Month 08 FPE Entry
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Month 8 Film-making Principles and Education
What changed in your set up from Cycle 1 to Cycle 2?
During my first implementation cycle, I implemented the flipped classroom model quite rigidly—essentially never addressing the class as a whole, except to begin and end our meetings. Based on some of the student feedback that I received, and on my own experiences, I decided that each 75-minute class period should really start with a short discussion of how the students did on the previous day’s assignment. This occasionally means that I demonstrate one type of problem or give a brief, impromptu lecture on a particularly challenging concept. I do not think that these diversions in any way degrade or compromise the flipped classroom; they seem to enhance the class’s sense of unity and the students’ understanding.
What’s happening that you did not expect?
I anticipated that the flipped classroom would allow for greater differentiation in my teaching, to better appeal to the brightest students who were sometimes bored by the work that other students found challenging. I did not expect how well the new model would accommodate these students. They are visibly more engaged during class, relish the time to work independently, and appreciate that, during each class period, I can spend time working with them on more challenging problems.
How are you tracking data differently?
During cycle two, I am trying to get more qualitative student feedback on the flipped classroom. This includes informal one-on-one conversations during and after class. My data tracking of student performance on homework and quizzes continues from cycle one.
How has FPE contributed to your Action Research project?
Much of the success of the flipped classroom model depends upon the instructor’s ability to generate effective videos. I’m finding that the FPE’s focus on pacing is especially helpful as I create my video lectures. Although in a less direct manner, I also see that the “emotional tie in” referred to in FPE is relevant to my lecture videos; I am making a more concerted effort to open and close my lecture videos with anecdotes that support the science content, in order to better draw in my students and hold their interest.