If there is one thing the flipped class has done for me, it has forced me to view my role in the classroom very differently. I generally operated under the assuming that I as the teacher had all the knowledge to give to the students. In fact, this assuming still guides my class to the extent that I create the videos and plan the lessons. Now that we have iPads, students are easily able to access any information they want at any time. My in-class lessons have shifted to students working alone or in groups to take the information they learned in the videos to apply it to real life problems (confirmation hearings, mock congress, crisis scenarios, etc).
However, it was not until last week that I realized that my thinking had not shifted far enough. I was still the one creating videos and giving the knowledge. Why not have the STUDENTS create the videos for other students? We all have iPads, why not?
I have done this now in two different ways, which I will share below (and provide answers). This is immensely easier because of our 1:1 iPad situation, but not impossible if you do not have this technology.
Review Activity
- First, I created a word document that consisted of each standard, the vocabulary for each standard, and a few key questions for each standard.
- Each group received one of the standard sheets and was given 5 minutes to fill in as much as they knew. Then, the sheets were passed until all groups had seen all standard sheets.
- Finally, I redistributed the sheets and students were given 20 minutes (SHOULD HAVE BEEN MORE TIME!) to create a short 2-4 minute video on the standard using an app of their choice (Showme, educreations, etc).
- Students then posted a link to their video on edmodo. These kids took what takes me 10-15 minutes and made a less than 2 minute video (I could learn a thing or two!)
- Here's feedback I received from one of my students
- "Just my two cents...but I love this video review thing! Don't get me wrong, I enjoy your videos, but it's kind of neat that my classmates are teaching me this information rather than the teacher. The fresh perspective is nice, and I really think it will help me on the test tomorrow. (:"
- Other students were not as positive about listening to other student videos due to the lack of "polish" of the videos, but all students agreed that actually making the videos was helpful in learning the concept.
Iron Triangle Concept Builder
- The iron triangle is a key government concept that spans 4 different units in AP Government. We finished up the last piece of the iron triangle last week, and I asked students to create a video describing an iron triangle (whether specific or vague).
- I thought this activity might take 30-40 minutes, but was surprised that it took all block. Students knew that others would listen to their recording, so engaged in creating rough drafts, scripts, etc. All students were required to speak, so everyone had to be an expert in something. It ended up taking all block and students were silent as they listed to everyone else's recording!
- Here's an example!
- Here's another example!
