How do we learn?

If you needed to learn something new, how would you do it? Tonight I asked my three- year-old son that question. He said, "I would watch you mommy!" When I asked my eight-year-old, he responded, "I would practice, practice, practice."

Learning is an amazing phenomenon. How we learn and engage in new knowledge is fascinating and complex. I am far from an expert. Yet over the next four weeks, I will deepen my understanding through a class on learning theory. 

Just like my two sons, no two people learn exactly the same way.  That is why there are multiple learning theories. 

Show me how

Modeling or demonstrating is an effective way to transfer knowledge. A learner can observe the process and learn from others. This is an important part of the social learning theory. We learn from one another. The 21st century has expanded the opportunities of modeling for society. No longer do we need to learn only from those in our day-to-day world. Through websites and apps such as YouTube and Khan Academy people can learn from some of the best and brightest minds in the world.   

Practice, practice, practice.  

Learning from direct experience is another aspect of social learning theory. As people make choices they are given input that they may use to direct their path the next time. If a person makes a decision, and it has a positive outcome, he or she will learn from that experience. These outcomes are reinforcements that shape learning. In education, students can learn through practicing skills and receiving feedback. Using educational games on websites, such as Xtra Math for multiplication facts or Quizlet for vocabulary words, can be particularly effective. 

Being connected

Connecting with others facilitates learning. There is a difference between reading about a topic in isolation and reading and discussing it with colleagues.  As people process their learning with others, they can solidify new knowledge and make connections to other ideas. The theory of connectivism focuses on how learning is derived in part from connections. Social media has allowed connections beyond face-to-face encounters. People can connect through a variety of topics or ideas and share their own. 

Motivation Matters

I will never forget my first F on a math test. I was in 5th grade, and in that moment, I knew that I hated math. (Growth mindset was not a hot topic in the 80's.) This negativity followed me throughout the rest of my education. I love problem-solving, probability, and strategy yet I never connected that back to math. Therefore, I never learned mathematical strategy. The mental block I created, followed me. So much of learning is mindset. If a person is motivated, then they will find a way to learn. This is seen in many computer and video games. When my son loses in a computer game, he doesn't give up. He tries again and again. He is motivated to learn how to win. Motivation impacts learning in both positive and negative ways.  

Flipping your Classroom-Part 5 Here is a little research study

I decided to get my Masters of Arts in Educational Technology for many reasons. Doing a formal research study and writing a thesis was not one of them. I knew it was part of the deal, but it was not even on my radar until I was faced with my Intro to Thesis class.

Yikes! I am a teacher, not a researcher was my first thought. Unfortunately, it was part of the program and I learned a lot about research in general, and my topic "Flipped Classroom" specifically. I am going to spare you the 75 pages and get right to basic outcomes.  I hope that I translated the big ideas of the study in this Google Presentation on Flipped Learning.

The study was based on the 8th grade three week career unit.

Flipping your Classroom Part 4 -Learning Curve

So maybe I made it sound simple in my last post. Let me make one thing clear...it is not easy at first. There is a learning curve. The first time I made a short screencast it took me 45 minutes. And I hated it. So if this may seem daunting, as change often does, let me tell you that it gets better and easier.  The other day I made a screencast in 5 minutes. In fact, it was easier to make the video then write out the directions or instructions. But it did not happen overnight, there is a learning curve.

Be patient. It’s worth it.

3 Parts of Flipped Learning that may have a learning curve

Technology

Whether you find or make videos or slides, it takes time. Curating videos is often a time consuming. Looking for the right video that captures the lesson your student needs requires the time to watch and evaluate other’s ideas of your content. The light at the end of the tunnel is that once you find a valuable video you can use for years.   

Creating videos requires learning the tools such as screencasting software, editing tools, microphones, and cameras.  Neither one is without its challenges. However, once you identify the right tools the process becomes relatively simple.

There are exceptional online tools to help turn a passive video into an active process with questions, polls, and more. Though these tools are excellent accountability and engagement tools for students and teachers, they require the time investment to learn how to create questions, link to students, and more.

Communication

Learning how to communicate with students and parents about the flipped learning model has been a challenge. Students need strategies to watch videos for learning. Many students watch videos regularly, yet it is with a different purpose. Parents need to understand how and why their children have different homework. This takes trial and error to be effective.

Role Shift

One of the goals is to transform what is happening inside the classroom, but how to manage that shift takes time. How do I check homework? How do I know they watched the video? What if they don’t get? But what am I supposed to do if I am not upfront teaching? To move from direct instruction to facilitator is challenging. It is an adjustment, and it may take some time like it still does for me at times to make it run smoothly.

Flipped learning has so many advantages for many lessons, but there is a learning curve. If you identified with one of the challenges or questions in the Why Flip post, don’t give up, ask for help, and get support so you can reach your goal

Flipping your Classroom Part 3-Not one way

Since the main goal of the flipped learning model is to more effectively use face-to-face time with students, there are many models that can help achieve that goal.  

The flipped model does not need to be strictly used for outside of the classroom or used as a pre-teaching method though that may be beneficial for some content.  Instead, flipped learning allows the instruction to be available when the learner or teacher identifies it as a need.

Flipped the Homework: Knowledge acquisition at home---Practice/Application in the class

A traditional approach or strict definition of the flipped classroom is that students watch video lectures or instruction for homework and then practice or apply the concepts in the classroom. This may be a great approach for you, if you teach a subject that has a lot of content and information that students need to know before applying or practicing.

• Assign a video, slides, or even reading (or a combination of those) students for homework.
• Students watch and take notes, ask questions, or do a simple task that reveals they watched the video.
• Students “turn in/show” the teacher they have completed the task at the beginning of class.
• The teacher does an activity to start class.
• Do a warm-up (Poll, Google Form questions, student discussion, students ask questions they have from the video, game)
• Students who did not watch the video start watching the video
• Students begin active learning
• Practice with the problems
• Socratic Seminar
• Projects
• Research
• Group poster
• *This could be a long list. You get the idea.

My Flipped Lesson on Integrating Quotes into Writing

One way I have tried it this approach is to have students watch a video on how to blend or integrate quotes with their writing. When they came to class I checked to see who watched the video using a video interactive website (I will save that explanation for another post). Those students that watched the video did a warm-up sentence, the students who did not watch the video started class with that. After we reviewed the practice and the students began working on integrating the quotes into their writing.  I was then able to answer questions as students had them, guide students when needed, and correct misconceptions immediately. The majority of class time was spent on the student working and practicing the skill.

Old way: I spent twenty minutes explaining the rules of integrating quotes with writing. Then modeling and spending a few minutes answering questions. Students would begin working...the bell would ring way too soon, and off to the next class they went. They would finish integrating the quotes in their writing at home. The majority of class time was spent on explaining, modeling, and answering questions.

Flip the Classroom or Project: Direct instruction through video/slides--Small groups or one-on-one instruction with the teacher

This might work well if there is a need to work help teach students a process or differentiate instruction. Project-based learning could also possibly benefit from this model when certain skills/knowledge is needed. The key for this approach is to flip the direct instruction from whole class to independent or group work to allow more one-on-one or small group instruction.

• Assign a video, slides, or even reading for students to complete independently, partners, or groups.
• Students watch and take notes, ask questions, or do a simple task that reveals they watched the video.
• The teacher can pull students individually or in small groups
• Teach or model more complex task>
• Differentiate instruction based on needs
• One-on-one writing conferences
• Check progress on a project
• At the end of class, end with an engaging closure, activity, or questions from the students.

My Flipped Unit for a Career Project

Last year, during our 8th grade class career project, another teacher and I flipped the entire unit. Sometimes the videos were homework, but often they were during class. Having the instruction for each step of the project on video, allowed students to work at their own pace. I was able to work and conference with students on the project continually. I was able to identify and help students who needed extra support immediately.    

Not one way

There are many adaptations and variations beyond the above two models. Most importantly if you are going to try to flip a lesson, unit, or class it should use face-to-face time with students differently. These models can foster a student-centered approach and active learning strategies such as collaboration, discussion, problem-solving, and hands-on learning.

Flipping your Classroom Part 2- Why Flip?

Many who try the flipped model are looking to solve a problem or answer a question that they have about in their own classroom.

For me, the question was about time. Time is a precious commodity in the classroom.  Particularly in secondary classrooms, the teacher’s time with students in the classroom is limited to an hour a day or in a block classroom a couple of hours every other day. This presents a significant challenge to impart knowledge to the students while also support the higher cognitive levels of learning and application.  

I wanted my students to be actively engaged and focus on higher order complex tasks, but it was hard to find the time. I found myself spending too much class time giving instructions, reviewing terms/homework, explaining, or modeling and did not have the time to get to the active learning or guided practice.

Maybe you have felt the same way. Or maybe you have a different question or concern. Some of my peers and I came up with common questions or problems that might entice you to think about trying the flipped classroom instructional approach. 

Here are the Top 6 Questions:

1. How can I get more time in class to do complex, creative tasks? Engaging projects? Debate or collaborative discussions?                          
2. There must be a better way?!                                             
3. How can I get my students to actually DO their homework?                      
4.  Do I care more about my students’ success than they do?                                
5. How do I get them to take ownership of their own learning?
6. So many students are absent, how can catch them up without reteaching everyone?

All of those questions are important and can significantly affect the classroom. Yet the most important questions that Sams, Bergmann, and other experts in the field believe we should be asking is:

What is the best use of face to face time with my student in the classroom?

At the heart of the flipped learning model is the goal of using face-to-face time with students more effectively. The model utilizes technology to promote a learner-centered approach to content.

Flipping your Classroom Part 1- Don’t Just Trust Me...Lots of Experts Agree

Flipping the classroom is one of many hot topics in the Ed-Tech world right now.  You might have heard about it or even tried it. When I became curious about the topic I decided to attend a conference session with Aaron Sams, one of the co-founders of the modern concept of flipping the classroom.  

Throughout the full-day session, I learned valuable information and received tools and tips to get me started on my own journey of flipping the classroom. One year later, I have researched the topic extensively and done some of my own research in a middle school environment for my Masters of Arts thesis in Educational Technology.

Though I am far from an expert, there are few lessons and ideas I thought I would share in this five-part series on flipping the classroom. However, if you are looking for an educational “silver bullet” then you might need to find a different source to read. Over the course of the next 5 posts, I hope to impart a balanced analysis and support for this important instructional approach.

Part one- Don’t Trust me...Lots of Experts Agree

I wanted to focus on reading more information about the topic. There are many approaches, methodologies, and tools. Read up. Research. Find the information that fits with your current teaching practice. Then push yourself to try a new instructional approach or find more information to help you on your journey. Hopefully, after reading the following quotes you will want to read the articles and learn more from the experts.

Three Truths about Flipping the Classroom

#1 There is not just one way to “flip your classroom.”

“The term flipped classroom implies that a teacher is recording all lectures or direct instruction for students to view outside class. This across-the-board approach is neither necessary nor beneficial. Terms like flipped lessons, flipped learning, or flipped thinking more clearly convey what "flipping" actually means. A teacher must carefully consider which lessons lend themselves to time-shifting direct instruction out of class—and which do not. A selective use of video where appropriate will provide students with a better learning experience than a blanket use of video when video is not the right tool.”

- “Flip Your Students' Learning” by Aaron Sams and Jonathan Bergmann

#2 There are benefits for students, but it requires intentional planning.

“While flipping the classroom requires planning and preparation in advance, the benefits of choosing this pedagogical style have lasting impacts on students and teachers. Not only does the flipped model address many important issues such as differentiation, teacher support, and fostering students' critical thinking skills, but it also enhances in-class learning by engaging students in authentic learning experiences and enrichment activities.”

-“Research article Making Heads or Tails of Classroom Flipping” by  Tracey S. Hodges & Nancy Dubinski Weber

#3 There is a growing body of research on the Flipped Classroom instructional approach.

“Not only do many more teachers report successfully implementing the Flipped Learning model, but the initial empirical evidence is promising. In several of these studies the Flipped Learning model is associated with increased student learning and positive perceptions of the unique elements, such as presentation of material outside of class and increase in active learning activities.”

- "A Review of Flipped Learning." By Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M.