While I have had experience working with students that attend virtual schools, there is much I don't know about them and the school they attend. In the past year, I have learned about some of the misconceptions I had, some of which were featured in the following publication:
http://www.inacol.org/wp-content/uploads/2015/02/top-ten-myths-about-virtual-schools.pdf
Perhaps the most significant myth I subscribed to, which was debunked by the hockey players I tutored that were in the U.S. Developmental Program, was the notion that online schools were run in lieu of face-to-face encounters. Many of them took a split schedule, taking the majority of their classes online, but attending a local school for 1-2 classes a day, as a respite from practice and an opportunity to socialize with peers. Furthermore, some of my students in Clarkston take 1-2 online classes from Michigan Virtual University over the summer instead of a formal summer school, which could be embarrassing and cumbersome, or detrimental to other summer pursuits. It's interesting to think of online schools as supplements to traditional education, rather than as an alternative.
It's also interesting to review my preconception from last year that online schools have an easier time flipping the classroom than traditional schools. Over the past few weeks, my Junior High students and I have taken advantage of an idea I had to flip the classroom with the argument essays they wrote. At home, during the 3-4 hours a day I was not working (after tutoring, before sleep), I worked 1 on 1 with students, placing comments as the students watched. The students were tremendously receptive to the feedback, and were given half of the difference between their new and old score for making the corrections. Additionally, I had difficulty describing a project to them because I did not make it, nor did I make the sample, which was messy and nearly incomprehensible to the students. As a result, I am flipping the classroom again by using web 2.0 technology FROM THIS CLASS!!! to make tutorial videos, which will then be uploaded to a protected YouTube channel for students to view at their own pace.
Jeremy,it was interesting reading about your experience flipping your classroom. That was my goal this year, but I been running into too many tech problems at home, that at this point it is optional for students to view the videos at home. I will say that I have noticed that students who watch videos at home do better in class. I am still not sure if it's because they are great students regardless, or my flip classroom approach is helping out. Well, I tech at the elementary level and I am sure it makes a difference at the middle and high school level. Could you please tell me what tools did you use last year to flip your classroom? I am using EdPuzzle and Google Drive.
ReplyDeleteI am presently still in the process of flipping my classroom. It is a difficult process, but the Google suite has aided significantly, as has my willingness to use cell phones as resources. Essentially, the students have a list of acceptable assignments and are expected to set a goal for themselves, record the goal on a goal sheet, and then assess their success at the end of the hour. The tutorials I made this past week will be viewable for the students at their own pace and discretion. The tutorials were made on Jing, and reflect the process used to make the Google Slides example of the students' project, complete with tips and tricks to expedite the process. This way, the class runs smoothly, with minimal teacher talk.
DeleteJeremy, from your noted recent online teaching experiences, online teaching can easy or challenging relating to your involving experiences. I noted in one my responses from my blog about the myth that "online teaching is easy". It can be determined by your teaching experiences. As you noted, you had preconceptions about online teaching being easy, but through your experiences with this class and working with you students using Flip, your ideas have changed. Your experiences has are factors to determine your level of usability, comfort and knowledge base with online teaching.
ReplyDeleteWhile flipping the classroom has required substantial work (about 2 hours a day this break has been allocated for a production schedule), it is an investment to help my class run smoothly and efficiently. My goal is to enable students to learn the lessons they are ready to learn, including how to effectively and efficiently use technology. Since I put in the work to upload my content to a private YouTube channel, it is far easier for me to assume my role as a guide on the side in the classroom. My efforts in the classroom can be given more fully to classroom management, which is the school's focus, as well as troubleshooting and 1 on 1 check-in sessions, enabling me to make personal connections in a 30-person class and keep abreast of each student's progress.
DeleteI might add that it's not easier or harder, but the workload is shifted with respect to time. You have a lot more up front work with online courses, but if you create materials that are 'timeless' (i.e., standard stuff that isn't prone to becoming dated), it becomes easier the next time around. As a fully online instructor, I wouldn't say I'm busier, but my busy time weaves in and out of my personal time in a weird way...I'm never fully 'on', but I'm never, ever fully 'off'.
ReplyDelete