Response to Research Post #4 - Flipped Classroom Tips

If you haven't already noticed, I'm 100% on board with this whole flipped classroom thing. I first heard of a "flipped" classroom when I attended a technology summit last summer. I possess a Flip camcorder, and I thought, "Dang, I'll get right on this."

They stopped making these little boogers and that sucks. RIP Flip. 

Then a whole school year went by with zero effort. It's hard to reinvent the wheel when things are going well and you're busy. Fellow teachers in this course, what are some tips to get my butt in gear? I like technology, and I'm fairly good at troubleshooting when left up to my own devices. I prefer the "tinker with it until it works" method of learning, but I know there are some other ways. This class has been a great start, but what are some other resources you suggest?

20 NEW Facts about Flipped Learning in High Ed

This little ditty was posted on Twitter via Dr. Spring, and it contains some shocking (in a good way!) and insightful tips about the "flipped classroom." Well, maybe tips isn't the best term-more like 20 factoids and statistics debunking the mystery behind flipped teaching. Below are some of my favorites.

5. On average, 8 out of 10 flipped teachers have more than 6 years of experience teaching; 42 percent of ‘flippers’ have been teaching for 16 years or more.

I've  only been teaching for 4 years, so I'd like to break this statistic this year by pledging to do something "flipped." Who's with me?

6. While math and science classes were still flipped the most, there was a significant increase in English classes. In 2014, flipped teachers also reported using the method for social studies (18 percent), technology and computer sciences (17 percent) and world languages (7 percent).

I can name five assignments right off the bat from my English classroom that would be great for the flipped environment. Book report assignments, small class notes, mini-online lectures, and extra credit opportunities to name a few! 

19. The most common concerns about Flipped Learning are: student access at home, needed instruction on how to make or find high-quality videos, how to best use additional classroom time, and the time required to develop a flipped course.

Here's the major bump in the road. What do we do about students who can't afford computer access at home and have no way to transport themselves to a public library? In my opinion, this is where the school steps in. I know that Rock Hill school district now has iPads for all 5th graders as long as their parents sign a waiver and attend one info session. Also, despite massive budget cuts, schools are getting access to new technology now more than ever. Teaching is all about being able to monitor and adjust at the drop of hat, and I feel like the concern on "how to best use additional classroom time" is over the top. I know what I would do if I could cut out 20 minutes everyday spent on explaining things five times: party! Just kidding, I would actually build in times for more meaningful activities and possibly cross-curricular stuff. 

What are your thoughts on this facts and statistics? And furthermore, are you proud that I stepped out of my comfort zone and used a photo this post? Baby steps! 

Response to Research Post #3-Online Learning and Low Income Students

Online Learning and Low Income Students

Yes, it's me again. With an article about teaching-ha, go figure! While I told myself I would take a break from posting about teaching and focus more in writing instruction, I couldn't help but use this paper in my blog. The link above will take you to an abstract from a paper-different from actual media articles I posted in the past. Once again, Dr. Spring shared this on her Twitter page, and I scooped it up for further reading. It is quite dense, so I'm just going to cover the highlights on this blog post. I plan to use this in my annotated bibliography since it matches quite nicely with my interests: Online teaching and low level students. I feel like Krista and Melissa would especially enjoy this academic paper because it may support some of the things they've been writing in their blogs.


Shanna Smith Jaggars, the author, gives valid points when explaining obstacles low income students can face when taking hybrid or all online courses. The first section of the paper is an in-depth view of research available on online courses and success rates. It also breaks down what type of courses are taken online by a certain student demographics, and the overall outcomes of these courses. The statistics for some of these studies were shocking. For example, Jaggars describes a study that reports, "Online courses, like other forms of distance learning, clearly have higher mid-semester withdrawal rates than do face-to-face courses. This difference may be particularly pronounced among under prepared students" (8). So what constitutes an under prepared student? According to Jaggars, an under prepared student is a student that is not adequately ready to take on traditional college work (i.e. writing papers, using critical reading skills, or conducting solid research). The remaining first half of this paper presents several case studies that further support Jaggers' claim. She doesn't necessarily slam online teaching, in fact, she explains that under prepared students are more likely not to return to an online course after failing, or performing poorly.

Jaggars also hits on a concept I also have thought about. Technological access for low income students. This is the major drawback for me for using a flipped classroom assignment. Many of my Bridges students do not possess a computer at home, so it would be hard for them to view an assignment outside of class. That is why, if I were to do a flipped assignment, I would have them use iPads in the classroom and then come to me with questions.

The last fourth of this paper presents strategies that can be put in place to help these students. Some of the strategies Jaggers suggest are: reduce student costs for community college, revise financial aid, offer more routine online courses, and teach online learning skills. Obviously, I haven't gone into extreme detail with explaining this paper, but I feel like it is a good resource to back an argument for online teaching. At first I though the paper would be solely against online courses for the underprivileged, but instead, Jaggars gives good insight into what can be done to fix these issues. 

Response #1 to Warnock: Chapters 1-4

First off, I would like to comment on Warnock's voice in this "textbook." I put textbook in quotes because it does not resemble nor reads like a typical textbook. It is slim and light, and the structure is easy to follow. I appreciate Warnock's candid voice. I found myself chuckling at times to certain comments he would make about otherwise mundane topics. If anything, I always admire dry wit.

My thoughts on chapter one are pretty straightforward. I liked the list of personalities that Warnock advises against using when conducting an online course. The same goes when teaching a live course, for the most part. Also, I liked his suggestions for ice-breakers. I have only taken one other online course, and we did a large introductory post. While these are great, I prefer short, original introductions. His fill in the blank type questions are to the point and would leave a lasting impression. I feel like this is important in getting to know people in the online environment. For example, I prefer to know the people who will be commenting on my posts at least once a week.

The online vs. hybrid course debate covered in chapter two was somewhat confusing for me. I have never participated in true hybrid course...at least, I don't think. I have taken one or two courses where certain activities are completed via Blackboard while other stuff is turned in during class time. Does this constitute a hybrid course? Those of you with a stronger background in this could possibly help me out?

Chapters three and four move towards an in depth explanation about activities and strategies that can be used in to improve communication online, etc. Dr. Spring mentioned the possibility of using Google Hangout at the beginning of this course. I have never used Google Hangout before, but I am open to the idea. My biggest hindrance in the course so far is time. I have a packed summer schedule (despite being "off") and I feel like this has kept me from exploring other options. Warnock mentions using a "stripped down" method for communicating day to day in the online class environment. So far, I have made a better effort in re-activating my Twitter account and checking my Winthrop email regularly. These are small steps that I hope will lead to bigger ones. Right now, I am content with doing the majority of course work independently. This is only because I am afraid to commit to group work etc. without giving a 100% effort. I don't want to be that person who doesn't do her share of the work. Part of this stems from fear of the unknown in relation to online class. But as Warnock says, "At some point, you need to jump in."

Final thought: the glossary found at the back of this book is extremely helpful. Just FYI in case some of you haven't noticed it yet. (I just noticed it tonight, so yeah.)