Adventures in Teaching

Digital Learning Platforms

2016-08-19T12:11:00.002-07:00

Thanks to all of you that joined me at the NWCSI August Event to learn more about Digital Learning Platforms. I hope you walked away with some ideas on how to use technology to allow for deeper learning in your classrooms this year. Below is the slideshow along with the ideas for each of the discussion questions.

Be sure to check out the resources linked at the end as well!

Organizing Student-Centered Learning

2014-07-29T10:43:00.000-07:00

As I have "flipped" my classroom from a teacher-centered learning environment to a student-centered one, I found it helpful to have a framework. A few years ago I came across a great one that is tailored to a history classroom using Common-Core standards. But I think this framework could be used in several disciplines.

It is called the C4 Framework and was developed by Glenn Wiebe (@glennw98). One of his main purposes in developing it was to help teachers help students to move beyond memorizing content. Here are the fours steps:

Collect: Content is in so many places so for the first step, students should go out and collect as much of it as they can. As a teacher I may set up a list or folder of suggested resources. These resources may also include lectures that I have recorded or other YouTube content videos. I may also have student "specialize" in an area they are collecting information about, for instance, the Pacific Theater of World War II.

Collaborate: Typically at this stage I have student pool their information together. They can decide what is the most important information and what isn't necessary. They can fill in nay gaps they may have missed. But this can also mean a Socratic Seminar about the topic or some kind of interaction with others about the contents. The C4 website has some cards you can purchase for ideas about each level. This may be a stage where I could use a little help.

Create: Students must gather the information they collected and create something with it. Ideally, they create something that answers a driving question, with supporting examples. The possibilities for a product are endless and the choice is best left up to the students. This step is so much more valuable than memorizing a fact and spitting it back out on a test. It is more important that students know how to use facts to support and argument.

Communicate: This is the 21st Century and learning should not be contained to the four walls of a classroom, let alone a private exchange between the learner and teacher. New learning should be shared. I think classroom blogs are a great avenue for this. Students can publish their work on the blog and reflect on their learning. The online publishing opens up the possibility for authentic feedback beyond the teacher.

This framework has really helped me plan out inquiry-based, student-centered lessons. Please check out the website for more information and ideas. Glenn's blog is also a great resource for teachers, especially history teachers that love technology!

Must-Have Resource for History Teachers

2014-07-29T10:17:00.000-07:00

If you are a history teacher there are a few resources you must use. One of my main goals as I started my teaching career was to show students the grey areas of history. In practice this was more difficult than expected. Finding good primary resources that high school students can access is a challenge. Finding sources that contradict each other and guiding students through the thought process of making a supported conclusion seems equivalent to climbing Mt. Everest! So imagine my excitement when I found the Stanford History Education Group (SHEG).

At the site, go to "Curriculum" and then "Reading Like a Historian." I love the introductory lessons that offer great plans that teach students the skills of historians. The Lunchroom Fight lesson always goes over well in my classroom and is a memorable scenario I can refer back to all year. There is a vast amount of US History lessons and they are building more World History lessons.

Students have enjoyed these lessons, sometimes they get a little sick of them because they would rather just "know" the answer. However, students have also expressed that they like working through these resources. So if you haven't already been to this website, make sure you check it out!

Twitter Teachers

2014-07-21T15:25:00.000-07:00

This August I will be presenting at a education conference about becoming a connected educator. One of the main ways I have done that is by joining Twitter. I know that many of the educators at this conference do not currently use Twitter. So I'm looking for help, please complete this survey and add specific testimonials or stories in the comments. Thanks!

To what degree has Twitter had an impact on your teaching?

One More Reason

2014-07-21T11:13:00.000-07:00

As I look to next school year, I am trying to prepare to defend gamification. I feel like it is a somewhat unknown and misunderstood topic. As I continue to build up my arsenal of evidence, I continue to learn more. The YouTube clip below provides some great reasons for gamification and an awesome idea for a unit. It suggests that you give students two unrelated topic, they each have to find a series of links that connect the two. An award will be given for the student that connects the topics with the least number of links. I love this idea and many others found in the video below. Enjoy!

More Gamification Resources

2014-07-21T10:43:00.000-07:00

Perhaps with some of my posts of gamification you might be considering trying it yourself and/or you still want to learn more. I am still a bit of a novice. I gamified one unit last year and I making plans to gamify an entire semester next year. There are several teachers that have more experience than myself. I'm attaching a few podcasts here that have three middle school teachers discussing gamification in their science and history courses.

Introduction to Gamification: What it is, what are some good resources to get started/learn more, how it works and how you can get started
Podcast Link

Gamification Part II: Continues to discuss examples of how to gamify especially focusing on XP and rewards/items
Podcast Link

And if you don't have quite that much time to invest, here's a powerful, quick explanation of WHY you should use game elements in education.

listen to ‘GBL into Gamification and changing the world’ on Audioboo

Intrinsic and Extrinsic Motivation

2014-07-21T08:03:00.000-07:00

A huge part of a teacher's job description is to motivate students to learn. This is not a very easy task, but educators take it on year after year. I feel lucky to work with students that are generally very motivated, but some of them care more about their grade than they do about trying and learning new things. This can be another frustration of a teacher. As a school we are planing to move toward Standard-Based grading to help shift the focus from the grade to the learning. In my own classroom I want to implement gamifcation as means to increase both intrinsic and extrinsic motivation.

I found the above image on Pinterest and its source is acknowledged in the picture. It appears to offer a criticism of gamification as only inspiring extrinsic motivation through points and leaderboards, represented by all of extra greens on top. But the real motivation (the carrot) is very small. I agree that points and leaderboards will only motivate you for so long. Certainly, I would not invest so much time in this if were only to add some bells and whistles to my classroom. What really excites me about gamification is the way it allows me to feed that intrinsic motivation that is deep and significant. Video game elements within the classroom naturally lend itself to a mastery based system. If you don't meet the clearly stated standard the first time, you receive feedback and are challenged to try again. Each quest is tied to a standard so students know why they are doing the activity and what learning should come out of it.

I think gamification does provide both intrinsic and extrinsic motivation. Students may start off with enthusiasm for the game elements and language but will eventually come to appreciate the process and challenge of learning.

Is Technology Changing our Brains?

2014-07-15T15:17:00.002-07:00

This week in my EdTech 537 course, we are asked to address this question. I have already given my thoughts about these articles in an earlier blog post found here.

If a colleague came up to me and expressed belief in the notion that our current students are digital natives and must be taught differently, I would be hard-pressed to disagree. While I don't want to begin researching more articles to support Prensky and refute McKenzie, I think there is more to both sides of the story.

Based on my current knowledge and research I might tell my colleague that while technology has not fundamentally changed students and their brains, technology has changed the world we are preparing them for. Most of our current school models were designed during the Industrial Revolution, preparing students for work in a factory. Content knowledge was safely kept with the teacher to be given out in controlled portions. Technology has changed our world. Most of these students will not be working in factories. We are preparing them for jobs that probably don't exist yet. Teachers are fooling themselves if they think their classroom lecture is the only means for students to discover the content. Information can be found in a matter of seconds.

The brains of our students are not functioning differently due to technology, technology has changed our world and demands that our schools and our teaching change to better serve and prepare our students.

A Guest Blog--From my Mom

2014-07-11T13:51:00.000-07:00

Below is a guest post from my mom. She spent 30+ years in education. Below are a few of her thoughts, specifically the impact of technology.

I retired from teaching in 2012. So much had changed from my initial experiences in the early 1970's. The kids might have been happier then. Parents were less distracted by society's demands and not frustrated with technology changing their lives. Families spent quality time together. High tech was color TV and music on cassettes.

I remember my first Apple IIe computer in the library. We we supposed to learn how to program it. Right! Computers were supposed to make teaching easier. Paperwork would be stream-lined. I believe we generated more paperwork and still had paper copies just in case. Forms and programs were improved and updated taking up more time to learn a new system. Technology can be fun and it does help to visualize ideas better, but nothing can replace a teacher who takes a special interest in her students. We all yearn for someone not something to care about us.

Ban Multiple Choice Tests!?!

2014-07-10T14:53:00.000-07:00

As a high school student, I did not like my history classes. Everyday it seemed, we sat through a lecture and then took notes. Before the test I would review my notes, memorize them and usually perform well on test made up of mostly multiple choice questions. I'm not sure I would call that "real" learning. In fact, this Edutopia article reveals the flawed creation story of multiple choice assessments.

Later on, in college, I found out that history was not just a series of names and dates. I discovered that history was full of interpretation and grey area. Based on that discovery, I decided I wanted to be a history teacher. I certainly do not lecture every day, in fact, I rarely lecture. But I do tend to give multiple choice tests (along with some short answer and essay questions). Multiple choice questions don't sit well with me, they certainly don't reveal the grey area of history. For this reason, last school year I gave several all-essay tests. I even attempted two rounds of discussion tests in the form of a socratic seminar (credit to @LS_Karl and his blog). I feel like these other kinds of tests force students to use facts as a way to support their claims and not just memorize some random facts the night before the test.

But are multiple choice tests really so bad? Several teaching professionals discuss the idea here. Perhaps testing factual content via multiple choice isn't the end of the world. Students do need to be held responsible for content knowledge and a multiple choice format (coupled with other types of questions) are an easy way for students to demonstrate that knowledge and teachers to assess it. I am in favor of the move away from history as names and dates, but in the end, there are some names I would like them to know.

Luckily, I teach in a private school so I am not worried about high-stakes multiple choice tests from the state. I also feel confident that if I hold students to a high standard of thinking and learning, they will do well on on college-entrance exams. In the coming school year, I will continue to distance myself from multiple choice tests, but I see no reason to ban MC questions altogether.

Just Say "no" to Gamification

2014-07-02T10:46:00.001-07:00

In my last post I talked about all the reasons I wanted to gamify my classroom in the upcoming school year. But perhaps I should be skeptical of this "trend" in education. Later this summer, I plan to present to the Education Committee about why I would like to add a course fee for a Learning Management System (LMS) that helps manage gamification in the classroom. I have a feeling they are going to be skeptical about this idea (the course fee and gamification).

Please help!
-If you have experience with gamification, what were some of the questions/concerns people had when you tried to implement it?
-Play the devil's advocate, why are you skeptical about gamification?
-If you don't like the idea, what are some reasons I should just say "no" to gamification?

I very much appreciate your input.

Five Reasons to Gamify your Classroom

2014-07-02T10:37:00.002-07:00

First, what is gamification? It brings video game elements (leaderboards, levels, missions, badges) into a non-video game atmosphere (classroom, fundraiser, campaign) in order to increase participation and motivation. If you want to dig deeper into this concept, I would recommend Tom Driscoll's gamification series (scroll to the bottom of this link).

This ideas was very intriguing to me. I jumped in quickly with Tom's resources and then ordered Lee Sheldon's book, The Multiplayer Classroom. Inspired, I designed a gamified unit on Imperialism, complete with an alien invasion. It was successful and taught me some things I would change for next time. My current plan is to work on planning an entire semester of gamified US History. This may be a crazy, but here are five reasons I am planning to do it.

Reasons I want to Gamify:

Student Engagement. Games motivate us. Even as adults we get a thrill from advancing through a progress bar. Countless apps for teens and adults use awards and leaderboards to keep us coming back for more. Don’t we want that for our class content?
Allows you to fail. In a video game it is very common to not make it through a level on your first try. Its not a big deal, you learn from your mistakes and try again. As much as we want our classrooms to be this way, teachers and students have a difficult time living in this culture at school.
Helps build student confidence. Games are designed to intermix easy and difficult levels at just the right time. Missions (assignments) start out easy, building student confidence so they feel equipped when they advance to a more difficult level.
Holds students to a high standard. Unfortunately many students are playing the game of school, just collecting points and going through the motions. They often turn work in that is “good enough.” Gamification requires that they meet a minimum standard before they move on, if they don’t they must re-do it (see #2). When I tried it out this year students would try to rush through, but as their papers were returned with only one star, they learned to slow down and do it right.

Allows me to work toward Standards-Based learning/grading. Each mission demonstrates a particular standard, throughout the year the student builds a body of evidence that they meet the standards.

Builds community. Students are placed in guilds. While they may complain at first of some members bringing their spot on the guild leaderboard down, eventually they learn to encourage and help each other. Furthermore, individuals don’t want to disappoint their guild so they make sure they are caught up. In my one attempt this year, I noticed student grades were up and I feel that this and other factors contributed to it.

What do you think? Are these good reasons? What would you add to the list?

Undecided or opposed, check out my next post where I try to get you to talk me out of it.

Tried and True Web 2.0 Tools

2014-07-01T19:00:00.001-07:00

At a recent conference I attended, I realized how much teachers are creatures of habit. While I love to incorporate technology, I have to make room for these new tools. These are a few of the Web 2.0 tools I have regularly incorporated into my teaching. They are free and have been successfully used by my JH and HS students. Give them a try and see if you don't make a habit of using them.

Some Basics:

Edmodo --It is very important to have one place where students can access materials, ask questions, and communicate with each other. Edmodo does all of that and more in a user-friendly way. It has been especially helpful when we have mock-elections in Government class. I create a small, private group for each political party and they can connect easily.

Google Drive -- I love that I have all of my class documents with me wherever I am. Students have also grown to love it and find it to be a great way for students to collaborate group projects.

More Advanced:

LiveBinders -- Allows students and teachers to create a three-ring binder of sources online. I have created binders that students can use for sources for a project (organize tabs and subtabs). I have also had students create their own binder of sources that they share with me.

Infogr.am -- This is awesome! Students can create their own infographics. They can drag and drop different visuals, inputting the numbers they need to customize it. Looks really impressive.

Padlet -- An interactive, online bulletin board. This is a great online space for students to share ideas and respond to each other. It is great if you are crowdsourcing facts and/or ideas because students can access it on the web as opposed to writing down ideas on a big piece of butcher paper and having to take a picture of any information you want.

Screencast-o-matic -- Students can create their own screencasts. They drag the recording area to be as large as they would like and then start recording. They don't even need to log-in and it easily uploads to YouTube. I especially enjoyed having students create a Renaissance Art Gallery Tour. Although, I recently ran into some problems trying to run it on my Mac.

Timeline JS -- As a history teacher, I usually assign at least one timeline. A few years ago I gave students the option to create one using this site. They were skeptical at first, thinking it would be impossibly complicated. They were pleasantly surprised when they simply entered the information into a Google spreadsheet and the program did its "timeline magic." Many have used this again in other classes.

Looking for more? These tools are all east to stumble upon if you are looking. Resources are always getting shared on Twitter. And the jackpot of all kinds of free, educational tools and websites is Richard Byrne's Free Technology 4 Teachers. You will not regret visiting that site!

What are some Web 2.0 tools you are in the habit of using?

Is all this technology good for us?

2014-06-18T17:26:00.000-07:00

One of my main motivations for starting the EdTech program at Boise State is to attempt to get a firm handle on how and why to use technology effectively. I enjoy technology and I like incorporating it into my classroom. But is it helping students learn? Are the "old-fashioned" ways better for them overall and are they losing important life skills by being plugged in all the time? The articles we read this week for EdTech 537 don't exactly give me clarity on the subject. I look forward to hearing the thoughts of my classmates, especially those that are further along in the program that I am.

In Marc Prenskey's article he defines digital natives and digital immigrants. I personally find myself to be somewhere in between these two. He generalizes that most teachers are digital immigrants and that students are digital natives. This is a broad stroke, but I see what he means. He says that digital native students learn differently, they multitask, they like to receive info quickly, they like random access, networking, and instant rewards/feedback. I definitely have seen this with my students, especially the random access. As a teacher, I give directions step by step before they get started. More often then not I end up frustrated when I have to answer the same question several times because that direction was not really relevant to them until they actually got to that point.

Prensky says that games (like a video game) are the answer for meeting the educational needs of digital natives. When I read that I was completely on board. I have recently delved into the idea of gamifying my courses. I tried it with my Imperialism unit this year and it was great, I saw it meeting the needs of my digital native students. After reading Prensky's article I was giving myself a pat on the back. But then I read Jamie McKenzie's critique and I wasn't feeling so confident. McKenzie criticizes Prensky's lack of research to back up his finding as well as the broad strokes he uses to the portray digital immigrants, like claiming they don't think learning should be fun. He also pointed out that we assume to much about digital natives, they really are not as tech savvy as we think. I totally agree with this, I find that many students can use technology to entertain themselves and communicate but they don't know how to use their devices for learning. Oddly enough this criticism of Prensky is what compels me to incorporate technology. Students need to know how to leverage technology for more sophisticated purposes. Relating to that, McKenzie also points to the fact that most researchers agree that too much screen time is not good for us. Students are connecting with their devices more than actual human beings.

The final article referenced research about the generational differences and tried to reach a conclusion about if we need to take them into account in our instruction design. The article seemed to reach the conclusion that it certainly does not hurt to account for generational differences. And many studies referenced gave high praise to gamifying the classroom. Perhaps this is the conclusion I wanted to reach, but I do plan to continue to question the use of technology in my classroom and strive to help students balance their use of technology with the face-to-face interactions needed for a fulfilling life.

Greetings, EdTech 537!

2014-06-09T19:29:00.001-07:00

Welcome to my blog! I have been working at this for about a year. I must admit, that I am not very good at updating it. I started it to document and reflect on my ventures into inquiry and flipped learning in my history courses. I chose to use the Blogger platform because I love all things Google, but in my own classroom I am having the students use KidBlog.

I have just started the Boise State University EdTech program. I have always enjoyed educational technology so I look forward to learning more about it. I'm also pleased that I can take classes from the comfort of my home in Seattle, WA where I live with my husband. I am currently two weeks away from finishing my eighth year of teaching JH and HS Social Studies as well as advising the yearbook staff and student council.

Twitter is my favorite tool for professional development, you can find me @kaelynbullock. My PLN (Professional Learning Network) has inspired me to try flipped learning (#flipclass) and inquiry-based learning (#inquirychat). More recently, I have been looking into Standards-Based Learning (#sblchat) and gamification (#leveluped). These topics will be my summer projects and I hope to use this blog to reflect on my learning and progress.

Historical Thinking Skills

2014-02-09T20:29:00.001-08:00

With the adoption of Common Core standards, history teachers are becoming more concerned with historical thinking skills. Many of us are happily leaving behind the long lists of content to be memorized. In fact, many history educators on Twitter blogged about that very topic on the new History Blog Circle, proposed by Joe Taraborrelli. I contributed to last month's topic here.

This month we are discussing how we plan for historical thinking. Recently the historical skills of my students have been put to the test through the National History Day competition. Students have been working on these since October and now I am assessing them. Over the past several months they learned new research skills. They learned more advanced Google searching techniques, they learned how to use library databases, and they had the opportunity to use the University of Washington's Graduate Library.

They were able to find great sources and analyzed them by using pre-made questions based on source type. However, as it came down to crunch time and I read their outlines, they struggled to put those sources to use in a historical argument. When I recommended they find a few primary sources to "beef-up" their arguments, they reverted to basic Google searching strategies.

They were asked to create Annotated Bibliographies and I was surprised at how much they struggled to make accurate citations. They turned entries in a total of four times, each full of red marks, and I am happy to say that most of them now have a better understanding of how to work with citations. Some of them even discovered Easybib for the first time.

At the heart of this project is a historical argument which they have showed competency in, in the past. Typically, they are able to do this with a "formulated" topic and given several resources. It certainly is more challenging to create your argument on your own in the midst of a vast array of sources. Some did it beautifully. However there were some that hardly incorporated the primary sources that had found (a certain number were required at checkpoints). One student did not use a single primary source.

It is hard to say if the students lacked the skills to complete this project well or if they did not commit the amount of time necessary to do this project well. Either way, I have learned a few things about what I would do differently in the future. An experienced NHD teacher advised that we incorporate the skills students need for this project in the content we are teaching all year. A few thoughts of what I can change:

As a class we often look at primary sources together, but I think I should assess them more on an individual level. I know I already do this to a point, but I can always step it up.
I also think I should regularly ask them to find scholarly articles and primary sources for class.

We often have inquiry questions and I allow students to do outside research, but I could include more detailed standards for those sources.

Already in my "flipped mindset" of planning I am always trying to think of ways to gets students active in discovering their knowledge, not just sitting and hearing what they "are supposed to know for the test." But I think I need to open things up a little and allow them to develop historical arguments based on areas they are interested in. Like I said, I may be interfering too much, setting up the questions and often providing the resources.

I am excited about these changes and hope they will lead to improved historical thinking skills for my students.

On a related note, I think it may be a sin that I have not read Historical Thinking and Other Unnatural Acts: Chartign the Future of Teahing the Past by Sam Wineburg. Although I have read many similar books, I think I need to order it immediately.

A Few Gifts in December

2014-01-13T19:22:00.000-08:00

For the past few months I have been loving what is going on in my classroom. In December, students were doing on some great, inquiry/project based learning.

Western Civilization students worked in groups to create an Art Gallery Tour, answering the question, "How did the Renaissance bring us both back to the past and into the future?" Students used Power Point, Prezi, or Google Presentation to put together the works of art and then use www.screecast-o-matic.com to narrate the screencast. I talked a little about the Explore-Flip-Apply approach I used with this here. The products were great. I was really pleased with their command of the content. I also like how some of their personalities came through in the tours, like this one.

My United States history course, had followed more of a "flipped-101" style. Now that we have progressed through the year, I wanted to step it up. We briefly went through information on Manifest Destiny. To get the students to process the information and create something meaningful, I turned to this awesome post, 15 Assessments that Don't Suck. I decided to use the Notecard Confessions assessment. I found it very valuable to have students approach Texas Independence and the Mexican-American War from the perspective of Mexico. It was so nice to come alongside groups, checking in and encouraging them to add more in various areas. It really helped students to not settle for the result being "good enough." But instead they know I am there to push them and support them to do their best.

Flipped History Google Hangouts

2013-12-22T20:33:00.001-08:00

I work in a school where I practically the entire Social Studies Department. I crave collaboration. Twitter has been a wonderful gift in that regard. About a year ago, I noticed a link to a Flipped History discussion. I even sat and watched several, either live or posted on YouTube. Since then I have been invited to participate in them and I have thoroughly enjoyed it. This is a great group of educators and I love the opportunity to discuss what is going on in my classroom and get new ideas.

One of the more interesting trends of these discussions is that we all claim to be be "flipped" history teachers but we all have a different way of implementing it. I think it speaks to the truth that the flipped classroom is a mindset, not a strict list of rules. I think most of us started with Flipped 101 and then it evolved into the various ways we help the students take more ownership in their education. I think it develops differently for each of us based on our personalities and the students we serve.

Below you'll can check out some of the Hangouts I have been a part of.

"Just in Time" Learning and Part-Time Flipping

2013-12-03T18:06:00.001-08:00

It has been awhile since my last update. Last time I was wrestling with helping my students find balance. They are overwhelmed with school and the National History Day projects. As far as the Middle Ages project, I did some "traditional" lecturing for two days instead of having students research and dig for information from a variety of resources. And then I had them actively apply it in project format. I gave them the choice of a board game, timeline, or European trip itinerary. Students could chose what project interested them and what felt manageable in terms of their strengths. They could work alone or in groups. I was able to lighten the load of the timeline student by directing them to this awesome tool. I felt happy about the "compromise." Although the accumulating information was teacher-driven, the application allowed the students to process the information and included student-choice.

For the next short chapter, I went back to the way I had been teaching it for years. Basically, in the past it had been a really fun unit for the students and resulted in learning. We had "Oprah: Crisis in the Church" skits, a Black Plague simulation, and a history bowl. It also helped keep homework loads light as students were working toward a big deadline for the NHD project. I was feeling a little guilty about not flipping this unit, but in the #flipping20 chat on Twitter, @kennybosch talked about the idea of Part-Time flipping, which he discussed in a chapter of the Flipping 2.0 book (Kenny's blog and book ordering information here). Basically, it boils down to the fact that you don't have to flip every unit. Just give it a try, get started, and you might find it works better for some units and not others.

Now we are back to flipping. I would call it flipped inquiry, but it is also taking on traits of Explore-Flip-Apply. My approach is based off of a Google Hangout I had with other flipped history teachers, in particular, @phillige. Students are trying to answer the question, "how did the Renaissance bring people both back to the past and into the future?" Students have been exploring websites and watching some videos to uncover the answer to that question. As they were exploring today, trying to come up with solid examples of "past" and "future," I was getting a lot of common questions. I talked over those key points aloud. But this is where the flip is needed. I plan to make a screencast going over those points I said in class today. Why make a video of it? Firstly, students researching at computers aren't always the best listeners. Secondly, maybe they didn't need that information yet. Carolyn Durley's awesome post talked about providing "just in time learning," rather than "just in case learning." Students are learning at different speeds. I noticed some kids struggling in the lab today, but some may not have been struggling yet and may need that information later. When I said it in the lab today, it may not have been relevant to those students. Even for the students that needed it at that moment, maybe they will need it again later. So I will "flip" that lecture, not because I planned to, but because that is what these students needed. Next, they will work to apply their knowledge by answering the focus question through an Art Gallery Tour. I look forward to seeing the results.

Enjoy the links above. The Flipped Community is about sharing, I would not be in this place, if it weren't for the inspiration of my Personal Learning Network (PLN). #thanksgiving

National History Day and Flipped Class Doubts

2013-10-23T20:03:00.000-07:00

This is my first year ever, being involved in National History Day. I have been aware of it since my teacher ed days. The focus this year for our school's Open House is history, so I though it would be a great opportunity to try it out (kind of like a Science Fair for history). I attended a workshop about it a few weeks ago at the University of Washington and that only got me more excited. I love the historical, critical thinking skills it develops. NHD's website has many great resources for teachers. I am getting students started on it now and even tried to break it down nicely for them, handing out a weekly timeline from now until the end of January (the due date).

In stress surveys I handed out this week (something we are trying to do weekly for each of our classes this year), many students were positive. Saying they were nervous about the project, but appreciated the break down I gave them today. However, just one student wrote some nasty words to me, including "why are we doing this, again?" Ouch, it stings.

So now I start thinking about priorities. How do I continue in my "flipped" classroom? I have been planning for the upcoming Middle Ages unit already. I wanted them to crowd source information and then in groups make a Medieval Game of "Life" or "Monopoly." But I'm worried. Is the thought of another project, granted, mostly in-class, going push them over the edge? Do I resort to passive, teacher-centered lessons? Is there some happy medium in-between?

A Quick Update

2013-10-15T20:18:00.001-07:00

I know that I rarely have a brief post, but I am really going to try with this one. I haven't updated in awhile because the craziness of the school year is in full swing!

Western Civilization--For Greece we looked at this article from "The Onion." It claimed that Greece was made up my historians, there is no way that one Ancient Civilization did all those things that have such a lasting impact on us today. We built some schema and then students researched and presented on a particular area they were interested in. It was successful, but I heard the first rumblings of dissatisfaction from a student that prefers to hear lectures (he is a motivated student that loves history). I did explain my aversion to lecturing and he seemed to understand. So, now with Rome, I am doing a few more "teacher-directed" things and we'll see how it goes. So far, I don't like it.

US History--After taking some time to model, we are getting in the full swing of Flipped 101. Students are watching some lectures at home and it opens up time to do some great stuff in class. What stuff? Check out this and this from this awesome site.

Teacher's Convention--Last week I attended the NWCSI convention of Christian school teachers from around Washington and British Columbia. I presented on the flipped classroom. I was really happy with the turn-out, the great questions, and overall enthusiasm from teachers in the room. I was worried I would have a room full of skeptics that might "attack," but that was not the case.

Wow, I really was brief! Check out those great links and I hope to update you on my slightly more "teacher-centered" Rome unit soon.

Student Ownership

2013-09-25T20:59:00.001-07:00

One of the main principles of the flipped classroom is student ownership. Students should own the content by being more active in discovering and learning it. The teacher should step aside in order to guide and coach students.

This week I continued my flipped inquiry teaching. Students were to decide who was the "greatest" of ancient, Mesopotamian civilizations. They began in teams of their own choosing and researched their civilization. Again, this went well. I checked in often, guiding them to points they may have overlooked and pushing them to dig deeper when they though they were "done." I laughed as one student felt he took "like, the most notes ever." Funny because it was not prompted by me, he was just motivated by his teammate and his learning. I loved hearing students say things like, "We should look that up." Then as I prompted students to figure out how to combine notes and make sure it was easy to read (for when they would be separated from their partner), a student said "we should think about this." With these comments, I felt like students were owning their learning.

On Friday they were separated from their partner and participated in mini-match-ups with another civilization. One-to-one they debated who was the greatest. Walking around the room there was excitement and engagement. When finished they needed to chat with their teammate about information they felt they still needed as well as ways to counter the civilization they had just faced. Rather than digging very deep here, they asked for another round of mini-match-ups. I was a little disappointed, but happy about their enthusiasm. I had originally planned to have the match-ups on Friday and Monday, hoping the students would refine and revise over the weekend. However, I got the feeling they were ready to go and I wasn't going to convince them they needed to dig deeper, and perhaps they knew better than I that they were ready.

Monday we had the open discussion. We had seven students in the inner circle (one for each civilization) and seven in the outer circle. Originally, I want the outer circle to have a backchannel discussion. I had never tried this before and unfortunately "Today's Meet" was blocked. Instead the kids in the outer circle took notes down and then switched places for round two. The discussions were great. Students had good content and helped draw quieter kids into the discussion. Everyone was very prepared.

Finally, students posted power rankings (NFL style) on Edmodo. Students did a great job with this. Here's an example:

#1. Persians: Having the biggest empire in the area until Alexander the Great conquered the Persians certainly makes the Persians the favorites in the power rankings. Tolerance of the conquered, excellent road systems, standardized coinage and not to mention the invention of ice cream makes Persia the undisputed king of the power rankings.,
#2. New Babylonians/ Chaldeans:The Hanging Gardens of Babylon, Gate of Ishtar, Tower of Babel, what more can I say? How about this, the Chaldeans had a great double wall and an army that conquered the mighty Assyrians. Combined with great knowledge of the skies, time and mathematics, the New Babylonians firmly state their case for their #2 ranking.
#3. Assyrians: Tough fighters, the Assyrians fight their way up to the #3 spot. Equipped with iron, siege weapons, and the most disciplined army in the world, the Assyrians ruled Mesopotamia with a literal Iron Fist. On the flip side, in the capital city of Nineveh contained the world's largest library. Proving once again that you need brains as well as brawn to rule Mesopotamia.
#4. Sumerians: Sometimes being the first to do something doesn't mean you get to be #1 in the power rankings. This is true of the Sumerians. Although they were the first civilization, created a writing system and sparked the beginning of the Bronze Age, the constant warfare that Sumer succumbed to in the real world also puts them at #4 in the power rankings.
#5. Phoenicians: It's hard to judge where exactly Phoenicia fits on the rankings due to their different nature. The Phoenicians' vast trading of their snail's purple dye and their abundant cedar trees benefited every civilization. The great ships and command over the sea edges the Phoenicians over the Amorites because of it's strong fleets which allowed for trade in far away lands.
#6 Amorites: We have to give the Amorites and Hammurabi for creating the first unified code of law, but there's not much else to write home about. They did conquer all of Mesopotamia for the first time though.
#7 Israelites: Rounding out our list is the Israelites. Known as God's chosen people, the Israelites have been through their share of history. They built a grand temple which was pretty impressive. Maybe if they had only listened and followed god's commandments they would be higher up this list.

Excellent, right? I followed that with a quiz today where accomplishments were listed and they had to identify the correct civilization. Many students expressed frustration that some of the items on the quiz weren't in anyone's power rankings. Some said they wanted a study guide or continued to struggle to know what is expected. This leaves me wondering about student ownership. Do they have it? Its seems a bit like they still want to know what the "right" answer is. Perhaps, I didn't need to give them a quiz. Maybe the power rankings were enough to assess their learning. I'm not sure. I have not graded them yet, which may give me a better read. But certainly, I am left with questions. Questions about what I am doing and how I am teaching. The Flipped classroom and increased student ownership is definitely an adjustment for the student and for the teacher.

What is "Flipped Inquiry"?

2013-09-16T20:04:00.001-07:00

Today I introduced my second "flipped inquiry" unit of the year. What is "flipped inquiry," you might ask. Good question. I like to frame any of my flipped definitions from the "Flipped Mindset" blog post. Off the cuff, I would say it includes:

High-level thinking--investigation of non-googleable questions (in my case historical);
involving student choice with resources (which might involve video clips/screencasts), product, and/or questions,
Best use of face-to-face class time--coached & guided by teacher,
refined and revised with peer and teacher feedback

In this unit we are looking at Ancient Mesopotamian Civilizations. Students are in self-selected pairs. In random order they were able to select their top choice based on availability. They have a variety of sources to help them defend their group as the "greatest." In the first steps today, students did a pretty good job of identifying the "best" parts of their civilization. However, something felt off, they were not going deep enough. Next class I will encourage them to face the aspects of their civilization that don't seem as great and get them to attempt to spin it in a positive light.

Some potential EduFails with this one:

How can I get them to dig deeper? They seem to be satisfied finding a few positive accomplishments and ignoring the rest.
I can't shake the feeling (stemming from the last project) that I want more student choice with the questions/investigations. Can I let go (of control)?

I'll try to keep this process updated as we proceed with this unit/process/investigation. In the meantime, how might you define, "Flipped inquiry"?

Learning is a Process

2013-09-14T17:24:00.000-07:00

Two weeks of school down! Now in my second year of a flipped classroom, thing are going well. I started my first inquiry question with my Western Civilization class. After watching John Green's Crash Course video on the Agricultural Revolution, I posed the question "How did the Agricultural Revolution lead to the $0.99 Double Cheeseburger?" After posing the question, a student said quietly, "I think it would be more interesting to trace it to the schools." A reminder to me of the importance of student choice and how I need to continue working on that.

They were to answer the question by creating a flow chart. Then they had a lot of questions and I took a moment to remind them of the marshmallow challenge we did in the first week of school. One of the lessons of that activity is that school tends to teach us there is only one right answer, only one way to do things. The Ted Talk asserts that the mindset that there is only one right method does not lead to success in the challenge. I reminded them that there is not one way to do this, which seemed to help settle them, and allowed them to draft without fear of failing.

As for resources, I gave them a list of possibilities. Some were video links, some were articles from www.flowofhistory.com, and even the textbook. I told them they could use what ever resource(s) they need. If they don't like videos, they don't need to watch them. If they love the textbook, they can use it.

The drafting and revision process was very refreshing. This is not something that was common in my classroom before. Students arrived with drafts on Monday and compared with others at their table. I visited each table clarifying points I viewed as essential and seeing how they were progressing. I loved hearing things like, "I wasn't really sure what to do, but this helped clear things up for me." They continued to refine their drafts with help from me and their classmates. The final drafts were great. I was pleased with the products, but even happier about the process. Again this is a big shift for me in my classroom.

On a side note, I played the Hawaiian Folk play list on www.songza.com while they worked. It really helped facilitate a calm, productive work time.

Even more importantly, learning seemed to happen. One student reflected, "we had to find our own flow and that involved going over materials many times." I like the sense of ownership this allowed her in her learning. Overall students had positive comments about the learning activity.

So, a quick assessment of how "flipped" this was:

Higher-order thinking emphasis--Students had to master the content and then reorganize it in a logical manner. Learning was also a process that was adjusted as needed, not just a race to "get it done."
Best use of face to face class time--students were actively working to put together knowledge in class. They had their classmates and teacher around to clear up confusion as it presented itself.
Student-centered--I still need to work on allowing students to develop their own questions. But students were able to use the sources that worked best for them, using as many or as little as needed. They could also emphasize various events on their timeline based on their interest.

I will continue to refine as learning is a process for the students and the teacher.

Flipped Inquiry, the Way of the Future

2013-09-02T09:42:00.000-07:00

As I stated in the last blog post, my attempt at inquiry learning last year turned out really well. On this day before the 2013-2014 school year begins, I am reminded that this is the pathway I want to continue on. Throughout the school year I hope to reflect on the process and outcomes. Below, I will paste in full the reflections I made last year as we worked through this unit in class. Hopefully this will inspire you to give it a try as well.

After dabbling with a flipped-mastery model, I was left looking for something more. After a Twitter conversation with @historyfriend, I was re-invigorated by the idea of an inquiry-based lesson. This has always intrigued me, but I have never been sure how to structure this somewhat unstructured process. My Twitter colleague was kind enough to provide me with examples of how she structures her class and it really helped me get a vision for it. Not only that, but this model seemed to encompass many “flipped” principles even though I don’t believe @historyfriend is a self-proclaimed history flipper. In this inquiry model, students are very active in class researching answers to questions and then coming up with even more questions (great use of face to face time). Throughout the investigation they are actively trying to construct meaning (not just memorization). Finally, in this process, much of the content is student-created and not just read from the textbook or heard in a lecture, so it seems very student-centered.

Some steps in the process,along with reflections:

Creating a driving question. I tossed many ideas in my head about what the questions should be. I chatted with @history friend and brainstormed with my husband. In the end, I found a great question on www.teachinghistory.org. It was: How influential was the United States in determining the outcome of the war? First of all, it couldn’t be answered with an easy “yes” or “no.” And in order to answer this question, they would need to examine the war before and after the United States entered. Each groups examined this question from a different lense of the war: Europe, Africa, Pacific, and Homefront. For my first attempt with inquiry learning, I am happy to create the questions, but I could envision coming up with questions as a class or student developing their own questions in the future.

The Research Process. Throughout this week students have brainstormed questions they need to answer in order to answer the driving question and collaboratively researched answers. They have complied all these ideas on large piece of butcher paper. Ss could use textbooks, library books, or the internet (in the future I could record some lectures or post videos from other sources). All group members were involved. As they did this, I walked around to groups seeing where they were at and discussing their learning. They rotated the paper around, reading responses from each other, asking clarifying questions. When they felt like they were “done” I asked them to try to answer the driving question and then assess what else they needed to look up. They were working together to help each other understand.

Drafting Day. I explained they are drafting so they have a more polished copy for the rest of their classmates to read. They also have the benefit of having the piece of butcher paper (would be even better with Google Doc) and their fellow researchers. They started today by sharing important points and they asked questions of each other along they way as they drafted. Each person responsible to create their own response, with the support of their collaborators.

I like the differentiation opportunities. Students that know a lot about WWII can go above and beyond and research new things. Peer editing, “wanna look it over?”

Blog Posts. Students posted their response on Edmodo. Members from the same war theater had similar events but all seemed to have a slightly different emphasis. I felt like the understanding of each student was excellent. I was also happy to see that much of the content I would have taught through lectures or activities was covered adequately and then some!

Commenting. The students then had to comment on a post from all four of the “lenses.” I did a little modeling in class about what an excellent comment would look like (comparing your lense to another) and many of them did that very well. More higher-level thinking! Very few comments just said “good job.” Another positive outcome, was peer feedback. One student stated, incorrectly that the Soviet Union was part of the Axis powers. In the comments another student, very kindly pointed out the mistake.

Final Steps. In class, split up the groups so that each had a representative from all four lenses or fronts. I had them come up with a list of the main events/people/ideas from each front. I tried to emphasize that the Homefront expert should try to forget he/she is the homefront rep and they should all be contributing for each topic. I collected these lists to create a study guide for the students, to my delight, the terms were very much in line with the questions I would ask on the test. Then I had them decide on a turning point in the war. I had hoped this would lead to interesting discussions and debates about the significance of each front, but unfortunately it did not. Word got around that a few groups were picking the Battle of Stalingrad and then everyone seemed satisfied that it was the “right” answer. This little letdown may be due in part to it being that last moments of an afternoon class, on the first day back from a long weekend, and the last thing they had to think about before going to their last class of the day, gym.

Review. After the mini-failure of the last class, I was nervous about how review day would go. Did they want to slip back into their passive habits? So I handed out their study guide, compiled of terms from the day before. In entirely new groups, they took those terms from the study guide a created a web. I loved that students were collaborating and actively creating meaning of the content. Reviewing what they needed to and getting some prodding from me to think a little harder to create those connections. We ended with a short whiteboard review in groups. And I felt that overall students were in a better place than they usually are in the class before the test. I suppose in more traditional models, it wouldn’t be until the night before that students would be reviewing information that they had heard me babble on about a week ago. Why would they review beforehand, they were just trying to cram the knowledge in to get through the test. I feel like in this model, students had been so active in the process of learning it, that there was little to review the night before the test.