Duration: 3:42
Ashhurst School teachers, Sara and Emma, explain how they plan their lessons for a flipped classroom including how they make their instructional videos.
Emma Jensen: So when planning a lesson, first I establish what the children’s next steps are and so we develop a learning intention from our school matrix.
Sara Lambert: The biggest change is that instead of just then launching into planning a lesson, there’s a section in there where we add in a flipped video.
Emma Jensen: Then we go on to our Flippit site for the school and look to see if a video has already been made or a project. If it hasn’t, we’ll make a video on something like Explain Everything or we might make a video on say QuickTime on the laptop.
The benefit of me creating the videos myself is I know my kids in my class. It’s not like I’ve gone and searched for a video to use, they’re purpose-built by myself.
Sara Lambert: That often changes the way that our lesson looks because we’re not introducing the new material in the traditional way that we were previously.
Okay so here on the iPad, I’ve got the Explain Everything file that I’ve made for the maths strategy that I want this group to be using. So I just save that as a video to the camera roll after I’ve made it and spoken over it and then transfer that to my laptop so I can put my flipped video together. But then once I’ve got the video on my computer, I use iMovie to put it together. So I’ve got the video file here and then we use another opening video. I just upload it to YouTube. So once I’ve got the video uploaded on YouTube then I just pull it from there and I use PlayPosit to put my flipped videos together, in maths particularly, and flick them out to the kids that way.
Something I noticed with my flips is that the content that I wanted to cover got quite intense and my flipped videos got quite lengthy so I use PlayPosit to chop them up into pieces with activities immersed within the video. I just add in my video link and I’ve shown a few different parts to this strategy, starting off quite simple. So what I do is I get to the point in the video where I need to be and then I add their first task. So then I use just the normal range of activities that I would use within my maths programme.
The first activity that I want this group to do is questions on the board. I just have a series of images that I use that cue them to that activity. The kids watch a section of the video and then it stops them and it instructs them to complete some questions on the board. Then I just go to the next section of the video where I’ve explained the next part, pause it where I need to and then add in what I want the next activity to be.
So then to finish off the flipped video, the last activity that I want them to do is I’ll embed a web page for an activity, a figure it out activity and then that opens up for them to scroll through and do the questions. So the expectation is that they watch the section of the video, complete the activity, and their activity is the opportunity for them to show that they’ve understood the learning focus and to show that they’re able to apply the strategy.