In this episode of Flipped Teacher Professional Learning, I show a very easy to use but useful function for Google Drive that I call Multi Visibility (If it has an actual name, please let me know) that allows you to have a single copy of a document visible in multiple folders. The reason this is so useful as a function is that changes you make to the file are reflected across all versions.
Don’t fear failure so much that you refuse to try new things. The saddest summary of a life contains three descriptions: could have, might have, and should have.
– Attributed to Louis E. Boone
For Government schools in NSW, this week is the final week of Term Two, a time when many fun things occur. For my school, it is also the week of the Year Six Canberra excursion. As my regular readers would be aware, I am teaching a combined Year Five and Six class this year, however, I am unable to attend the Canberra excursion. During the July school holidays, I am in Canberra for a week to attend Kanga Cup, an international youth football tournament, where I live in at the Kanga Cup Youth Referee Academy as one of the Referee Coaches and Mentors to the thirty-eight referees chosen for intense development and training.
Unfortunately, If I was to attend the Year Six Canberra excursion I would be away from Monday to Thursday of this week, and then be leaving to go back to Canberra on Saturday morning, not returning til the following the Saturday, which is not really fair on my thirty-week pregnant wife. So I was one of two teachers staying behind to teach the seventy Year Five students for the week. Our Assistant Principal asked what we had planned and I pitched an idea that sounded great in my head, but that I was unsure about its practicality.
Regular readers will likely have noticed that I am something of a geek and a nerd, and some years ago I stumbled across an incredible project called Star Wars Uncut. The core idea is that the team behind the project cut Star Wars into fifteen-second clips and crowd-sourced the remake of each clip. Individuals could recreate the clip they had chosen in any way they wanted. StarWarsUncut.com won a 2010 Primetime Emmy for Outstanding Creative Achievement In Interactive Media – Fiction and has since gone on to recreate The Empire Strikes Back in the same format, though there is no word on when they will open work on The Return of the Jedi. If you enjoy Star Wars, it is fun to watch and demonstrates a variety of creative approaches to various scenes and special effects.
This was the basic premise of the idea. Clearly, we would never be able to achieve a full-length film, and so after chatting with the Year Five students last week, I sourced an episode of SpongeBob Squarepants to use, which was just over eleven minutes long and, after slicing off the opening introduction and closing credits (I wanted to keep those intact), on Monday morning we introduced the concept to Year Five. I explained the concept to them, using a selected portion from Star Wars Uncut (the opening sequence showing the chase between the Devastator and the Tantive IV and the subsequent boarding and routing of the rebel troops on the Tantive IV by the Stormtroopers) to demonstrate what it could look like. I showed them the same sequence from the Star Wars Uncut film. We discussed techniques that had been used, the fact that the uncut version was not exactly the same for a variety of reasons (different non-Star Wars figurines had been used to help recreate the various scenes, the imperfection of the various individual clips, costumes of varying detail and complexity etc).
Students were then put into groups, with the regular classroom groupings being deliberately split up in order to provide students an opportunity to work and learn with different members of their cohort.This worked fantastically well for us, with most groups working very well together, and many new friends being made. We introduced the concept of storyboarding and provided some flipped learning content for how to construct and use a storyboard as well as some different techniques for filming (such as stop-motion and re-dubbing dialogue) and things to consider when using iPads to film (such as the quality of audio recording, particularly dialogue).
The result was fantastic. The students were incredibly engaged, focused, and were able to express their thinking as to how they solved the various challenges they came across in recreating various scenes, particularly those which would require special effects if filmed as a live-action clip. I am in the process of writing a formal unit of work for it and making the links to the curriculum explicit, but I will make it freely available once I have done so. The students loved seeing the final product come together and showed a great sense of camaraderie and appreciation for how others had contributed to the final product.
Olivia explicitly said that it had been a slow and deliberate process over an eight-year period that was strongly influenced by Seymour Papert and engaged parents and students through a series of forums.The school chose iPads for pragmatism and after demonstrating they were in a position to make appropriate use the technology, earned a grant under the Digital Education Revolution, and soon discovered that though they had sufficient wireless coverage, their wireless capacity needed substantial work (see here for a rough explanation of the difference between coverage and capacity), with up to one thousand devices online at any one point in time.
We heard that the school was using a combination of Citrix Xen, Verso and Showbie to support their learning management systems and that they have, across the staff, won a number of awards for the innovative approaches being tried, which has been guided, partially by the SAMR model, but largely by the TPCK model. Olivia also spoke about the use of challenge-based learning as an important component of the pedagogical approach in the school. It is not, Olivia made clear, the be all and end all, but it does play a significant role.
Olivia then spoke, in passing, about the use of flipped learning as having played a significant role in the reforms at their school. If you are not familiar with flipped learning, you will find this article useful as a starting point to understand flipped learning. Formative assessment is now conducted using Kahoot and Socrative, with overall assessment philosophy guided by Dylan Williams’ research on assessment. A number of teachers also record their feedback on students learning output to provide more detailed and contextual feedback to students, which has seen positive reactions from students and parents. Whilst the challenges that can occur in a room with technology do still occur, the focus is on the pedagogy and the why of its use.
The school also focuses on character education and providing a large variety of opportunities for students to share their learning in non-traditional ways, which has the flow-on of creating a situation where the students are active participants in their learning, producing as much as they consume, and this is driven by a questioning of the purpose of education (again, this seems to be a pattern!) and why the model of information dumping is still followed when there are so many other options.
There was some interesting information in Olivia’s presentation, and I can only assume that others in the audience gleaned a lot from it. I did enjoy hearing about a story I knew from an alternate perspective, however, I feel like Olivia went for breadth, rather than depth. I would have liked to hear more about the challenges faced in the early days of implementing the reforms; how were parents brought on board? Students? How did the senior teachers react and cope with the changes? How did she gain staff buy-in Olivia mentioned that technology pitfalls still occur, but made no mention of any strategies used to circumvent these in a technology-heavy school. I had hoped to hear more about the challenges faced from the perspective of a Principal, as opposed to what I have heard from the perspective of a teacher (Jeremy LeCornu).
I am looking forward to attending FlipConAus16, which Olivia and Brighton Secondary School are hosting, and learning more about the journey taken whilst I am there. I would like to hear feedback and thoughts on Olivia’s presentation from others who were in the session and did not already know about the changes that have occurred in Brighton Secondary School.
In this episode of Flipped Teacher Professional Learning, I go through eight ways in which to use Twitter as a tool for Teaching and Learning. Some of these may not be appropriate to use in your specific context, but the majority would be achievable in most classrooms. I do think we underestimate our students sometimes.
This Flipped Teacher Professional Learning video shows you how you can utilise a program called Storify to capture and archive for later access and reference, posts from social media, particularly Twitter. Using Twitter as a form of notetaking, Storify then serves as the way in which the notes are collated into a single accessible source.