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High School IB English Teacher

Thanks so much, Tom - I'll

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Thanks so much, Tom - I'll definitely check out Flipping 2.0!

8th Grade Science Houston, Texas

Hello Echo, May I recommend

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Hello Echo,

May I recommend the book flipping 2.0. It has really great examples of flipping LA classes from teachers who are doing it. I am a math and science guy but I found it very interesting to read what the LA teachers are doing. They felt much like you that there were plenty of math and science examples but not many LA examples so they just jumped in and decided to do it themselves. I think you would enjoy the read.

About the videos, I understand. I have what I consider to be a terrible recording voice. I literally hate hearing myself speak. I refuse to let admin record my classes with me in the shot. I just hate it! So I know what you are talking about. I have done some things to overcome the "terrible voice" issue but my advise is to remember that it isn't about the videos. It is about how you spend the extra time with the kids. The videos may not be the best but I bet they are better than you think they are. Just focus on getting them done and move on. You can always redo them later on.

Good luck!

High School IB English Teacher

My biggest hurdle is my own

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My biggest hurdle is my own fear of actually creating lectures or lessons on screen. I've tried with a few writing lessons, but have given up after spending two hours on a 10-minute clip and deciding that it wasn't good enough. The flipped classroom makes sense to me in science classes or math classes, though I do constantly wonder if that's just my excuse for not creating one for the English classroom. I am constantly inspired by this concept, however, and haven't given up on it yet - barely getting started. Therefore, articles like this, Jon, is really great for me to come across; thanks for sharing, and I agree: we should all "teach kids how to learn".

Want to really "flip" your

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Want to really "flip" your classroom? Here's what I do, I always give the answer first. Also, ask any question you'd like, but it must be written down and passed to me. Personally, I believe there are many "stoopid" questions. They shouldn't be allowed to take everyone off task.

Thanks, Rory

Curriculum Director, All Saints' Episcoapl School, Fort Worth, TX

Hi Shari: I feel your pain!

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Hi Shari: I feel your pain! Here's what I've done when participation is shallow or follow through is nil: 1. I have kids take notes on the videos and grade them for a completion grade, just like the classroom notebook grades many of us have given for years (or in my case, decades). 2. I create a Google Doc and share it with the kids. I instruct them to post a question, referencing the exact time in the video when they didn't understand it. I answer their question in the google doc and then use one of their questions and your answers on a quiz. 3. I don't allow them to watch the video in my class, reasoning doing so enables their negative behavior. I have those who didn't watch and take notes at home participate in the class activity and fail, or read a boring text. 4. I do make before school, lunch and after school video access available for those who complain about home connectivity issues.

Curriculum Director, All Saints' Episcoapl School, Fort Worth, TX

My biggest challenges with

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My biggest challenges with flipped classes are 1) kids trying to "flop" it back, and 2) uber-organization.

1) Flop: For the online lectures and readings in my economics class, I use MIT's wonderful free open course ware (http://tinyurl.com/b7heher) then do problem sets and case studies and discussions in class. Sometimes kids come back to class and say, "But Dr. A, we like the way YOU explain it better!"

2) Organization. Let's face it: most of us skilled veteran teachers can make up stuff on the fly, make adjustments based on what we see, and customize assignments at the end of class. Blended and flipped instruction doesn't work that way. You've got to have much more written out, explained in advance. It's orchestral composition, not jazz improvisation.

4th grade math teacher in FL

Hi Shari, I see your point.

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Hi Shari, I see your point. Flipped or not flipped, if a student is going to make excuses, they'll make excuses. I honestly wouldn't know how to deal with that age group. Could be why I stay in the younger arena ;)

high school world language

@Mrs. Brookins: I've taught

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@Mrs. Brookins: I've taught in elementary and high schools. The biggest difference is that there are more kids who want/need a personal cheerleader in high school. They're so used to someone else doing it for them, they have given up on trying. Younger children are still hopeful, want to please you, and try. Their parents are, too. That said, "Love and Logic" is a great book. Works wonders with little ones. By the time they are teenagers, most kids already "know everything," so it makes the climb a bit steeper. ;)

high school world language

I have the same problem. Kids

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I have the same problem. Kids who don't DO anything (or who do very little) in a traditional classroom, don't do anything in a flipped classroom either. They pick and choose "buzz words" to defend themselves, have "no access to technology," even though they all have cell phones. There are just some kids who should be in vocational training programs. Most of them really do just want to do hands-on stuff they find personally relevant (in the moment).

So, if there is any way to split your classroom- have those with all the excuses watching videos in class while you move on with the others.

4th grade math teacher in FL

Hi Mark, reading through your

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Hi Mark, reading through your post, I immediately thought of the "Love and Logic" website. Try surfing through loveandlogic.com, especially the free materials and download sections. Like you say, these few students would not move forward, no matter what instructional form you used--flipped, blended or traditional. Try giving these students a 'traditional' homework worksheet. Would the students turn it in at a timely manner? I'm guessing not. Maybe pull these students from lunch and have them watch the videos on the school's computer. Even if you played the video in class; that's a 15 minute lecture as opposed to a 45 minute lecture that's been sprinkled with, "Sit down Susie..." or "Please get back on task, Jerry" etc. It can be frustrating, I know. Let us know what you wind up doing! I'm interested!

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