There has been a lot of talk about Khan Academy videos and getting students to watch the online YouTube clips prior to coming to class.
I have been trialling both flipped classroom and reverse flipped classroom with my students.
I have found that explicitly teaching the content – discussing the various scenarios and vocabulary required by the unit of work and then getting the students to watch the accompanying video, actually yields better results.
I usually make the video that I want the students to watch with Camtasia and make sure that there are plenty of modelling of sentence structures for them to reflect upon.
I also insert lots of visual stimulus and provide a couple of background tracks that connect with the subject matter. This particular Camtasia clip will win no Academy Awards – and it even has a couple of typos – but it proved very helpful for students studying for a recent Romeo and Juliet essay test.
While I was thinking about my latest classroom strategies to teach Shakespeare, I came across an article in Mind Shift which supports my reflections. It suggests that a new study from Stanford Graduate School of Education suggests that students’ performances improved substantially when they watched the online video after they had engaged in a hands-on project. Researchers in the article talk about the “flipped flipped classroom” ! They suggest that cognitive scientists are asserting that ‘exploration first’ is the key to success in learning.