1) What is "the reverse classroom?"
- The flipped classroom manifest
- The flipped classroom network: A professional learning community for teachers using vodcasting in the classroom
- Vodcasting and Flipped Classroom Network: University of Northern Colorado
- Why Flipped Classrooms are Here to Stay - Education Week
2) One example of "the reverse classroom."
A list of things to talk thru: input/modeling via video, delivery of the video via various methods, creating the video, notes, manipulating the video, checking for understanding, problem-solving in class, communicating with students
screencast-o-matic
snapkast
iShowU
free screen recorder
video capture via a a document camera example
avs video converter software
super media converter
play everything with vlc
at LSHS: http://www.southchemistry.com
gmail
3) Does "the reverse classroom" improve student learning? One study.
A list of things to talk thru: class section setup, baseline data, what experienced before, which section taught which way, check-for-understanding, summative assessments, quantitative results, qualitative results, conclusion, issues with the study.
Setup:
Three Class Sections. Two videocast. One regular. Everything the same as possible. One unit on atomic structure and periodicity. Chapters 6-7 of Brown-LeMay-Bursten 10th Edition Chemistry: The Central Science.
All three sections had experienced both lecture-based and reverse-classroom instructional units before the study.
Section 1: Traiditional
Sections 2+3: Reverse Classroom
Baseline data:
Quantitative Results:
Statistical Analysis Multiple Choice
1 vs 2:
23.38 and 22.63 respectively out of 34 points possible. After performing a two
sample t-test, the obtained p-value of .556
1 vs 3:
23.38 and 22.13 respectively out of 34 points possible. After performing a two
sample t-test, the obtained p-value of .356 shows minimal evidence of a difference
between the two methods.
Statistical Analysis Free Response
1 vs 2:
The students in section 1 class received in class lectures and out of class homework.
The section 2 students were assigned out of class videocasts and had in-class
homework time. The average scores on a free response assessment were 5.76 and
5.69 respectively out of 8 points possible. After running a two sample t-test, the
obtained p-value of .8796 gives no evidence of differentiation between the two
methods.
1 vs 3:
The students in the section 1 class received in class lectures and out of class
homework. The section 3 students were assigned out of class videocasts and had inclass
homework time. The average scores on a free response assessment were 5.76
and 4.84 respectively out of 8 points possible. After running a two sample t-test, the
obtained p-value of .0469 shows significant evidence of differentiation between the
two methods.
Overall, not a monumental statistical difference.
Qualitative Results:
Question 1: “How many practice (homework) problems and/or videocasts…” did
each student attempt.
Section 1 indicated that 75% of survey respondents completed 80% of the outside
of class homework problems (from the back of chapters 6 and 7).
Section 2 indicated that 65% of the students completed at least 80% of the “watch
the videocasts and take notes” homework assignments outside of class time.
Section 3 indicated that 47% of the students completed at least 80% of the “watch
the videocasts and take notes” homework assignments outside of class time.
Question 4 was quite biased. Choose a method of learning “…you believe helps you more effectively learn: videocasted
lectures…or…live lectures inside of class time.”
Nearly 90% of Section 1 (the section that experienced live lectures in class, but had experienced videocasted lectures in other units) students indicated that they learned better via the videocasted lectures rather than live in-the-classroom lectures. Reasons for this choice included, “because you can go back and re-watch the lecture if you miss something…, …because its easier to focus and concentrate…because while doing [end of the chapter] problems in-class you can get help.”
Seventy-three percent of Section 2 students indicated that they learned better via the videocasted lectures rather than live in-the-classroom lectures. This class was assigned videocasted lectures during the 10-day unit. Interestingly, 5 (out of 34) students commented that, “…live [in-the-classroom] lecture is easier to learn from because you just listen to it.”
Sixty-two percent of Section 3 students indicated that they learned better via the videocasted lectures rather than live in-the-classroom lectures. There was little comment or explanation as to why nearly 40% of students chose “…live [in-the classroom] lecture” over the videocast. This section had only a 47% homework completion rate and scored the lowest on the summative assessments. Perhaps this section of students simply did not like any type of “work” outside of the physical classroom.
Question 9: “explain which way of learning, you believe, helps you learn better [videocasted vs live lectures],” 83% of all students from all sections chose videocasted lectures over live in-the-classroom lectures.
Question 6 asked students from sections 2 and 3 how they accessed the video media. Forty-four percent obtained the videos via a removable media drive (e.g., “flash drive”), while 31% of students simply “streamed” the videos from the class web site. A few students used another device (e.g., iPod, etc) and some students used multiple methods mentioned above.
Interesting student comments:
“…I simply copied someone else’s videocast notes so I did not have to watch the videos.”
“…I simply skipped through most of the video [playing it at a fast speed] so I could get the notes.”
“…I watched some of the videocast and then copied notes from someone else to complete my noteguide.”
Two students from section 1 (the live in-class lecture section) said they watched “…a few of the videocasts even though we were not assigned to watch them.”
“It’s difficult lecturing during class because of short hours, distractions, etc. With
videocasts I feel I get all the information, and I can replay stuff I don’t understand.”-
section 1
“The lectures are too fast with limited information. I can pause, rewind and replay
the [videocasts]”- section 1
“I can learn on my own and am able to pause to attempt to understand. I tune out
during class.”-section 2
“Doing problems in class allows me to ask questions that I wouldn’t end up asking if
I wasn’t in the midst of doing them.”-section 3
“By actually doing the problems at home I was able to spend time on them and not
be disturbed by my peers in class”- section 1
“Videocasts tend to be boring… Live lectures keep me engaged and I can remember
it better.”-section 2
“I like to ask questions (during lecture) to clarify what I am learning.”-section 2
“It ‘s easier to do homework at home because there are less distractions.” –section 3
Discussion:
....difference in means between the groups... depends on how many students in the video group actually watch the videos. This can be very difficult to determine from a research standpoint.
....[appears to ] support the idea that the method of teaching does not make a large difference: success depends on students completing assigned work independent of the “type of work.”
Conclusion:
If the definition of learning is “scoring well on summative examinations,” it seems reasonable to conclude that high school chemistry students learn “just as well” with videocasted lectures as they do with live, in-class, lectures.
Further study is necessary:
-real classroom
-cannot control time
-real students
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Some links.
Recent researchhttp://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/
actual paper -
http://theflippedclassroom.files.wordpress.com/2012/04/johnson-renner-2012.pdf
Great tech sites and ideas
http://lesliefisher.com/index.php?/presenting/presentation-handouts/
ISD 287 Online Leadership Network discussion notes and links and presentation stuff BYOD, etc.
https://docs.google.com/document/d/12rb0Kw89UfyEofcIijGpfaWrDST2ZNtUjGuaq86169I/edit
ISD 287 Moodle Courses
http://courses.district287.org/
Khan Academy Stuff
1) TED video - Salman Khan
http://www.ted.com/talks/lang/en/salman_khan_let_s_use_video_to_reinvent_education.html
2) Where the videos are - YouTube of course :-) - or here:
http://www.khanacademy.org/
3) Some very interesting discussion - is this effective?
http://fnoschese.wordpress.com/2011/03/17/khan-academy-and-the-effectiveness-of-science-videos/
Jason Just - Lakeville South High School, ISD 194
[email protected]