Reflection
In constructing my
GAME Plan I wanted to inspire student learning and model digital age work
(ISTE, 2008). Using these two ideas I am able to use the idea of a flipped
classroom to incorporate real world examples in a way that works with the
incorporation of current media technology (ISTE, 2008). I am then
able to monitor the progress of students success with technology by using our
school district technology assessment.
To also help my progress I have a colleague doing the same process to
their classroom. The process of flipping
a classroom is taking the traditional lecture format and switching it to a
media that can be viewed outside the classroom (Saltman, 2011). I have researched the process through the
examples of Paul Anderson on his website www.bozenmanscience.com (Anderson,
n.d.). He has provided many suggestions
on how to construct a flipped classroom.
These examples include video editing, post video activities, timing, and
format. I have current started
constructing these videos for these upcoming school year. I am taking PowerPoints from Modern Chemistry and editing their
content to fit seven to ten minutes segments of video (Davis, Frey, Sarquis,
& Sarquis, 2009). Using a program
called Camtasia I have been able to produce a handful of video lessons. In turn, I have then matched in-class activities
to provide real world experience and hands on learning for this content. I do realize that there is much more work to
be done in order for this format to become a successful part of my teaching
paradigm. I will have students help me analyze
the effectiveness of this approach.
Depending on how things work out I may have students help with the
process of construction these videos as a form of interactive learning.
The three strategies introduced in
the class of problem-based learning, social learning, and digital story telling
have been used many different times in my current classroom teaching. For example, In Using Technology with Classroom Instruction
that Works, they highlighted using spreadsheet programs and data collection
tools (Pitler, 2007). Spreadsheet
programs can be used to allow students to make connections with information in
the proper circumstances (Cennamo, Ross, Ertmer, 2009). If students were working with large amounts
of data they can use spreadsheets to create data tables and graphs so that they
can find connections in the data. I have
used this with many problem solving activities where students collect their
data and are able to make sense of their results in a timely manner. A form of social learning I have frequently
used incorporates the use of electronic web diagrams for students to share and
create notes about content and examples.
In the past I have also done several different multimedia projects with
students. These examples include
PowerPoints, Prezis, and video productions for students to show how well they
have incorporated technology knowledge into their content learning.
References:
Anderson,
P. (Performer) (n.d.). Reflection on the flipped classroom. Bozeman
Science. [Video podcast]. Retrieved from http://www.bozemanscience.com/reflections-on-the-flipped-classroom.
Cennamo,
K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful
classroom use: A standards-based approach. (Laureate Education, Inc.,
Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Davis,
R., Frey, R., Sarquis, M., & Sarquis, J. (2009). Modern chemistry.
Orlando, FL: Holt, Rinehart, and Winsten.
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K.
(2007). Using technology with
classroom instruction that works. Alexandria, VA: Association for
Supervision and Curriculum Development.
International
Society for Technology in Education. (2008). National education standards for
teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers
Saltman,
D. (2011). Flipping for Beginners inside the New Classroom Craze. Harvard
Education Letter Tech Talk Series, 27(6).
