A Flipped Learning Flow for Blended or Online Classes

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As teachers prepare for a new school year, many are brushing up on their video production skills. Teachers know there will be times when they will need to lean on videos to allow students to access information asynchronously. Video has several benefits in a blended or online course. Videos put students in control of the pace they consume and process information. They can pause, rewind, or rewatch video content. Videos also become a resource for both students and parents as they work remotely.

When teachers use video to transfer information online, I encourage them to blend that video content into a complete learning experience.

Pre-video Activity: Before students watch a video, teachers can generate interest in the topic and create some context for the video content with a pre-video activity. This activity can happen in the classroom or online. Teachers can present students with an unfamiliar problem or prompt to pique their interest, ask them to generate questions about a topic, or assess their prior knowledge.

FlipGridRecord a response to a question
Explain what they know about a topic
Describe how they would solve the unfamiliar problem
PadletBrainstorm questions or wonderings
Make predictions about a topic
Post a picture of a problem they solved offline
SeesawRecord a video responding to a question or describing what they know about a topic
Post a photo of a picture they drew about a topic or a problem they tried to solve
Google Classroom QuestionAsk students to engage in a text-based discussion where they share what they know about a topic, brainstorm questions, or make predictions

Flip & Engage: As students watch a video, can you engage them around that video content, so they think more deeply about the information presented. Pairing the video with an engagement activity can also provide teachers with a strategy for checking to ensure that students watched the video.

EdPuzzleAdd audio notes, multiple choice, and short answer questions to videos
PlayPosit Pair videos with a range of question types including fill-in-the-blank, check all, poll, and discussion
Google Classroom QuestionPost a question that asks students to identify key information in the video, make connections between concepts, or ask questions
Digital or printable documentsProvide a structured note-taking template to help students identify the key points presented in the video

Post-video Activity: After students have seen the video, the post-video activity should encourage them to apply what they learned. This activity can act as a formative assessment strategy to gauge what students learned by watching the video and what gaps or misconceptions still exist that need to be addressed.

Google Forms Kahoot!
Socrative
Create a quick quiz, review activity, or exit ticket to gather formative assessment data
Digital document Present a writing prompt asking students to respond to a question or questions related to the video content
Google Drawing or CanvaAsk students to create a concept map or sketchnotes to visually display key concepts from the video and their relationship to one another
G SuiteGroup students in a shared virtual space (e.g., Google Docs or Slides) and present them with a collaborative challenge that requires them to apply what they learned

Once students have completed the post-video activity, teachers can use the data collected to determine which students need additional instruction, scaffolds, or practice. If students are learning online, the teacher can organize a small group virtual conferencing session to spend time supporting the students who need additional help or instruction. Hosting small group video conferencing sessions allows the teacher to engage students in a discussion, modeling session, and guided practice.

Video is likely to play a significant role in blended and online courses this year. I hope this strategy helps teachers to weave that video content into a more complete learning experience to ensure that students can be successful learning online. If you have additional strategies that you use with your students or additional tools you think might help other teachers, please take a moment and post a comment!

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16 Responses to A Flipped Learning Flow for Blended or Online Classes

  1. carol harle says:

    Is your online course applicable to college level course design w/blended & online?

  2. Teachers can also pair a video with a strategy that focuses on students thinking through the content in the videos. There are a wealth of strategies compiled by Discovery Ed educators called SOS strategies. https://blog.discoveryeducation.com/blog/2018/08/20/favorite-sos-for-videos/

  3. Cindy Buerkle says:

    Hi Catlin,
    Can you steer me to resources that will help me understand how blended and remote learning can be effective with K-2 students?

  4. Linda Turner says:

    Hello Catlin
    Great ideas! This will help me tremendously in teaching. Thanks for sharing.

  5. Jo Cummins says:

    This is a very interesting article. I teach for a specialist online provision for pupils who cannot attend their mainstream schools, and will be adopting some of your suggestions.

  6. Shasta says:

    Very informative information for our new way of having to teach school.

  7. Christy Schmitz says:

    I love using video’s that I send to my students. This helps my students to back into the video to reteach any concept they didn’t understand.

  8. helpful blog , thanks for your great write

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