I truly believe that reflection or looking back is an important part of our learning process. Taking time for reflection allows me to connect what I’ve learned in the past with my plans going forward. I’m reminded again of why I changed the title of my blog to “Connecting is Learning” and will once again give credit to that change to my good friend Laura Goglia who has been a key influencer on my this past year. Follow through her tweet to her post and you can even read my comment on that blog post or you can just go straight to her post “Lessons Learned 2016”.
I’ve written before about my work with various tools, the focus lately is on student blogging and using a FeedWordPress setup to create a connected course where my students (and anyone else) can view the syndicated posts of the students in a single place.
I was away for four days of classes last week but I left work for my #TC101 #TC1019 and #TC2027 classes. They shouldn’t miss my presence in front of the room since I’m not the focus of the class. Some of those students embrace that fact but some are still reaching to grok what I mean by this student-centred and flipped (in the sense of flipping roles) classroom.
I know, it is difficult, it is messy, but as my good friend (now I actually met her in person) Laura Gogia says it right on the title of her blog “Messy Thinking“. I was able to rename this blog to “Connecting is Learning” through her influence and that of many other amazing educators at (and not at but present through the wonders of Virtually Connecting) #OpenEd16 in Richmond, Virginia, USA.
My flip classroom does not include many videos. I create a video at the start (well, usually the start) of each week for each course to let them know what’s going to happen that week and what they should focus on.
I much prefer video on demand which matches the style of my classroom being focused on what each individual student needs.
Nota: voy a tomar tiempo hoy/mañana durante el evento a poner otras ligas y detalles, si hay preguntas o peticiones, adelante en los comentarios.
Hace un par de meses me invitaron a presentar sobre aula invertida con maestras y maestros de escuelas públicas en la Ciudad de México. Responder con un si fue muy fácil.
Ha dado varios talleres y pláticas sobre aula invertida en los últimos cuatro años pero normalmente en ingles. No es fácil para mi expresar mi pasión por aprendizaje en español pero me da un oportunidad de repensar como llevo las ideas a mis clases.
Cada presentación es dinámica. Prefiero conversar con los participantes y ajustar el ritmo a ellos. Por eso es posible que usamos uno o más de los siguientes videos.
Desde hace dos años doy un curso (grátis y abierto) en linea estilo cMOOC (la ‘c’ es para conectivismo) y les invito acercar. El curso tiene mucho contenido en inglés pero estamos haciendo más esfuerza para mezclarlo con contenido en español. Más información conmigo directamente o en la página de proyecto.
No puedo enseñarlos #flipclass pero darles una vista mía y esperar que van a explorar y compartir la experiencia con otros. Les invito a acercar con otros maestras y maestros aplicando aula invertida en sus salones, es una comunidad grande.
I’ve been invited to share my thoughts on Flipped Learning with the faculty at the UDG Agora course (diplomado). Thank you to JIBC and the University of Guadalajara for giving me this chance to share with and learn from you.
This is at the Guadalajara Campus of the Tecnológico de Monterrey. Please arrange to visit ahead of time so we ensure you can enter the campus and have information at the security gate of why you will enter the campus. The session locations are as follows:
2:30pm-3:45pm Open Class in room 1402 (building 1, 4th/top floor, room 2)
4pm-5:15pm “Aula Invertida”(slides here) in room 1405, right down the hall from the other session.
Feel free to attend both, only one or contact me for future information about sessions, courses and talks about Flipped Learning
Video about the Sessions
Come see how this works
My entire course as well as the submissions of my students are online for you to view at this website: Courses by Ken. This course (syllabus here) is an introductory course in computer programming at the undergraduate level for non-computing engineering majors. The website linked is used for both courses. The course TC1017 (Solutions to Problems with Programming with C++) is the one that I will be showing on Friday the 13th; the other course is TC1014 (Fundamentals of Programming with Python) is the equivalent course for computing program majors.
What will you see
This class meets twice per week over the 16 week semester. At the beginning of each week I record a video for the classes (usually the same video is for both variations of the course since the content is very similar). You can see the collection of videos for this course on my YouTube list for them
To be honest, every day in my classroom varies depending on the needs of the students at that time. The students are in between our exam periods so should be in the “normal pace” of activities which include:
working on a sequence of activities that I loosely format based on what Crystal Kirch‘s WSQ assignments. There is an average of one of these per week during our 16 week semester.
choosing with mastery topics they are able to meet as well as to which level (on an OSU – Outstanding/Satisfactory/Unsatisfactory scale) they will show mastery. There are 30 mastery topics they need to meet for mastery of the course content.
taking formative assessment activities which can be in class quizzes using a platform such as Socrative or Kahoot! or a quiz they can do on their own time (and multiple times).
Since my style of a mastery based classroom puts the deadlines on the activities #1,#2,#4 above are all on the last day of class May 6th, many students are at different levels. This is intentional. I have a varied range of prior experience in computing with my groups since some have 10+ years of programming experience before arriving and many others have close to no prior experience.
I start the class with a pep talk about what to be working on as well as addressing any common questions and then spend most of the time in the classroom working with individual students or small groups.
Are you Curious?
Please come visit this course or contact me to arrange to talk about my implementation of Flipped Learning, I am always eager to discuss my work with others. You can also see what we are doing in my Open Course on Flipped Learning which is currently running and I plan to offer it again starting in May 2015.
As mentioned last week, I’ve moved to Schoology as my LMS (Learning Management System) for my courses this semester. I am teaching a total of four groups across three separate courses which means I put two groups of the same course (Fundamentals of Programming using Python) together.
The biggest win for me so far has been the engagement of my students in discussing the out-of-class assigned videos/readings/activities. I use a modified WSQ system (Watch/Summarize/Question) but please see Crystal Kirch’s (@crystalkirch on Twitter)explanation on her blog.