excited to hear from a number of our participants as to how they go implementing flipped learning in their classroom, hopefully at FlipConAus16, which is occurring in two locations this year; the Gold Coast in October, and in Adelaide during November.

As a presenter, a conference is a very different experience. I still took notes, though using Twitter rather than my normal format of handwritten notes, and I still learned a lot, primarily about some additional tools and strategies that are available to support flipped learning. I enjoyed being able to work with participants to help them develop their flipped content and experiment with the tools we had been showing them.

I want to thank Jeremy LeCornu and Justine Isard for providing me with the opportunity to extend myself beyond my comfort zone and present at FlipLearnCon, it was an experience I am glad to have under my belt. I also want to thank Heather Davis, my secondary education counterpart at the event, for her support over the course of the conference. Finally, I want to thank those who attended for being so willing to go out on a limb and invest the time to gain extend their knowledge and capabilities and for engaging so strongly across the two days. It was a thoroughly enjoyable experience and I know that everyone involved left feeling excited about the possibilities.

I have included the links to the Storify of both days of the conference at the top of the article, and when I get a chance to upload them, will provide links to both Heather and my own keynote presentations.

As always, thank you for reading.

A starting point for Flipped Learning

“Everybody has to start somewhere. You have your whole future ahead of you. Perfection doesn’t happen right away.”
Haruki Murakami, Blind Willow, Sleeping Woman

Updated 22 December 2016

Edit: As of 22 December, this page will no longer be updated. Instead, as I transfer blog articles to my new website, C21Teaching.com.au, I have created a single page on that website that will be maintained instead.

Recently, I have had conversations with people wanting to know more about Flipped Learning (and not all of them from within education) and in putting together a package of information for those people to get started, realised it would make more sense to put together a package once, as a blog post, and simply update it as needed.

So here is a non-exhaustive set of videos and articles to help you get started with what Flipped Learning is and what is can look like. If you feel I have missed a key point or have something that you feel would add value to this list, please let me know.

Let me know if I had missed a key educator or their YouTube channel, or if anything in my articles is not clear enough.

FutureSchools Review – Day 1 Session 2 – Master class with Jennie Magiera

“Rubrics are the death of curiosity”
– Jennie Magiera

Welcome back for part two of my review of Jennie Magiera’s master class, entitled Transforming School Culture: Curiosity Based Learning for Students AND Teachers. Click here to read Part One if you missed it. After returning from the morning break, Jennie returned to the exploration of Wonderable questions. Out of a class discussion around questions from a picture of a garbage truck emptying its contents at a rubbish dump, the what if question that emerged and captured the class’ interest most effectively was what if zombies are real and thought it would have been very easy to generate an entire unit of work based around that topic, Jennie continued exploring the question with the students, until they had generated a focus question; how can you survive the Zombie apocalypse?

CDC Zombies
A screencap of the United States Center for Disease Control page on Zombie Preparedness.

Jennie took a sidestep here, halting the discussion on the zombie apocalypse to talk about rubrics, leading with the statement that

“[r]ubrics are the death of curiosity as they tell students how to wonder, how many lines or minutes to wonder in, what size font to wonder in and students stop wondering about anything outside the literal box of the rubric.”

I found this intriguing and given the prescriptive nature of many rubrics I can agree. My initial instinct was to push back, mentally with my rubrics are not like that (I have a preference for single-point rubrics as outlined here by Jennifer Gonzales from Cult of Pedagogy), but I stopped myself to question why single-point rubrics are any different and was unable to answer the question. They may not be quite as prescriptive as multi-point rubrics, however, they still outline specific criteria with specific indicators of success and so they still serve as wonder-killers.

Jennie turned us towards badging, which immediately turned my mind to gamification or game-based/inspired learning (which I have written about previously here). As with anything, Jennie told us, badging can be implemented brilliantly or disastrously, but the success of a badging program can be distilled into two areas; the frequency and the level of care. We were asked to consider how many loyalty or discount or frequent purchase cards we have in our wallet and how many of those we actually use on a regular basis. If, for example, you happen to purchase a coffee one day and are given a frequent purchase card of the after you purchase ten coffees, the eleventh is free is free variety, but you do not normally visit that coffee store, or you do not normally drink coffee, then the frequency of use is going to be low and you will not engage with the company meaningfully.

This translates into badging in the classroom. If there is little to nor frequency of use or reference to the badging system or program then the students are unlikely to engage with the badging. This leads to care, which is itself based around two sub-factors.

Care
The two sub-factors that make up the level of Care towards a badging system.

Jennie reminded us that there are lots of social situations with these structures that we participate in on a daily basis, particularly in the consumer market where companies make use of influencer marketing encourage people to engage with and purchase the new product. In the classroom context, prizes should be intangible for the sake of sustainability of the badging system (and for the sake of your wallet!), but there does need to be a shift, over time, towards social motivation. Social motivation can be achieved by gaining the support of the influencers in the classroom, as those students will be the ones with influence over the rest of the class and allow you to gain traction and the badging system to embed and become part of the class culture. As a side note, there is an interesting ethical discussion that could be had around this topic and the use of marketing tactics in the classroom in this manner.

Jennie did also note that there needs to be a conscious decision as to whether the badges will be digital or physical and that there are plenty of options for both, including Mozilla OpenBadges, Schoology and Credly.

As with many things creative in the classroom, you require an activator to set the scene, which, when working through the process of creating a badging system, can come from the task itself. Some of Jennie’s class created the below activator for the task, which was simply an image of a tv with a YouTube video overlayed in place of the tv screen, which was quite effective in generating ideas.

Activator
Activator created by some of Jennie’s students

Students are used to the structure of video games and the badging or achievement structures therein, and so instigating a badging system in the class, or for a particular unit of work is not necessarily that big a stretch for their imaginations, or for them to grapple with. Another way to gain buy-in is for the students to design the badges and the achievements required to achieve those badges themselves. This is a method that is more applicable to some tasks or activities than others. For the escape from the zombie apocalypse task, the end goal was fairly clear; to escape from the approaching zombies and survive.

Knowing this end-goal allowed students to generate a range of achievements that would result in the awarding of an appropriately titled badge and so the students, in their teams, were required to create the badge or achievement title, what was required to achieve the badge, what the evidence would be that the achievement had been completed and the design of the badge and Jennie had us complete this task in our table groups. Here is a screencap of some of what my group came up with.

Badges

Our group got right into this task, and we realised partway through that we had been going about it thinking as teachers, with some very prescriptive descriptions for what was required, but that what we were putting in the how to achieve it column actually belonged in the evidence column and that we had to rethink our approach. We managed to do this and came up with the above badges, plus some more which were on the next slide in our GSlides document. The next step was for us to complete the task, plan how to escape the zombies and also achieve our own badges, which we had to then make a two-minute presentation to the cohort about, and then using a GForm which Jennie had set up, had to rate how well each group’s plan would allow them to survive the zombie apocalypse and how achievable their badges were.

Jennie closed out session two by stating that the difference between badges and rubrics is that badges are open and based on choice, allowing students to choose what they do while rubrics are prescriptive and tell students what they need to do. Students can choose to continue to the higher level, whereas in a rubric a grade that is less than an A is perceived as a failure by the students.

From this point, we went into our lunch break which makes this a convenient place to end this article. As always, thank you for reading, and feel free to leave a comment or contact me on Twitter if you have any further questions or thoughts regarding this article.

Jump straight to session three.

Consolidated list of #FlipConAus 2015 Articles

In conversations with various people today, the subject of flipped learning came up on numerous occasions. To make it easier for those people to read about the topic here is a consolidated list of articles from FlipConAus 2015.

  1. Day One Part One – Masterclass with Joel Speranza
  2. Day One Part Two – Masterclass with Joel Speranza
  3. Day Two Part One – Keynote from Jon Bergmann and Aaron Sams
  4. Day Two Part Two– Flipping Primary Education Panel discussion
  5. Day Two Part Three – Warren McMahon – Flipping: Can I really Do It? Katie Jackson – How to Run a Maths Flipped Classroom
  6. Day Three Part One – Crystal Caton – How We Flipped and You Can Too and Jeremy LeCornu – My Flipped Classroom
  7. Day Three Part Two – Keynote from Jon Bergmann and Aaron Sams
  8. Day Three Part Three – Matt Burns – Flipping the K-6 Classroom and K-12 Leadership

I would also recommend those people seek out and connect with, amongst others, Joel Speranza, Jeremy LeCornu, Alfina Jackson and Matt Burns, who are all doing great work, in different contexts, within the flipped learning space.

#FlipConAus Review – Day Three Part Three

“The worst screencast is better than the best lesson”
– Matt Burns

Welcome back for this final article in my series looking back on my time at the first FlipConAus, my conference wrapped up, as it did for a number of people, with a double session with Matt Burns (@BurnsMatthew) speaking under the titles Flipping the K-6 Classroom and then The Flipped Classroom: K-12 Leadership. If you have missed the previous articles in this series, you can find the links to them below:

Matt spoke initially about some of the resources that he has made available to aid others in understanding flipped learning and how to implement it via his website (which also includes a link to his blog); as well as his twitter handle (which I have included at the beginning of this article).

Matt made two very important points at the beginning of his presentation. Firstly, that flipping should build stronger relationships and that what flipping is has changed in meaning over time and means different things to different people. That flipping should build stronger relationships was not, by this stage in the conference, a new idea. Hearing it reiterated, however, helps to reinforce that it is an important benefit of flipped pedagogies. It goes back to the point that was made by Jon and Aaron during their keynote the prior day

It seems, to me at least, that content, content, content is forced down our throats as if we are undergoing gavage, with the relationship and curiosity components of our profession discarded to the wayside, and hearing from so many presenters about the importance of flipping to the relationships they have been able to build with their students, over and above what they have been under traditional pedagogical model. It seems to me to be distinct that although the general discussion is about the relationships that can be built with students is the focus, relationship-building with parents and colleagues is a theme that has cropped up a few times over the course of the conference.

After this opening, Matt then took some time to speak about the research and indicated that there is a dearth of it that is contextually relevant to us as primary and secondary teachers; that much of the research focuses on tertiary education and that there is a need for a comparative study. I know that there were, at least, three research-based attendees (Marijne Slager being one with whom I connected over the course of the conference), however, the research, at this point in time, is not readily available in the primary space, and you can only extrapolate the findings from studies done at the tertiary-level so far before you begin to lose validity. That said, Clintondale High School in Detroit, USA, experimented with flipping a year group of one hundred and forty students. Academically, the results can be seen in two ways.

This set of data that Matt showed us gives an indication of the academic changes that the school saw in this cohort. You can also read about the changes on the Clintondale High School website:

“We have reduced the failure rate by 33% in English Language Arts, 31% in Mathematics, 22% in Science and 19% in Social Studies in just one semester. In addition, we have seen a dramatic reduction of 66% in our total discipline for our freshman group as well.”

One discussion point that arose from this was that when the teacher is no longer the sole gatekeeper of knowledge and students can access the knowledge any time and anywhere, then students’ target their frustration around learning across multiple sources which removes some emotional and social barriers between the teacher and student, allowing the teacher to work more closely with the student, providing the required assistance.

Matt indicated that quantitative data can be difficult to obtain, but that informal qualitative feedback is relatively easy, and shared some examples of feedback his students had provided:

Matt then spoke about flipping little things, like the spelling test, introducing new writing genres, instructions for projects, explanations of projects and rubrics, handwriting and times tables. This allows students to hear what the word should sound like, which can also benefit students with Non-English speaking Backgrounds (NESB) in developing their English. Flipping allows students to ask questions without the fear of being embarrassed, and if you put structures in place, without needing to wait for the teacher.

Matt reiterated that point that the videos should not be perfect, asking do you need the screencast perfect or by Tuesday? We are not perfect teachers in the classroom, we make mistakes and goof up, and we should be the same on the video as in the classroom. I say that with the caveat that we should fix up any conceptual or factual mistakes may confuse students. Matt also indicated that if you have the Smart Notebook software, then it has inbuilt recording and screencasting functions, which I was not aware of, and that that can be one way of making your videos.

Matt also made the point that this (flipping) is a learning curve, both for you and the students and that open communication should be sought to ensure that any issues are addressed quickly and that your classroom grows comfortable with what is expected, on both sides of the coin, from flipped learning.

Matt’s final point in this session was that the video, as an instructional tool, allows for experiencing the learning in different ways. Some students may watch the video, others may read the textbook, whilst others will work it out collaboratively.

While the majority of the room then moved on to their next session, myself and a few others stayed comfortable in our seats, or stood up and stretched, as we were staying in for Matt’s follow up presentation, around leadership in a K-12 flipped classroom context. Matt opened this up by indicating that he had a range of topics that he could speak to for this presentation, but was aware that it was the afternoon on the last day of the conference and wanted to avoid repeating what we had already heard. To get around this, he crowd-sourced the direction the topic would take by listing out the topics and asking us to vote on the ones we wanted to hear about.

One of the topics that the audience selected was hearing about some research results. It was rather interesting, that the first study Matt spoke about found that students were doing more learning, were not happy about that fact, did not enjoy flipping, but achieved better results.

I found this rather intriguing, as we are often told that higher engagement, often seemingly used as a proxy for enjoyment, leads to improved results, ergo, lower engagement (read lower enjoyment) leads to lower results. I wonder what impact the school culture around learning and mindsets would have on this particular result. It also brings to mind an article that Greg Ashman (@Greg_Ashman) recently published, Motivating students about mathsdiscussing a study which was recently published about the relationship between motivation and achievement in mathematics. Greg’s view, or rather my interpretation of Greg’s view, is that we should not be targeting our learning activities based on what we think will engage them as this is a superficial motivation which will not last under the difficulty of more complex cognitive loads. Greg posits that we should be aiming for learning activities that maximise learning, creating a feeling of mastery, as this internal sense of achievement with concepts will lead to greater engagement with the subject more organically than simple engagement with the concepts.

“Don’t misunderstand me. I am not the fun police. If you can make the learning more interesting without diluting it then go for it. It is even appropriate to take a break from time-to-time just to have some fun with your students. Not a problem. Just remember what you’re here for; to teach a subject.

You are not a clown.”
– Greg Ashman, Student Motivation

Greg Ashman’s view on motivation in science and mathematics. Retrieved from https://gregashman.wordpress.com/2015/07/19/motivation-in-science-and-mathematics/ on 13/11/2015

Matt spoke about four studies (which I erroneously referred to as a meta-study on Twitter. I should have called it a literature review) which he had read, where all the studies showed that the academic achievements were improved across all four, but with contrasting results in students satisfaction. Reading deeper into the studies, the study where students reported lower satisfaction with flipped learning had the ‘extra’ class time used poorly, with no apparent change from traditional pedagogies. This reinforces the critical nature of the use of the class time. You cannot ‘hide’ behind the teacher’s desk and let the students go about their activities, you need to be getting in amongst the students and providing the close support you may not ordinarily be able to offer due to time constraints. If you wish to read further on that, Matt has included the references on his website on this page.

Some students, Matt related, indicated that they liked having an alternate perspective from another teacher (which lends credence to curating in addition to creating your instructional videos) as all teachers have different teaching styles and slightly different ways of explaining things. This allows those students who do grasp a concept from your explanation to view an alternate explanation (which you have, of course, vetted) to gain the conceptual understanding they need.

There are some students who do not like flipped pedagogies, and this may be for a few reasons. They may have experienced bad flipping, where the teacher misused the class time, or they may be more senior students who know and understand the game of school and do not want to change how they go about doing school.

Matt finished by mentioning two adaptive learning systems (ALS) that he has come across; the AITSL Self-Assessment tool and Smart Sparrow. This is something which I thought would become more visible and mainstream in education sooner than it has, but which the 2015 NMC Horizon Report (K-12 Edition) predicts as a mid-term trend.

There was one final session, a conference closing led by Jon and Aaron, where they challenged us to consider what we would do with our learning from the conference over the ensuing five days, five weeks and five months, and to write it down. Within the ensuing week, my plan was to turn my notes into articles, which I did get done, but it has taken longer than five days. Within the ensuing five weeks, I wanted to begin planning for next year, which I have begun doing conceptually. Solid planning will need to wait for another few weeks as I am job-sharing next year and my partner needs to get her reports finished for this year before she can sit down and think about next year. Within the ensuing five months, I wanted to have planned, resourced and flipped my class in one area, and be looking to move on to another area. At this point in time, I am tossing up between mathematics and literacy. I can see great scope for using flipped pedagogies for teaching grammar and spelling, as well as many mathematical concepts.

I want to thank you for reading through this and (hopefully) the other articles in this series.FlipConAus was a fantastic and tiring experience, and it was late on Saturday night (Sunday morning) before I got to sleep as my mind was whizzing with ideas and inspiration to the point where I turned the light on around three in the morning and jotted down the outline for a research project. This process of turning my notes into articles has been useful and reinforced some ideas for next year. I want to thank Jon, Aaron, Val and Margo for their efforts in putting the conference together, as well as St Stephen’s College for opening up their school to all of us for the three days. I greatly valued my time at FlipConAus, and have every intention of attending in November next year, when it will be held at Brighton Secondary College in Adelaide.

If you want to engage in the discussion around flipped learning further, keep an eye on #ausflipchat as well as #flipconaus as both tick over reasonably regularly.

#FlipConAus Review – Day Three Part Two

“Flipping is somewhere between didactic instruction and constructivism”
– Aaron Sams

Welcome back for part two of day three of the FlipConAus review. If you have missed the previous articles, you can find them here:

Jon and Aaron began their second keynote of the conference by saying that we, those in attendance, were all early adopters and that our job was to flip well and be lighthouses for those who would come later, to be examples of what flipping can achieve. I thought this was an interesting way of beginning, as personally, I do not feel like an early adopter, I feel like I am late to the game, so to speak, of flipped learning, given that it has been around since around 2007.

Adopter categories based on innovation characteristic. Retrieved from https://www.ntt-review.jp/archive/ntttechnical.php?contents=ntr200804le1.html 11/11/15

Thinking about it further, though, there is no real timeline defined for what constitutes the movement between the stages of adoption. Statistically speaking, when you overlay the adoption of new technologies, you do still end up with the regular bell-curve, and I certainly would not consider flipping to be mainstream, meaning it has not reached the early or late majority phases (or the laggard phase, for that matter). I also do not think I am an innovator which means that I am an early adopter. Our feeling of where we sit in the adoption bell-curve does not necessarily represent reality, and wherever we sit, we need to be aiming to flip well to show what flipping can do for education.

Jon and Aaron made the point again that flipping is between didactic pedagogy and constructivism, and that the elephant in the room is assessment, with the enormous pressures on teachers and students to ‘perform’ (as though we are all seals at an amusement park balancing beach balls on our noses for treats) well in the standardised testing to which we, students and teachers alike, are subjected through NAPLAN and the HSC, and from what I understand in some states, the School Certificate in Year Ten.

Their advice was to operate within the constraints in which you find yourself; manipulate your assessment as you are able to within your context. Marijne Slager put it slightly differently when she tweeted this:

This is a fair point, as there is a substantial amount of pressure on both teachers and students to perform ‘well,’ whatever that means, and I recall when the NAPLAN results for this year were posted on the staffroom wall that there was much discussion about where we had done well and done poorly. There is much debate about the validity and purpose of standardised testing, particularly NAPLAN (for example, here and here), however for better or worse, it is a significant part of education, and much funding goes into the delivery of the tests, and we as teachers need to negotiate our way through this in the context of implementing flipped learning.

After a brief note about assessment, Jon and Aaron spoke about Bloom’s Taxonomy, reiterating the point that there are so many different shapes (as seen here), that we need to not get hung up on the appearance, but to remember the goal is to engage students in deeper learning and thinking. We also need to remember that just like the SAMR model, Bloom’s Taxonomy is not a ladder to climb. It is a tool to help us consider what kind of learning activity our students are engaging with and there are valid and useful occasions where students should be at the remembering phase just as there are valid and useful times when students should be at the creation phase, and the two occasions are not necessarily mutually exclusive. It should be used contextually, as a guide for designing and thinking about learning activities.

A discussion of some subject-specific ideas for flipping followed this, which I will summarise below.

  • Reading
    • Curriculet and ActivelyLearn are two useful tools for reading that track time spent reading as well as allowing for note-taking and highlighting within texts.
    • This was around the point that flipping does not have to be done via video.

  • History and Social Sciences
    • Tend to be the subject with the longest lectures.
    • Use the what happened as the home learning, and the why as the class learning

  • Mathematics
    • Think about more than just videos and problems.
    • Ripe for project-based learning using real-world issues.
      • My school is having a site rebuild, with construction taking place next year, and I fully intend to utilise the learning opportunities therein in the classroom.

  • Language
    • Lots of opportunities to turn home into the learning and the class into the practice space, with all interactions in the language being studied

The key though is to ensure that content is correct and to remember that you do not need to out-flip, that is, do the flipping at home. In-flipping is perfectly valid, particularly as a starting place. To gain the most benefit for your students learning out of flipping, the aim should be to out-flip, eventually.

Another point is that the discussion around flipping often centers around the videos and the home-learning. We need, however, to talk about the class-time and how we, as teachers, utilise that. There have been teachers who have flipped their classes and then left the students to do the in-class learning on their own, sitting at their desk. This is not flipping well. We need to use the in-class time better, and we can do this in a range of ways, from instituting weekly student-led conferences to talk about how they are are doing in general or in specific areas, whether it be academic or social, to deliver small group tutoring or mentoring, to do more hands-on active learning such as experiments in science or making/tinkering in other learning areas. How you use the time is, of course, up to you, but it needs to be used effectively for flipped learning to be worthwhile.

It was also observed that although there is a tendency to think of flipped learning as being high-tech, it can be done with low-tech tools. Rather than using a complicated Learning Management System to outline what students need to do and where to access the content required, there are some teachers flipping quite successfully who are using a physical workbook as their LMS. They note down what needs to be covered with timeline expectations as a guideline, and then include QR codes for the online content, and each student is given a copy

In conjunction with this, it was also observed that instructions can be flipped successfully, freeing up time in class for the doing and that flipping staff meetings or professional development is also often a very successful way of introducing flipping to staff. I deliver flipped professional development for colleagues quite simply because everyone is time-poor and they can access the learning whenever and wherever they want, and then ask follow-up questions later on as needed.

The Phet was offered up as a useful website to allow students to complete many experiments through simulation, rather than only one or two due to the time required to set up and conduct some experiments. There was a discussion about the benefits of flipping student feedback when marking students learning output.

Flipping also allows greater opportunity for student choice, though it should be relatively structured, and be choice from defined options as many students freeze like the proverbial deer-in-headlights when presented with free choice. I have been doing that with my Stage Three classes as part of our end of unit assessment. We have been learning about the Cornell Note Taking strategy, and as I did not feel like reading a hundred of the same submission, I have had discussions with the classes about the options they have to demonstrate that they understand and can use the strategy. With each class, we discussed the options available to them. Some students have elected to record a video explaining what it is and then demonstrating how to use it, some to use the strategy, and submit their notes about a self-selected topic with annotations, and some to create a Kahoot. We then discussed, in each class group, what success would look like in each of these options, which I then turned into a digital rubric on Google Docs and distributed via Google Class. We also negotiated when it would be due.

Jon and Aaron reminded us of a very important fact that we need to consider when flipping and where we add the value as professionals:

Our value as professionals in the guidance during the more cognitively demanding portions of Bloom’s Taxonomy, and we need to ensure, when we flip, that we do add value to the students learning. so that we do not create the situation where students are overloaded with homework that has no value in the classroom. We should be providing students with opportunities to apply and analyse and create, using real-world contexts that are relevant to the students lives’.

The final point was that the metaphorical train of flipped learning has already left the station and we should not get left behind.

Before we moved off for the afternoon break, Jon and Aaron made an exciting announcement. I had asked Aaron over drinks during Thursday night’s social event whether there were plans to make FlipConAus an annual event, and he confirmed that it was the plan, and a venue for next year was being sought. The announcement made before we moved off to afternoon tea was that the venue had been located and confirmed:

Jeremy LeCornu’s school, Brighton Secondary School would be the site of next year’s conference and by proposing to my wife that she come with me to the conference as she will be able to visit some family she has in Adelaide she has not seen since our wedding while I am at the conference, I already have tacit approval to attend.

Thank you for reading this penultimate article in the FlipConAus review series. Tomorrow’s article will see out the end of the conference with presentations from Matt Burns. As always, thank you for reading, and please leave your thoughts and questions in the comments section.

#FlipConAus Review – Day Three Part One

““If you fail to plan, you are planning to fail!”
– Unknown, attributed to various people.

This article begins the review of the third and final day of the first FlipConAus. It was another big day, and will likely be spread across two or perhaps three articles. If you have missed the previous articles in this review series, please see the links below

My day began with Crystal Caton (@cmcaton) speaking under the title How we flipped and you can too, and her first point was one that I had not heard made up til that point. Planning your flip is critical to its success. There are lots of ways to begin planning and thinking about your flip, but Crystal contended that asking yourself what is your need or purpose for flipping is a useful starting point. Identify why it is that you want to flip, and what you hope to gain from it. Each teacher will have potentially a different rationale for flipping their classroom, but it needs to be explicitly understood as that will drive how you utilise flipped learning. She asked us to think about it, in the session, and to consider why it is that we wanted to flip. Personally, I want to flip so that I am able to spend more time with individual students and build the relationships that will allow me to understand their needs as learners better. I also would like to utilise it to, over the long term, create more time in class for more involved learning tasks that take students deeper.

Crystal acknowledged that there will be lots of barriers, but pointed out that investing some time in identifying these barriers before you flip will allow you to have a range of strategies available to you for overcoming them when they occur. Having a range of strategies available to you will increase the likelihood of sticking with flipped learning as a pedagogical practice,  as there will be less stress involved in overcoming those challenges than without preparation. Crystal also pointed out that many of the challenges in a flipped learning context are also challenges in a regular learning context, and so leaning on those as reasons to not flip make very little sense.

Crystal was also adamant that we need to sell flipped learning to our students as much as to their parents and our colleagues or supervisors. Many students are used to the game of school, and understand how to play it successfully, and changing the game on them mid-way through will create a significant amount of anxiety for some students. Selling it to them; explaining the what, how and why of flipped learning to students prior to implementing it will help to relieve much of that angst. This can be done via flipped pedagogies as well, much as you can sell and explain flipped learning to many parents by flipping the parent-teacher meeting.

Crystal reiterated a point made often during the conference, which is that there are no experts in flipped learning at this point in time, as we are all still learning the craft of flipping and refining our pedagogical practice, however, part of the challenge of implementing flipped learning is determining what successful implementation will look like for you in your context. This is, again, something that will look different for different teachers, and success in your context may well be considered to be a failure in another, however if it means success in your context, then it means success. This is the same as differentiating the success criteria for our students in class.

Crystal’s final point was in regards to forward-planning. She indicated that as part of our planning that we should also consider where we would like to be in one year in regards to our flipping (this is in reference to the flipping journey beginning with Flipping 101 as discussed by John and Aaron in their keynote speech, discussed here). This will allow us to backward map what we need to do to achieve that goal, in relation to professional development, to flipping new or different units of subject areas and in relation to critical reflection.

My next session was in the schools language building, and I saw the sign in my tweet above taped to one of the walls and seeing Sean Bean, in yet One does not simply… meme made me laugh, particularly given the truth behind it (though Google Translate is getting better). My next session was with Jeremy LeCornu (@MrLeCornu, Jeremy’s website) under the heading  My Flipped Classroom.

Jeremy began by speaking about some logistical issues around flipping, pointing out that Technical Support and Digital Learning Coordinator (or similar titled positions) are very different roles, and that if you are not the technical support person, then you are not the technical support person. Jeremy was open that flipping, and building up a bank of flipped resources takes time as you can only film one video at a time, no matter how good your time management of planning skills. One thing which Jeremy showed us which I thought was an excellent idea, is the use of two cameras. Jeremy’s little studio utilised a camera, set up in the regular position to record Jeremy’s face, while he has another, mounted above him pointing straight down, to capture what he is doing / writing in front of him.

The finished product looks like this:

This has lots of benefits, including the ability to show exactly what you are doing, as well as describing it. It also alleviates the issue which faces many flippers which is when you film in front of a whiteboard, you are then facing away from the camera (there is another solution to this, which I will discuss later*). This takes a little bit of planning in setting up, and is best done once, and then in-situ.

One obstacle which many teachers face is students ability to access their videos, as most students are unable to access YouTube and most other video-hosting sites due to internet filters at schools, whether private or public. One way of getting around this is to utilise the school server to store videos which then enables students to save the videos they need for that night to a USB if they do not have internet access at home. This also works if your school 1:1 program is laptops rather than tablets (or your tablets have USB ports).

Part of teaching students to engage with flipped learning is teaching them to write down their questions about the explanation. The explanation does not change simply by clicking pause or rewind, and those students who are unable to understand the concept or skill after re-watching the video will need further assistance. Teaching them to write down their questions allows you to identify exactly where the students need support, and provide it to them. This is where flipped learning is beneficial in that while other students are moving on and do not need your assistance, you can give the one to one or small group help that is required, without holding up other students.

Jeremy also discussed the negative connotations surrounding homework, generating a discussion around renaming it as home learning. While for some this will seem like a superficial exercise in semantics, through education of parents and students, it will, in fact, change the conception of the process now known as homework.

Jeremy next showed us VersoApp, a tool that he utilises in class for discussions. Students post comments, questions or replies, which to them, are all anonymous, protecting those who are too shy to verbalise in a traditional class discussion. In teacher view, however, all the names are shown which allows the teacher to stay on top of inappropriate postings.

We, as an audience, utilised Verso to respond to a question, generating the conversation about how Verso functioned and could be utlilised in class. Jeremy then led a discussion about why creating your own videos is a better option than curating others’ videos and made the point that you should be, as much as possible, the same on camera as you are in the classroom. He made an observation that many teachers tend to become rigid and staid in their delivery when on camera, even if that is not their teaching personality in the classroom. Being the same on video is an important part of building the relationships with our students.

Both Crystal’s and Jeremy’s sessions were very well delivered, and also well attended. I really appreciated the observations that both Crystal and Jeremy made and some of the tools and ideas they presented to help flip a classroom. Thank you for reading and if you have any follow-up questions or comments, please leave them in the comments section. Tomorrow, I will explore Jon and Aaron’s second keynote speech and begin to wrap up the conference.

*Another alternative is the lightboard. For examples of what this looks like and how to make one, watch this video, this video or this video. Joel Speranza has made one since FlipConAus, and I thought he had posted a video showing how he made it, but I cannot find where it is.

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#FlipConAus Review: Day Two Part Three

“Students can probably get information quicker than I can give it to them”
-Warren McMahon

Welcome back for a special Saturday edition of the blog, today I am continuing my review of day two of FlipConAus. If you have missed the previous articles in this series, they can be found below.

In the previous article, I explored the Primary Panel discussion session. After the panel discussion, I headed off to listen to Warren McMahon speak under the title Flipping – Can I really do it? After having everyone introduce themselves, Warren’s first point was that flipping works in different ways for different people according to their specific context. What works for one teacher in one subject area will not necessarily work for another teacher of the same grade level in the same subject area as the specific context will be different.

Part of the conversation was around the support for flipped learning that can be found within AITSL, within the Illustrations of Practice as part of the Highly Accomplished Teacher and that it is a recognised pedagogical approach by those charged with certifying teachers in Australia. One of the biggest benefits, in my view, of flipped learning, and it has come up in previous articles in this series, is the improved relationships with students that result, if the teacher puts in the effort to utilise the extra class time. Lisa Pluis, in the AITSL video, discusses that in her chemistry lessons she is able to provide more assistance to her students in tutorial-style lessons rather than the lecture style which she had been employing. What she does not explicitly discuss as a result of this, is the deeper relationships  that would result from increased time side-by-side with students helping them learn.

Warren reminded us that our students are flipping their learning without us. It is now quite natural for many students to go to YouTube to learn how to do something in a non-school context, and we should embrace this. It must be acknowledged that being a digital native does not necessarily equate to being digitally savvy, as has been pointed out here, here and here, as well as some research. This has strong implications for the classroom, where it cannot be assumed that any student is digitally savvy, and that time needs to be invested in teaching students how to get the most out of their technology.

It was also pointed out that we need to set the expectation that students are responsible for their own learning. As Antonio Porchia has been quoted as saying “I know what I have given you…I do not know what you have received,” or to use the vernacular, you can lead a horse to water, but you cannot make it drink. Some teachers have labelled flipped learning as a failure when students do not engage with the home learning and they have simply delivered it traditionally in the classroom to get them up to speed. The onus needs to be put on the student to engage with their learning and there are a range of ways of dealing with this issue, as I wrote about yesterday, but student accountability is key. Further to this, educating parents about flipped learning is also key. Before flipping the class, educate the parents what it is, and why you are doing it so that you do not get an angry phone call fro ma parent asking “why aren’t you teaching John’s class anymore?”

Warren was also adamant that you cannot be the technical support person for a teacher who is interested in flipping. You are a teacher, not a technical support person. This will be much harder in those schools which do not have a technical support staff, where, if you know anything more advanced than how to turn a computer on, you seem to become the technical support team by default, but this may be an area where flipped professional development can be useful. This is (partly) why I have been delivering Flipped Teacher Professional Learning to colleagues, to alleviate the time required to find a suitable time with those teachers wishing to engage with the technology individually.

Warren’s final point is an important one; we need to define what success will look like for us before we begin. Consider this as an action research project, and determine what a successful flipped classroom will look like for your students, prior to implementing flipped learning. Doing this, along with determining barrier to implementation and how to overcome them, will increase the chances of flipped learning being successful.

Katie Jackson was leading the next session on my agenda, How to run a maths flipped classroom. Katie spoke about some of the great reasons she saw for flipping, which were echoes of Jon Bergmann and Aaron Sams, in that there were always students away for various things, and that flipping allowed those students to keep up with the learning. Katie provided some good advice, I thought, when she commented that it is still useful to prepare your lesson plan as per normal. Katie said she uses this as her script for her videos to ensure that the video is focused on the learning goal.

Katie also made the point that not only is it important to teach students how to engage with the videos, but it is equally important to teach them how to take notes, or to ask questions when implementing flipped learning. Katie was also adamant that there needs to be more than drill and skill, that learning in the classroom time needs to be authentic and deeper to make best use of the flipped model, and that where possible, learning should be made visible, which can be done, for example, by using liquid chalk and allowing students to show their learning by writing on the windows. At this point, Katie indicated that she uses MyEdApp, and handed over to Rowan and Yohan from MyEd and they walked the audience through how to use the site. I have written about myEd in the past, and I still believe it to be a fantastically useful tool to use in conjunction with flipped learning.

Katie’s session was the last one for the day that was structured. The final time slot for the day was devoted to subject-specific networking. This was to be self-driven by the participants, and in the primary cohort, at least, there was some excellent discussion and networking, and I was able to catch up with a few educators that I have interacted with on Twitter for some time, but not actually met in person, which was great.

I am unlikely to get an article out tomorrow due to prior commitments. If that is the case, the review of day three at FlipConAus will begin on Wednesday. Until then, thank you for reading, and please, leave your questions and comments below.

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