Reflection

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).