My reactions to "Flip Your Students' Learning":
- What role can webinars and screencasts have in aiding teachers with instruction in a flipped or blended classroom?
- The main point of using webinars, screencasts, or videos of lectures is improving the interactions that teachers can have with students. For instance, the article states, "When they're lecturing . . . they're not differentiating instruction." If the lecture piece is removed, the teacher's classroom time is shifted to individual practice and face-to-face time with the student, which allows the teacher to gauge understanding, differentiate, and assist.
- Sams and Bergmann: “Flipped learning is not about how to use video but about how to use students' time.” What do they mean? How can the same statement be applied to blended learning?
- The big idea behind flipped learning is that pieces of instruction, such as lecture, reading, notetaking, etc. that can be done without the teacher can be done outside the classroom. That way, classroom time can be more impactful and dynamic. As a student, that makes it important for you to do your homework at home. If you need to read a chapter or watch a video, you don't need me! If you read at home, the time we spend in class together can be used more effectively with discussion, practice, and actual work you might need help with.
- Have you attended professional development webinars? If so, share your experiences.
- I have not. I have done a synchronous training when I worked in the software industry (which was about 11 years ago) and I remember the connection being unreliable and frustrating. But 11 years ago is ancient history when it comes to technology, so I can imagine that with our current tools, webinars could be much more satisfactory experiences.
