Wow! So much to think about! Where to begin? Can I even make a video? Can I start flipping in the middle of the semester or should I start at the beginning of a semester? How will students react to the videos? Can I make videos fast enough to keep pace with the curriculum?
I learned about flipping in the middle of second semester and had to decide if I could flip my class the following year. I knew that I needed to be consistent in having videos ready to assign as homework if I wanted my students to become accustomed to watching the assigned videos. I started by making videos for lessons I was currently teaching since the topics were fresh in my mind. At the same time, I continued lecturing as usual in my classes that semester.
I made most of the videos for second semester before the end of that year. The week before final exams, my students watched these videos during class in the school’s computer lab as part of their review. It worked well for students to pause the videos and rewind as necessary. Students had favorable responses to the videos. Some even continued watching videos at home as they reviewed for the final exam.
The favorable reactions I received gave me confidence and over summer break I recorded most of the lessons for first semester. I still had a few lessons later in first semester to record after the new school year began. I admit that I much preferred having videos ready to go well in advance. While it might work for some teachers, I do not like the stress involved with “just in time flipping”.
By having my videos prepared ahead of time, each week I could focus on planning the classroom activities for that week’s upcoming lessons. I’ll talk more about planning the classroom activities in another post.
My first introduction to the flipped classroom was at a workshop that was led by a middle school Social Studies teacher. I understood the concept and saw the benefits of flipping. However, I could not relate the Social Studies teacher’s method to my Algebra class.
He would search the History Channel for a video about a topic such as the Roman Empire and provide a link for his students to watch the video at home as homework. Then the students would have a discussion about the video the next day in class.
There are probably many appropriate videos on the History Channel relevant to the curriculum in a Social Studies class, but where do we go to find videos for Algebra? Especially day after day, lesson after lesson? I had to learn how to create my own videos, but did not know how to get started. I then attended a conference and was introduced to tools that would allow me to do just that!
Discussions seem to be a natural part of a Social Studies class, and discussions in Algebra class can be valuable sometimes, but we cannot spend the entire Algebra class period discussing the content of the lesson in my video. Students need time to actually practice working the types of problems in the lesson while they are in class.
I think flipping Algebra works well . . . I did it and you can too! I hope to share some of the insights I’ve gained and use this blog as a forum for discussion and to answer your questions about flipping Algebra.
Click here if you would like to see my videos outlining how I flipped my Algebra class
“Why Flip Your Algebra Class” is the first video in a series I created for teachers called “How I Flipped My Algebra Class (And You Can, Too!)”.
In this first video, I discuss:
- Why I flipped my class
- Common concerns I addressed with administrators and parents
- Benefits from flipping
FREE Video #1 of 4
“How To Record & Upload Videos” is the second video in a series I created for teachers called “How I Flipped My Algebra Class (And You Can, Too!)”.
In this second video, I discuss:
- The recording software I use to create Algebra lesson videos for my students
- The ad-free platform I use to host my videos that is free for me and my students FREE Video #2 of 4
- How I record videos for my students to watch
“How To Make Meaningful 7-Minute Algebra Videos” is the third video in a series I created for teachers called “How I Flipped My Algebra Class (And You Can, Too!)”.
In this third video, I discuss:
- Tips on ways to make lesson videos student-friendly
- Time-saving techniques to keep videos short
- Clips from some of my lesson videos
- Suggestions on how to make videos reusable in future years FREE Video #3 of 4
“How To Use Class Time When No Longer Lecturing” is the fourth and final video in a series I created for teachers called “How I Flipped My Algebra Class (And You Can, Too!)”.
In this last video, I discuss:
- A typical day in my Algebra class
- A variety of activities I use in my class
- How to use students’ notes in class
- Pointers on how to hold students accountable
- Positive outcomes I’ve experienced FREE Video #4 of 4