Source: Image for Learning, Public Domain, http://tinyurl.com/kf3rkwh ; Image of light bulb, Public Domain, http://pixabay.com/en/the-light-bulb-light-bulb-lighting-349400/
Welcome to a tutorial on reflection and focus, providing resources and guidance. In today's tutorial, we will discuss what is the importance of providing resources and guidance in flipped learning in particular, as well as how can I provide resources and guidance effectively as a teacher. So how can you as a teacher provide those resources and guidance?
So let's first talk about Marzano. And remember, Marzano had this model of four domains, domain one, two, three, and four, that included 60 different elements to support teachers' growth and development. Together, all of these 60 elements within the four domains help to lead a teacher to greater student achievement, which is really important for us as teachers to be able to reflect on and evaluate ourselves in these different domains.
So as a teacher that's implementing flipped learning, it's important for you to use these 60 elements to really inform your teaching practice, and there are some specific examples that are really beneficial for flipped learning. For example, in domain two, which is the planning and preparation, planning and preparing for effective scaffolding, which is number element number 42.
Or 46, the use of technology, which is a huge part of flipped learning, or 47, planning and preparing for those English language learner students and how you're going to use your tutorials effectively with those English language learners. Or number 49, students who lack support. So those students that lack that support a home for their schooling, how are you going to help them with these flipped learning lessons?
The main one that I really want to focus on today, though, is in domain one, and it's element number 23, which is providing resources and guidance. So what exactly does it look like to provide those resources and guidance for your students? Well, it can be making sure that you have meaningful, intentional content, making sure that your lessons are very carefully thought through beforehand, and are purposeful, and making sure that both your tutorial and the class time content is directed towards your specific students.
You can also make sure that your resources and support are available for all of your students, both in the homework if they don't have access to technology at home or maybe they need extra time or support or have questions, as well as in the class time, making sure that you're really using that time for one on one and small group instruction, and making sure that your students' questions are being answered.
It's important to make sure that you, as a teacher are the facilitator of learning, not the director of learning. Remember, this is unlike the traditional model of teaching in that the students are the directors of their own learning. They're really asked to take responsibility and ownership while you facilitate their learning and help guide them through it.
You can also use guiding questions for your students. And not only are these important for you to think about as you reflect, but teaching your students how to use these is a very important tool for your students.
So let's look at some guiding questions that you can use as you reflect on your flipped learning and how you are providing support and guidance to your students. You can ask yourself, did I provide appropriate support and guidance during the homework, or the tutorial or video part of my lesson. Did I make sure that all of my learners' needs were met?
Those students that don't have computers or technology at home, did I make sure that they have an option for completing their homework? The students that are my English language learner students, did I make sure that the tutorials were appropriate for them and that they could understand the tutorials on their own?
You can ask yourself, were my students able to independently complete tasks. Were they able to successfully view or go over the tutorial? Was it too hard? Was it just right as far as the instructional level? In the group time or class time, were my students able to independently complete their tasks? Did I give them opportunities to work together, to direct their own learning, or was it too challenging? Were my directions clear enough?
You can also ask yourself, did I set the stage for learning with the tutorial that I chose. Was it appropriate for the lesson that we went over in the class time segment of our lesson? Did it connect with other areas of content that we've discussed in class time? Were they able to make those connections? Was it interesting and engaging? And you can ask yourself this with both the homework and the class time.
So these are just a few guiding questions, and there's many more that you can ask yourself when you're reflecting on both the homework and the class time portion of your flipped learning lessons. It's so important for you, as a teacher, to make sure in your flipped learning lessons that you're providing those resources and guidance.
These lessons are very different from traditional learning and traditional lessons, and we want to make sure that our students are very successful. That's part of the goal in using flipped learning lessons. So let's talk about what we learned today. We talked about, what is the importance of providing resources and guidance in flipped learning.
And remember, we looked back on Marzano's model, his 60 elements in those four domains that inform teaching practice, and the importance of looking at those elements, the ones in particular, that relate to technology and models of learning like flipped learning, and making sure that you're using those to guide yourself to better your student achievement in your classrooms.
We also talked about, how can I provide resources and guidance effectively as a teacher. And by using some strategies, especially those guiding questions, you can help ask yourself, how can you make sure that your students are getting the resources and guidance that they need to be successful.
Thanks for joining me today in talking about resources and guidance, and the importance of providing those in the flipped learning lessons. I hope you're able to use these ideas as you create your own, and reflect on your own, flipped learning lessons.
Let's reflect with some questions. What might the challenges be in providing resources and guidance? Do you have anyone you can collaborate with to provide resources and guidance more effectively? For more information on how to apply what you've learned in this video, please see the additional resources section that accompanies this video presentation. The additional resources section includes hyperlinks, useful for applications of the course material, including a brief description of each resource.
Reflections on the Flipped Classroom
In this video, educator Paul Anderson (Bozeman Science) reflects on the flipped classroom in his instruction. He provides insights into various concerns such as equity and oversimplifications, but is compelled by the ability to engage students as active learners who work toward mastery through productive struggle. He stresses that technology and flipped lessons make this a possibility. He lets teachers know that flipping his classroom has been one of the most challenging things he has done.
New York State Department of Education Handbook on Teacher Self-Evaluation
This tool is aligned to UbD and Marzano's framework and mirrors the lessons taught in this comp/concept. There is a template in each dimension that asks you a series of questions that allows you to reflect on your own instructional practices. You may choose to use these domain reflection sheets in your reflective practices.