Flipped Learning Day 2o14 is Wednesday, October 1st. Here’s an Easy Way to Give the Flip a Try!
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Did you know the October 1 is “Flipped Day” for 2014! Are you ready to give the flip a try? It’s probably easier than you think.
With Flipped Learning Day almost upon us, it’s a great time to share an easy way to take a shot at flipped instruction. In this simple 3 step approach, you will leverage the WSQ technique (for Watch, Summarize, Question) to introduce a new topic before you delve into it in class. Check out this post to learn about Crystal Kirch’s elegantly simple WSQ technique, then give this easy 3-step approach to the flip a try in your classroom!
Flip a Lesson With These 3 Easy Steps:
1. Find a good video that introduces and explores a topic that you want to focus a lesson on
2. Give the students a WSQ assignment to do for video (learn about the easy WSQ construct here). When you explain the WSQ assignment, this is also a good time to provide an initial brief introduction to the topic that video will explore, and provide some context.
3. In the next class, review the student’s assignments in class and use their feedback, observations, and questions as a starting point for a lesson (preferably one that includes applied learning).
If you can use some of the time you freed up by introducing the topic ahead of time to let students apply what they are learning with some sort of active learning, then you’ve hit a flipped home run!
A Real World Example
For example, in a recent lesson in the Emerging Information Technologies course I teach at The College of Westchester, students watched a couple of videos about the evolution of the Operating System and did a WSQ assignment based on that video content. In the next class, we dove right into the subject, exploring Operating Systems using a variety of resources, reinforcing things they had learned in the assignment, and building on that knowledge to explore new ideas. Many of the students asked some good questions in their WSQ, which made it easy to have an engaging conversation around the topic (you could tell that most of the students were hoping we might explore a question that they asked).
Since I had freed up some of the class time I would otherwise have to use to introduce this topic, I now had more time to devote to an in class assignment in which the students would apply (and further reinforce) their learning. After reviewing various functions and pros and cons of different computer and mobile device Operating Systems as a group, students were asked to write a couple of paragraphs making the case for why they preferred one versus the other – iOS vs Android or Windows vs Mac OSX. I was delighted by the specificity they bought to their discussions, using functions, features and more to make a persuasive case! They were understanding the basic functions of the OS while learning more about how to write persuasively, and bring facts to the dialogue (versus the emotion that often accompanies these types of dialogues).
It’s really that simple. Nothing drastically new here – many teachers do something similar with assignments from time to time already. This is just a case of leveraging a popular flipped teaching technique, and appreciation of video that many of today’s students have, to bring a slightly different twist to an effective cycle of instructional activities.
Happy Flipped Learning Day! Please be sure to stop back and comment and share your experience.