For anyone out there who's had success with this model:
What content from our subject is most suitable for the flip?
Interested. Not sure where to begin . . .
Jason, I've been waiting to chime in until after attending the Flipped Conference in Chicago. I've flipped only a few lessons, so I do not have any answers but want to contribute to the dialogue and hope that others will chime in.
I heard a few times at the conference that "English is already flipped" (stated by math/science teachers and even a student in a panel discussion). Yes, English teachers assign reading and then in class lead students to discuss the reading, interact with it, produce something. And maybe the flipped mastery model does not apply to our discipline as readily as it does to math or science, but I don't entirely agree with English is not flippable as other disciplines. And here's why:
The subtext of many sessions--and even explicitly stated during some of the keynote sessions--was that the flipped approach is not merely an issue of reordering lecture and homework; it's about freeing up class time for the kinds of thinking and activities that we otherwise don't currently get the time for -- particularly learner-centered, inquiry-based, project-based types of activities.
So, back to your question: what content or skills can we flip that 1) is flippable, and 2) is required in the curriculum and/or is necessary for the kinds of learning that we want to make time for?
I'm also new to flipping, but it seems to me that it would be good to start with basic information that you don't want to spend discussion/work time on.
For lit or informational reading, it might be building prior knowledge before starting a reading assignment/project. Have students do research on author, topic, theme, historical context, vocabulary, etc. The info can be shared and discussed during class time. Everyone starts out their reading in the same place. This may not be 100% true to flipping, but it is student centered and student directed. It doesn't require you to spoon feed necessary info to students. Other content that might be flippable for reading would be characteristics of a particular genre or form - sonnets for example. Then class time can be used to discuss the charateristics of a sonnet that are present in a particular poem and how the very defined structure of a sonnet guided the poet's presentation of ideas and word choice. It might be interesting to look at some classical and modern sonnets to discover if poets from different time periods used the structure differently and if so, why.
For writing, flippable content might be topics dealing with writing conventions, sentence structure, transition, fluency, word choice, etc. If you use a writing workshop format, the "homework" would be the mini-lesson that you normally present at the beginning of class period. That allows students class time to work with you and each other to try out new ideas, strategies, and structures and reflect on their effectiveness.
I'm sure there are lots of other things that can be flipped, but this is what came off the top of my head!
I've wondered the exact same thing! I thought after seeing Khan Academy awhile back that the easiest place for the secondary English class to flip would be in grammar. I know some students "get it" right away and could watch the video once, while others that struggle can replay sections until they get it. Then, students come into class and contextualize their grammar knowledge in written pieces to show their understanding.
For example, after video on simple, compound, complex sentences could lead into a class write about sentence fluency and varying sentence length for effect.
I have heard some English teachers talk about just making a video during reading a novel where a teacher can share his/her own thoughts on the novel or key points for students to pay attention to as well.
Since the flip is to allow for more critical thinking and project-based learning in class, what is does this classroom component look like when students are studying grammar through video lessons?
I found when I started that background knowledge is a great place to start. There are lots of video clips already out there that would be helpful to show for a novel or an author. I just started flipping myself, so this has been good for me.
Since I've heard that it takes a while to retrain students when first flipping, I'm curious whether occasional flipped lessons for background info and some of those lectures/instruction on writing and grammar while be frequent enough to get students to change their MO.
I think for me, "flipped" will be one dimension of a larger change of how students and I operate as I adapt lessons and activities in general to a 1:1 setting.
It might be helpful to change your definition of what "flipped" means. Here's something I wrote on the subject...
I'd love it if English teachers would go beyond flipping the "obvious" linear subjects like grammar or vocabulary, because the cool thing about English is that it's about teaching process, rather than just content. We've got some videos about it on our YouTube channel: http://www.youtube.com/user/ThomassonMorrisInstr?feature=mhee
I was 1:1 the second semester of last year as well, and I think the first thing is making a choice about the learning management system you use - Moodle, Edmodo, etc. Then figure out how to get your students used to that. If you plan to give homework every night, it doesn't always have to be video, but they should get used to looking in the same place for their homework each night. If the routine is in place, the content of the HW doesn't need to be constant.
Cheryl: After reading your article, everything just spiraled into a whirlwind of online experiences for me! I spent hours watching videos referenced in your post, which led to watching more videos and visiting more sites and so on, and so on! I appreciate your willingness to help others--even those of us who are close to retirement. I am excited to start the "flipping" process in my high school English classes this fall and look forward to joining some of the live chats.
I'm so glad it's been helpful! Please let me know if there's anything else I can do to help!
My beginning (and maybe the shape of my flipped class). I've been giving my regular Sophs & regular Seniors a menu. The menu contains the CC standards, the required readings, the overall focus, the Essential question, the writing & presentation guidelines & their assignment options. I've been posting any handouts, vids, etc that we do as a class to teach the concept, terms or whatever is needed. (This year the kiddos seem particularly needy). I know that a flipped class does not look the same across disciplines and levels or even teachers, but I feel like I'm on a real learning curve as much as the kiddos. I'm an experienced IB and AP teacher which are flipped already, but getting the regular kiddos into it, that is definitely a challenge.
Please reply with comments, suggestions, ...
I am new to flipping as well but I am finding edmodo to be VERY helpful. I am using it for various things:
1. I took notes and discussion points that students submitted online and creating student-based powerpoints that I converted into a podcast. Then I upload them into a folder on the topic.
2. I have dropped links to the SAT question of the day that I give the students as a warmup. I announce which one I will be giving ahead of time so they can go and look it up.
3. I have uploaded pdf of vocabulary and then loaded a comprehension check. No more time spent going over and over the answers. I am not positive how effective it is but I can have the kids redo the quizzes until the get it.
4. I have also posted links to youtube video of Caesar to help students with the reading and I have quizzes online that they can work on to test their knowledge. The test is tomorrow and they can go back and review as much as they want----no wasted time boring kids in class who don't need the review.
I am still working on some of the practical aspects of this such as kids who don't or won't use the internet or smartphones.