Team 4 could be labeled the queens of flipped classroom. They choose to tackle the depth and breadth of information relevant to math methods and strategies for students with mild/moderate disabilities via a series of short YouTube videos. Each trailer ran from 1 ½ to 8 minutes. For seven evening a trailer presented from different members of Team 4 discussed methods of teaching mathematics across k-12 spectrum. Classmates and instructor were to watch these videos to prepare for the formal math presentation. The creativity, professional quality and quick kernels of math procedures left us eagerly waiting for our next daily installation.
Upon entry to the course classroom the night of presentation by Team 4, I almost tripped into the classroom. No that night it was a totally different space. Our traditional classroom was nowhere to be found. The rearrangement of furniture, festive colored table coverings and piles of math manipulatives invited you into their presentation. Of course providing food put a happy face on everyone.
The presenters announced that this presentation would be different than the other three. There was not going to be a formal discussion of the context of the text. Our flipped classroom evening trailers served as that part of the lesson. The overhead project and Keynote delivered lesson were nowhere in sight. We were put into teams of three and told to one of four stations to begin our journey into teaching math.
Each team member sat at a table where a different set of math concepts and practices was laid out for our interaction with four math concept themes. I must confess it was hard at first to attend to each presenter as my eyes were fascinated with the assortment of interactive high/low technology resources. Of course the team monitor reminded us to get some food each time the chimes were played announcing the end that tabletop interaction.
Almost without realizing it you were recalling the flipped classroom trailer concept related to a specific table. The relationship between specific iPad apps and other high/low tech resources to the concept being developed at each table became obvious.
Team 3 reminded us that there are multiple ways to teach and learn. They emphasized theoretical approaches to how one develops written-language proficiency. Their selection and demonstrate of iPad applications was linked to theories of learning. Knowing the purpose for including specific learning resources based on theoretical approaches to teaching and learning provided a purposeful intention for why a particular iPad application was a good resource. There presentation illustrated how complex and difficult it is for students to master the written form of communication. A cross breed between PowerPoint and Keynotes was used to prepare a single 36-slide presentation.
As a result of their presentation style one or two apps were demonstrated for different segments of the writing process. It was easy to see how their selected apps could facilitate additional practice for students with special needs.
I was pleased to see that the collaborative effort and responsibility for different elements of written communication resulted in a seamless experience. Each student became an expert about methods of teaching different elements of learning the art of written expression across the K-12 spectrum. The best ah-ha moment in the presentation was when fellow classmates in small group interaction recognized that well designed e-learning applications can be embedded in activities that met the needs of high achievers, average learners and those with English language or special education challenges at the same time.
You know a good lesson is taking place when you see teachers and learners working together to explore potential integration of apps into learning moments. Nothing works better than a teacher traveling around the classroom making learning personal.
The team build upon the class reading to complete a WeKWL chart representing what I know, what I want to know and what I learned. The KWL is taught in every K-12 teaching methods course. Classmates were directed to download and install the WeKWL app on their own iPads. Then students typed in a code for the app being used by the team demonstrators. The video clip shows as soon as students typed in responses, the response was projected on the instructors iPad displayed on the screen. The“we” app family includes two other programs that user the same idea of class interaction. The weSketch+ and weMap provide a sketchbook and diagraming tool to expand teacher/learner live interaction.
Team 2. This week everything relevant to e-teaching is up and running in our assigned classroom. Team Two was determined to showcase their own presentation style. The team began class via FaceTime. A classmate connected her iPad to the sympodium. The presenters appeared live saying they would be 10 minutes late due to traffic. In reality the students were actually calling from another classroom in the building. There was a purpose for this ruse. The team assigned a flipped classroom activity earlier in the week. The task was distributed through the Blackboard e-mail for this course. The team was worried that their classmates might not have completed the task prior to class. This was actually experienced the week before when no one read the flipped assignment prior to the team presentation. The lesson had to be redesigned on the spot. The team saved the day, but the scenario was still fresh on the minds of team two members. This 10-minute pre-activity was actually catch-up time to ensure the class was ready to participate in a planned segment of the lesson.
In our class mobile devices are always open. Students are always engaged with devices while participating in class experience. Here we see a student with iPad, cell phone and coffee on her work space. Can students multitask? Are they working on something that is not class related? This student continues to participate in class and ask questions during peer presentations. With trust comes self monitoring and a sense of community of learners.
No idea how students planned to imbed iPad into 2 hour class presentation requirement in the special education methods class. This group was rehearsed and ready to start. On Tuesday they met in the classroom for a dry run. On presentation day they arrived 45 minutes early. Rearranged furniture in room for group activities and to set up presentation equipment Twenty minutes before class time they ran into my office in a panic. The computer was not working in our classroom. SOLES Desktop Support provider Richard Garner tried alternate ways to connect. No go. He went to find another classroom. We considered moving next door but another class would start there in 45 minutes. Richard came to the rescue. We moved to the auditorium. Not a beat was lost and show went on.
The class was designed to be student engagement in the lesson. Shown here is a reading app. Each student was given an app list of software to download for the presentation. Each student was able to see what was on the screen while personally interacting with the reader. The favorite class activity was watching a youtube video and then logging into a web link that provided a way to give their points of view. As a prompt was answered the response was shown on the screen.
To heighten the suspense a countdown app was set up on the podium where classmates saw a visual countdown of time left to complete group seat activity.
Team One applied various means of student engagement, entertainment and discovery of apps that everyone wanted to jot down for their own “app toolkit”. The challenge was to encourage the three remaining teams to develop their own creative way to deliver their two hour class. I left them with a plea not to try to copy the team one engaging experience – rather be themselves.