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There are many advantages to the flipped classroom, including allowing more one-on-one interaction with the teacher, and more focused short lessons (McCammon, 2015). I also believe that having a video in front of you increases the engagement because it is hard to ignore something you are attached to. I have noticed that in the past when I have shown a video to the whole class, many of the class is not engaged, but when I upload them to our LMS, (allowing students to watch on their own device) almost all the students are watching the video.
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The only way to bring about change is to be comfortable with being uncomfortable. Change is never easy and will present obstacles and challenges, but it is necessary. You will experience the most growth when you are willing to step outside your comfort zone and try something different. I tremendously respect the Ottawa Catholic school for embracing technology instead of running from it (Canadian Education Association, 2016). The fact that they are putting education for their students first, even in front anxiety about safety concerns. I have not experienced a district that has allowed student’s access to YouTube and social media. It’s incredible that they believe that students will benefit learning about digital citizenship through teachers modeling. I know that we have had many issues with students using social media negatively, I am intrigued to see if teaching students during school hour appropriately how to use social media would lessen problems that occur outside of school. It is essential that schools prioritize technology assistance. Our school has put more emphasis on certain aspects, but we have computers that are not equipped to work with the software we have installed, and the turnaround time to get anything fixed can be weeks. Which makes it challenging to implement new ideas.
These videos were so applicable to me because I teach Microsoft Office programs in BIM (Business Information Management). I have used clips of the death by PowerPoint video every year when I teach the PowerPoint material. One thing I constantly teach the students is YOU are the presentation. If all of the information presented is on a PowerPoint then, you don’t need a speaker. I teach them all of these tools are to ENHANCE their presentation not BE the presentation. I teach students to fill out your notes at the bottom of the presentation with tons of great information. (or handouts like in the video) Then you have a plan of what you want to discuss in your presentation. We have great conversations about how many adults struggle with this concept. Almost every training I am secretly shouting, “NO, NO! “ So often I can’t even read the information from my seat, which defeats the whole purpose. Also one of the most important things is to guide your reader, which is easy through animations. Just as in death by PowerPoint, you can easily show the audience where you want them to be in the presentation.
The research about the college biology classes was another example of how most professional training is lacking or ineffective. The professors understood that active learning should heed higher results for students, but yet they were not applying the active learning effectively, nor did they conquer misconceptions. I would predict that many of the professors were introduced to the concept of active learning through a PowerPoint presentation, with no modeling, no follow up, and as a result, it didn’t do much for student achievement. If professors could first address what the student’s prior knowledge is, they could eliminate any misconceived notions. This could be done at the beginning of the course or short assessments before a Unit is taught. I was curious to know if any of these courses required a lab in addition to the class. Most of my science classes in college required labs, which allowed me to grasp the concepts. I don’t think I would have ever understood circuits without doing hands-on labs, which is another option when applying the theory of constructivist.
Professional development is ineffective because no one learns through information transfer. In Teaching the Teachers Effective Professional Development research suggests that the tools teachers are using to prepare students for 21st-century careers are not the same tools used in professional development. As an educator, we are expected to model, provide hands-on activities, students opportunities to collaborate with peers and re-teach gaps in understanding. However, as educators, we are expected often to just learn through direct teaching. I am mentoring a new teacher and was working with her on our district LMS. I asked her what training she received and she told me they showed a PowerPoint presentation but had no access to a computer. What? Why? NO! How could you effectively understand a software program through a PowerPoint presentation? The truth is you cannot effectively learn this way, and we should be holding teachers training to the level we provide for our students. Otherwise, it will be quickly dismissed and the whirlwind will progress.
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AuthorBridget Gallagher Archives
June 2018
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