Flipping the Classroom

...with their best interest at heart.

image retrieved from http://schoolcounselingbyheart.wordpress.com

 I chose these six words because the flipped classroom is not ideal for all populations of students.  There are so many positive aspects, such as motivation for students, more time for cooperative learning, and increased responsibility for students.  And of course there are the shortfalls, such as lack of technology and/or parental support at home and actually ensuring that the students complete the assignments.  Another concern is can this model effectively apply accommodations to learning support students or English Language Learners (ELLs).  This is where I was able to relate to the concept.  Living and working in a small low income district, the flipped classroom would be difficult to employ.  Most of our students do not have access to technology at home and many lack the parental support and guidance to ensure that their children are completing their homework.  Additionally, we have a large population of ELLs whose parents do not speak English.  On the other hand, I could image many scenarios in which the flipped model would be effective.  For instance, a school that a relative of mine attends already incorporates technology into classwork and homework assignments daily for word processing, research, Skype, etc and I only imagine they will soon be flipping their classrooms.   Also, flipping does not have to be a complete transformation.  One teacher explained that flipping doesn’t have to be a constant change and he only flips when he feels the students will benefit most from it. Which brings me to my point…

…with their best interest at heart.

All decisions affecting the students should be made with their best interest at heart.  While this seems to be an obvious observation, it does not always happen that way.  All too often decisions are made to benefit all the wrong people (meaning not the students).  So if the flipped classroom is what is best for the particular population of students, than it should be implemented, otherwise alternative instructional strategies should be explored to motivate students while “keeping up with the times”.    

Retrieved from http://www.educatorstechnology.com/2014/02/flipped-classroom-visually-explained.html

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Overview

This proposal is for a low income school in a small PA town.  The population is roughly 1,100 students (approximately 600 Pre-K-6 and 500 7-12) of which 75% are considered economically disadvantaged. The district also has a large English as a Second Language (ESL) population as well as many transient and limited formal schooling (LFS) students. I am not familiar with the current technology use and schedule in the high school, so I will share what I know about the elementary school.   

In the elementary school, students 1-6 have computer class once per week where they use Mac OS X.  Students in grades 2-4 also have weekly access to another computer lab (Windows) where they use a program to practice math and language skills they are currently learning in class. Students in 5^th & 6^th grade use the same program but instead of going to the lab, they use laptops (Windows). Each grade level (5^th & 6^th) each have a laptop cart that is shared between the 3 sections of each grade.  Pre-k and Kindergarten students do not have any access to technology during school hours, other than the interactive white boards that are in each classroom. 

Many of our kids do not have access to the internet outside of school, and many of those that do, have no supervision or guidance as to how to use it to their benefit.  Putting a device into these children’s hands in school, with proper supervision, will open up a whole new world for them.  Many do not go anywhere… meaning they do not leave this small town or encounter many people from outside of town. This lack of experience negatively impacts their learning as they have no background knowledge to relate to.  Technology can take these kids to places they will never go (at least in their childhood), experiences that you and I take for granted.  According to Barseghian (2008), providing low income kids with devices will empower them as well as engage them in learning and will help to “bridge the gap” between these students and their middle/upper class peers.       

Device & Rationale

Considering the financial state of the district, the acquired devices would have to be the result of a grant.  BYOD would probably not be feasible with the economic status of the students.  Even if the school provided some devices for those who were unable to purchase their own, I feel the need would be too great and the district would end up having to supply more devices than not.  I do like that with BYOD, students are using a device that they are familiar with and that they are able to take it home with them to continue the exploration and learning process.   

I would propose the district explore grant opportunities for providing each student with an iPad or comparable tablet that is versatile to be utilized across that curriculum.  Benefits of such tablets include: motivation, interactivity, cooperative learning, ease of portability, durability, long battery life, and minimal technical support.  Tablets can be easily transported and handled by students of all ages.  Their convenient size makes them easy to move to the floor for group activities or to the corner of a room for independent reading or research.  Tablets can also be easily carried outside for an outdoor lesson.  The touch screen is easier to operate for students who have disabilities and the numerous apps can be customized to benefit ELLs and students with learning disabilities.     

Implementation

The teachers should be provided with the device several months prior to the students.  They will have time to explore the features on their own as well as with the guidance of the IT specialist.  Teachers will be able to conduct research and collaborate with their grade level partners as to the best use of the device in their classroom.

When professional development sessions are complete and teachers’ initial concerns have been addressed, the devices can be given to the students.  To minimize complications, the roll-out should occur in phases, with 2 to 3 grade levels receiving their devices at time.  This way, IT will be able to iron out any wrinkles as they arise with each phase, rather than all at once.       

Professional Development

In order for students to be successful with these devices, the teachers need to be educated not only on the use of the device, but also the instructional implications that come along with it.  Professional development workshops will be held during the in-service days prior to the start of the school year.   Teachers will have the opportunity to explore the device with the guidance of the IT specialist and support from the local IU.  Additionally, follow-up sessions will be held during in-service days throughout the year.  During these times, issues or concerns can be addressed and successes can be shared. 

Possible Problems

As with anything new, there are going to be issues when introducing and implement the device.  Students (and teachers) are going to have questions and there are going to be those who mishandle the device or attempt to use it for unapproved purposes. Students need to be informed of their responsibilities from day 1 regarding the device.  There also needs to be strict consequences in place for those that violate the rules.  A procedure will be established for contacting the IT specialist when there is a question or problem.   

The New Digital Mobile Playbook: Mobile Learning

Network Filtering

I was unable to locate the Acceptable Use Policy for the district in which I substitute, so I reviewed the policy for a neighboring district in order to stay in line with the community standards/expectations as discussed in the EDIM 516 Network Filtering interview with Bud Hunt, Joe Wood, and Mike Gras. The main guidelines put forward by this policy are usage/access, security, and consequences. 

Students are granted access to the network and equipment during normal school hours, as well as during after school hours if supervised by a staff member. All students have their own individual account with a unique user ID and password assigned by the district and are forbidden to access another individual’s account. Equipment is limited to educational use only and software is licensed for that purpose only. Users are prohibited from installing games, programs, files, etc or taking advantage of any weakness in the security of the system.  Any weakness identified must be reported to the technology department immediately.   

The district uses an unidentified commercial software filter to block “access for minors and adults on the Internet to websites with visual depictions and text that are obscene, contain child pornography, are harmful to minors with respect to use by minors, or that are determined inappropriate for use by minors by the Board.” The same filters apply to both elementary and high school students, as Mike Gras mentions in the interview.  The policy warns students, parents, and staff that this filter, or any filter, is not 100% effective in blocking all inappropriate material.  User activity is monitored and logged to identify attempted or successful access to inappropriate material.  Requests can be made for sites to be unblocked.  These sites are reviewed for appropriateness in the school environment and value as a teaching tool. If a similar site is already accessible recommendation will be made and the requested site will remain blocked.  This procedure is similar to what Bud Hunt explained in the interview.  Finally, personal use of school equipment, network, and email is prohibited.

   

The consequences for students violating the policy include disciplinary action by the Board and possible loss of internet and/or network privileges.  Because internet access is required for students to meet graduation requirements, this can put students in jeopardy of failing to meet these requirements. It must be proven that violations were deliberate and/or caused by negligence. Faculty and staff who violate the policy are subject to disciplinary action by the Board.  Furthermore, students and teachers in violation of the policy may be subject to criminal prosecution, depending on the severity of the violation.  This includes fines up to $15,000 and up to 7 years imprisonment. Consequences are also set forth for disclosing network passwords to unauthorized users.       

While I absolutely feel that having a strong, effective filter in school is important, I agree with Joe Wood that students need to learn the importance of appropriate online behavior and how to handle access to inappropriate material.  As a parent and a teacher, I of course do not want my child viewing inappropriate material in school, at home, or anywhere, I can’t imagine that anyone would.  However, there are instances when it may happen (more likely than not).  As much as we would like to, we cannot protect them from everything.  Children need to know what to do when this happens.  They should feel comfortable enough to approach an adult, whether it is their teacher or parent/guardian, and explain what happened and how they got to this particular site.  Online safety is so important right now and as a parent of an 11 year old it is something that I constantly think about and discuss with my child. 

Curation

Curation is absolutely new to me, but after some exploration of the topic, I am hooked!  I absolutely love searching for new ideas, strategies, activities, lessons, etc to use as a substitute and in my future classroom.   Additionally, I am constantly browsing the web for recipes, decorating/organizing tips, and things for my own kids to do.  Needless to say, with all this searching, my browser’s “favorites” list is quite extensive.  Between my laptop and my desktop at home, I cannot even imagine how many sites I have saved.  Of all of the sites I saved, I can honestly say that I revisit maybe about 10.  I do not even know what the rest of the sites are just by looking at the name, or why I saved them.  It is easier to just search the topic again than go through each of the items in my favorites. 

I am a big fan of Pinterest because of the fact that it keeps my information organized. I like the fact that I can open it up on my computer or phone and I see only the content that I have showed interest in previously.  Another great feature is the classifying “pins” into folders and the ability to add notes to the pins. This helps to easily identify saved sources in the future. I also like that I can choose to follow other people. This is a great way for teachers to share valuable resources with each other.  

After reading the course material for this week, I have just signed up for Diigo.  Not knowing much about any of these sources, I read some reviews from fellow educators as to which are the best tools for teachers. A couple of the sites that aided in my choice are educatorstechnology.com and elearningindustry.com. I found that Diigo is a highly valued educational tool by those who use it because it promotes active engagement, teamwork, and project-based learning. I will continue to explore this tool so I am prepared to utilize it in my future classroom.     

Where do you find the majority of your teaching resources?

I currently find the majority of my teaching resources on Pinterest and TeachersPayTeachers, as well as through searching on Google. Additionally, as I am substituting and bouncing around to different classrooms and content areas, I have the opportunity to observe and teach numerous lessons to every grade level from Pre-K through 6^th.  From these experiences, I have gathered a plethora of “do’s and don’ts” for my future classroom.    

Who do you look to for support and research for new ideas?

As a substitute, I do not have too much of an opportunity to incorporate my own ideas yet.  During my short-term assignments, I received much of my support from my co-teachers and grade level partners.  All of these teachers were very helpful in giving advice as well as sharing ideas. I do substitute in the same school daily, so I have a close relationship with just about all of the teachers.  This made it easy to transition from a substitute who was in a different classroom daily to their temporary grade level partner.  

What challenges do you face as you try to incorporate new ideas and research with your students?

My biggest challenge as of now is of course not having my own classroom.  In regards to my short-term assignments and the ESL program at which I currently instruct, my biggest challenge is the availability of resources.  While we do have interactive whiteboards in the classroom, during the school year, they often did not function properly.  During this summer program, the whiteboards and computers are not connected.  Our school just hired a new IT person and he is currently tough to track down to assist with the equipment right now.