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David Goodrich

Not Just Flipped | edtechdigest.com - 3 views

edtechdigest.wordpress.com/...not-just-flipped

blog

shared by David Goodrich on 29 Jan 14 - No Cached
  • I implemented a basic version of Flipped Learning during the Spring, one in which I created instructional videos and uploaded them to my Flipped History Videos YouTube Channel.
  • Now, I have more opportunities to listen to what the students want and need, and I can provide it for them.
  • Despite some advantages to this approach, many students continued to fall behind while others were learning the content on a superficial level.
  • ...7 more annotations...
  • Flipped Mastery (Flipped Learning combined with mastery learning), an approach that requires students to move through content at their own pace and demonstrate an understanding of the content or skill before moving on. I provided the materials, tools and support, while the students set goals and managed their own time.
  • The individualization and ability to work at their own pace gave students responsibility and ownership of their learning, which was not previously afforded in a traditional educational setting.
  • To augment the new learning model, I utilized a learning platform that encouraged collaboration and communication inside and outside of the classroom.
  • I connected with the team at EDUonGo after reading about their learning platform on the Flipped Learning Ning and was interested in incorporating it in my classroom
  • The incorporation of interactive videos, apps and embedded Google docs enhanced collaboration and increased students’ ownership of their learning.
  • 83 percent of students reported that their learning was more active and experiential, and 76 percent stated that they had more autonomy in how they demonstrated their learning of key skills and concepts (Click Here for the Complete Study).
  • it’s not just about a video at home and homework at school.
  • David Goodrich on 29 Jan 14
     
    - I liked what this teacher says about his approach to flipped teaching. I thought it was going to be same ol' same ol' but he offered up some good insights as to why just doing the video thing wasn't going to work. Not necessarily blog worthy, but thought I'd pass it along. - Jeff - I like how this discusses the trial and error of his approach. That it is something that he worked at for awhile and continues to evolve. -dave I love that he even has qualitative data in a case study to share. Let's get this guy to Michigan!
jjgerlach

TEDxEastsidePrep - Dr. Tae - Can Skateboarding Save Our Schools? - YouTube - 0 views

www.youtube.com/watch

jeff work in progress stories customized learning personalized learning

shared by jjgerlach on 03 Feb 14 - No Cached
  • jjgerlach on 03 Feb 14
jjgerlach

The biggest lesson from the flipped classroom may not be about math - Casting Out Nines... - 1 views

chronicle.com/...lassroom-may-not-be-about-math

stories work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • The brain is an excellent tool for processing information but a terrible one for storing information.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      I wonder what Willingham would say about this comment?
  • As a result, the #1 negative comment about the class so far from student is having to “remember several different websites” for their work – which in fact is not the case, as there’s one website that puts all the resources and assignments within three clicks of each other. But in their minds, it’s not one project but half a dozen disconnected tasks. So one of the things that the calculus course has been about this semester is how to manage complex information – not only in mathematics but in life.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      This screams digital literacy to me. Reading across multiple domains as a cohesive whole is not an innate ability. Even at the college level this is not something that is built into everyone. I feel that the instructor has the responsibility to scaffold this kind of work-flow. Do your best to make all of these "disconnected tasks" in different domains, appear as one. And when you do test students to venture into domains that look different or unfamiliar... prepare them for it. Assuming that all students come in with prior skills is foolish, and I'm glad that he's realized it. But the way he talks about it makes it seem as if it's the students' issue, not his. This doesn't bode well for accessibility.
  • some students have legitimate pathological issues with keeping up with information. For example, if there is a student somewhere on the autism spectrum, following directions can be a serious issue. But at the same time, the flipped class puts that student in control of the stream of information for the class, so there is an interesting and complicated tradeoff that takes place with students having some form of learning disability in the flipped classroom.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      "Keeping Up" seems like a one pace fits all statement. In a personalized environment, students have more control over pace than this. Has he considered the possibility that students some students are not procrastinating; but instead are struggling or revisiting or diving into more detail than his envisioned student might? Do stern directions make sense in a blended environment, or do guidelines and suggestions fit better? Might be a semantic argument. Do students really have multiple representations of the information to interact with or is it all video lecture/tutorial? I keep re-reading this section, trying to understand what he's trying to say about students with learning disabilities in the flipped classroom. Especially the autism spectrum comment. Through personal experience, it is impossible to predict the path that any student will take in an online environment regardless of learning disability. Anyone have any thoughts on what he is trying to communicate?
David Goodrich

How one school turned homework on its head with 'flipped' instruction | PBS NewsHour - 1 views

www.pbs.org/...ipped-classroom-look-like.html

stories

shared by David Goodrich on 29 Jan 14 - No Cached
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  • David Goodrich on 30 Jan 14
     
    Jeff mentioned that it would be really nice to do a visit of these schools and dig into the ways they are personalizing/customizing the learning for the purpose of learner engagement and achievement. It sounds like a good idea to me.
  • David Goodrich on 30 Jan 14
  • jjgerlach on 30 Jan 14
     
    Per conversation with Dave and Jamie this morning, I'm skeptical if these "flipped" classes/schools are truly blended in a personal/customized way. If you just flip where homework is done and everybody stays in lock step, it might better serve the kids that they get more 1:1 help in class, but are they truly personalizing the experience for kids with regards to multiple representations and control of time/place/scope of learning? Simply shifting lectures to videos doesn't seem customized to me.
  • jjgerlach on 30 Jan 14
     
    To follow up, I'd like to visit these kinds of situations to witness what the f2f environment "looks" and tap students brains a bit to see how it's working for them.
  • David Goodrich on 03 Feb 14
jjgerlach

Grade Extinction: a case for disassociating learning achievement with numbers/letters |... - 1 views

starrsackstein.com/...chievement-with-numbersletters

stories customized work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • Justice is an ideal that creates conflict within me when it comes to setting deadlines and accepting late work – a mixed bag of values contradicting each other. Student A works hard, meets deadlines and standards – deserves, wait no, strike that, earns an A. (An arbitrary letter I assign that means something different, and probably does, everywhere else.) Student B, completely capable, doesn’t like to play the game turns in an extraordinary paper, two weeks late, doesn’t follow all of the directions, but clearly gets the concept and exhibits tremendous chops in the skills department. What does this child “deserve”?
  • jjgerlach on 29 Jan 14
  • David Goodrich on 30 Jan 14
     
    Gave you some comments on this just now. Good stuff, bro. Keep it up.
jjgerlach

Digital Learning should be Personalized Learning | Classroom Aid - 0 views

classroom-aid.com/...hould-be-personalized-learning

personalized learning stories jeff

shared by jjgerlach on 10 Feb 14 - No Cached
  • The teacher’s role is changing from a one-to-many distributor of content (lecturing), to a facilitator of one-to-many personalized and blended learning environments, and reinforcement over time to create individual mastery.
jjgerlach

What Personalized Learning Really Means For Modern Teachers - Edudemic - 0 views

www.edudemic.com/onalized-learning-for-teachers

stories jeff personalized learning

shared by jjgerlach on 10 Feb 14 - No Cached
  • Setting goals for each student is a critical piece of Personalized Learning programming, as is measuring achievement and skills against those goals. It merely provides an individualized route for each student to reach the same set of goals set by the teacher and standardized test score requirements.
jjgerlach

Do Grades As Incentives Work? | Psychology Today - 0 views

www.psychologytoday.com/...do-grades-incentives-work

jeff stories

shared by jjgerlach on 17 Feb 14 - No Cached
  • One danger is that grade-focused teaching corrodes the very meaning of learning. The purpose of learning becomes merely the achievement of grades. Not the mastery of the material. Not finding innovative and imaginative solutions to tough problems. Not joining with fellow students to run with an idea and see how much each can learn from the others. It becomes instead what former Harvard dean Harry Lewis calls "an empty game of score maximization." It makes the work seem pointless.
  • A student out to maximize her grade point average is tempted to choose the easiest courses, those with the least challenge and work, or those with the "easy-grader" professors.
  • The students in the bottom half of the class--students whose learning we want to encourage--know that the odds of high grades and high rankings are stacked against them. If we corrupt students' souls by convincing them that the main motive for learning are high grades and honors, we end up de-motivating, and de-moralizing, those students who have little chance for the top rankings.
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  • Students have grown up in a system that has taught them to work for grades. Most teachers are still using grades to incentivize students. The university's culture, ranking system, and credentialing depends on grades. This all creates extraordinary pressure on students. Even if they are ones who already know they thrive on their excitement and passion about the material and the skill and enthusiasm of a good teacher, when the time crunch comes, the pressure to put the time into the graded class is difficult to resist.
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