Reverse class: where to start (and other tips of the trade!)

In order to implement his flipped classroom, the teacher David Chartrand (presented previously in this dossier) began by producing a few video clips and a little written material, which he […]

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In order to implement his flipped classroom, teacher David Chartrand (presented earlier in this dossier) started by producing some video clips and some written material, which he made available to his students via the Web. It took him about 2 years to build his video bank, covering the main concepts of his math class.

He advises not to rush too much: he started gradually, a video here, another there. The students liked it, so he continued. At first he did them at home, then he started recording directly in class. In his opinion, the benefits are huge: “5 minutes after the live recording, the video is live on the course site! In addition, no time is wasted. He also encourages using this principle when correcting. “Take 5 minutes to correct a video exercise, then save that time for the next 20 years,” he says. However, he insists on the fact that it is not a question of producing video clips “just to make it”, but in order to save time and make the students very active in their learning. “In addition, you don't have to create everything, you can find lots of things already on YouTube, for example. He also advises avoiding wanting to get the perfect recording. “As in real life, if we make a mistake, we correct ourselves and we continue, that's all! "

Therefore :
- Go gradually, starting with a few videos (this also allows the students to get used to the concept);
- Aim for recording directly during class (when possible and appropriate) to save even more time;
- Film the correction of an exercise with explanations;
- See if an interesting capsule does not already exist on the subject (on YouTube for example) before investing time in it (even better: involve the students in order to find the best existing resource (s));
- Did we make a mistake during the shooting of the video? No problem, we take it all and keep going!

For their part, Bobbi Jo Carter, digital learning coordinator at Calhoun Community College, and Alice Yeager, a child development teacher, warn those who want to try the overturned classroom experience. In their experience, the online portion shouldn't be just videos. After all, a student who has difficulty concentrating in class won't be able to watch a 50-minute video either. Instead, they suggest cutting the material into 5 to 10 minute capsules. Second, they insist that class time is not just spent on homework. “It's a widely held misconception about the flipped classroom. Time spent in class is not used to do homework, but to deepen concepts and correct what is misunderstood. Finally, this style of pedagogy should above all not promote passive learning (watch videos, read long texts) or constitute a substitute for the teacher.

Therefore :
- Do not only provide videos as theoretical content;
- Try not to exceed 5 to 10 minutes per capsule to promote attention;
- Plan active learning activities in the classroom, not just exercises and homework.

Finally, in order to simplify class management, Caroline Hétu, a French high school teacher, introduced two principles : work in islands of learning speed (when introducing new material, students choose the island where they will feel more comfortable depending on their level of understanding), and the technique called "3 BEFORE ME" (before ask him a question, a student must have tried to find the answer from 3 different sources, including the computer, course notes and other students).


Suggested points to consider

From a practical and practical point of view, here is a list of points to consider, largely inspired by that of Eric Noël. Again, these are just suggestions.

In terms of technology:
- Obtain management support for opening up the policy on the use of technologies.
- Add computers to the classroom, if possible.
- Accept that students bring their mobile device to class, ideally.
- Provide wifi connections (wireless) for all students.
- Adopt a policy on the use of wifi and mobile devices (to which the students will have contributed before joining).

The virtual working environment:
- Adopt a content sharing platform (a blog, a Didacti account, a wiki, other?);
- Create a Youtube channel (or Vimeo, or DailyMotion);
- Find the easiest way to make video clips and distribute them;
- Produce some video clips of their own (or find some that meet the need);
- Set up work plans - they are the ultimate guides for students in achieving learning objectives.

In the classroom :
- Place desks in islands of 4 (thereby forming teams);
- Introduce students to online tools (for example, the YouTube channel, the iTunes channel or the Didacti space) and take their comments into account;
- Review the cooperative functioning with the students;
- Get rid of his teacher's desk (yes, yes!);
- Present the way in which the students will be invited to keep track of the viewings (Éric Noël offers its "ViRéQ" sheet : view - summarize - question; others use a Google form, for example).
- Keep in mind that the overthrown class is not just about watching videos;
- Keep the smile.


The work plan

In an environment as open as the flipped classroom, students are responsible for most of their learning. They must learn to manage their time and become independent. However, to ensure the achievement of the course objectives, the main tool is the work plan.

Here are some examples of a work plan:
- That of the inverted class 130 (French class of equivalent level to the first secondary cycle in a social universe)
An example those of Éric Noël, in science in high school



How does the assessment work in a flipped classroom setting? Just as this philosophy can be adapted as needed, there is also nothing prescribing how to evaluate. However, it seems that she leaves out the points of the style "is the student behaving well in class?" "," Does he sit quietly without speaking? ", Etc. The real assessment becomes: "is the student learning?" If not why? Is it because he lacks prior knowledge? Because he is going through difficult events in his personal life? Or because he sees school as a necessary evil rather than a place to develop? " According to teachers in high school chemistry Jonathan Bergmann and Aaron Sams, identifying this cause naturally makes it possible to intervene appropriately.

On the side of IClasse 130 in France, the teacher practices “ the chosen assessment ", That is," rather than answering a series of questions at the end of the chapter, students will be able to answer the questions from a given list at the beginning of the chapter whenever they want. In all cases, a final assessment will answer the remaining questions. "

For his part, David Chartrand, math teacher, gave some suggestions to this effect during his workshop held at the last AQUOPS conference: give the teams the task of creating problems that will be used to evaluate the other teams, build online quizzes that students can answer directly, etc.

Navigate through the articles in the file:

Intro: Take your first steps towards the flipped classroom
1. The characteristics and advantages of the “inverted class” and of the “mixed model” (blended learning)
2. The tools that make the flipped classroom possible
3. Reverse class: where to start (and other tips of the trade!)
4. Resources on the flipped classroom

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About the Author

Audrey Miller
Audrey Miller
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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