Screencasting, blended and flipped classrooms

Blended classrooms and flipped classrooms were quite the fad for a time.  I've had a bash at both and find blended classrooms to be vastly superior to flipped classrooms, with neither more effective than standard classroom teaching with a whiteboard and text.  My interest has always been in underperforming students and ICT is one of the tools I use with them, typically not exclusively but as a part of a bigger solution and generally not for initial instruction. 

Where technology replaces a teacher, it usually fails abysmally to overcome engagement, gaps in learning and pastoral care issues that are the bread and butter of today's classroom.  

Despite this, I have produced over 200 5 to 10 minute videos over the last two years for students. Each might get watched 8-10 times per year. Speaking with a local publisher that came to visit, he asked why bother?  There are hundreds of teachers producing resources and few being utilised, where is the return for effort?  I didn't argue, but did smile.  I think, on this, I have cracked how this IT malarky is useful in the classroom.  It's not rocket science but has taken 13 years to realise.

Let me make this clear.  As the main teaching tool, first point of introduction to a topic, generally speaking, a video is a poor teaching tool.  For disengaged or students that lack the ability to learn independently, it is useless.  In both of these cases, intervention is required by the teacher to engage students before any meaningful learning can occur.

What ICT can do is address many of the secondary issues faced in a classroom and promote higher levels of success.

- Students that are absent due to illness have access to the learning for the day
- Students can use ICT as a revision tool prior to assessment
- Students can use ICT to revisit the material taught and gain depth to their understanding by re-examining difficult parts
- ICT can extend the reach of a classroom by providing assistance outside of class time
- ICT improves my teaching as I have to think prior to presenting to the class how I wish to introduce the topic
- ICT can assist me recall from year to year how to best teach a topic

- ICT provides feedback on parts of the course students are finding difficult (more students tend to watch)
- ICT provides an avenue for having a second crack at teaching a concept when I haven't connected fully during class
- ICT provides avenues for discussion about how I teach and how a topic can be taught (particularly useful for working with new teachers)

- The assistance given to students is in the form that I teach (as opposed to tools produced by others) and in the form I will later assess to the level required by the WA Syllabus.

- Parents access the videos to ensure they are teaching using the method required to the level required.
- ICT is another avenue to show that I care about my students.
- ICT is an opportunity to revisit syllabus dot points 
- ICT removes student excuses for not completing or understanding work.

- ICT actively, repeatedly models how to deconstruct a text and use a worked example.

Addressing the publishers issue, if a video takes 10-15 minutes to create and only 8-10 students look at it,  it is a good use of time.  With 200 videos available, that's 800 individual interventions that would not have occurred otherwise.  Each successful intervention raises confidence and reduces disengagement (which can be important with students on the edge of disengagement).  

Intervention one on one during lunch time is a more common intervention, but much less efficient.  Even every lunch, 50 per term would only be 200 interventions.  If the recordings are utilised for more than one year that could double or triple their effectiveness.

It's important to realise that I say to students that they do not have to watch them (unless under covid lockdown and it is the only teaching instruction available from me) and they do not include all that is taught in class - it is a support for them, not a way for me to get out of teaching (avoiding the complaints being made about universities).

If you would like to see some of the work I have done, it's all on Youtube here and some on Prezi from the link on the right from a long time ago before my interval in admin.

Assessment and retention

 For many years schools ran to a basic formula:

1. Set Programme based on Syllabus

2. Teach

3. Revise

4. Test 

5. Correct major issues (repeat 2,3,4,5 for each topic)

6. Exam 

7. Grade students to normalised performance (repeat 2,3,4,5,6,7 for each semester)

The major issue with this approach was that the level of students on entry was not evaluated, grades were based on cohort performance, delivery was more important than learning and student anxiety for high stakes testing impacted on health and student performance.

This process changed during outcomes based education to:

1. Diagnose level of students using existing grades and standardised testing

2. Set Programme based on evidence

3. Teach

4. Check level of understanding through formative assessment

5. Revise

6. Perform summative assessment  using appropriate assessment technique  

7. Correct major issues (repeat 1,2,3,4,5,6,7 for each topic)  

8. Grade students to developmental continuum (repeat 2,3,4,5,6,7 for each semester)

The issue with this approach is that the requirement to follow the Syllabus is not clear and the overhead for meeting the needs of every student is higher.  Schools can deviate significantly from the intended curriculum and grading can become difficult as what is being taught in each school is different, as is interpretation of the developmental continuum.

This process changed during the A-E standardised grading period (Australian Curriculum) to:

1. Set Programme based on Syllabus.

2. Diagnose level of students using existing grades and standardised testing

3. Set level of delivery based on evidence gathered

4. Teach

5. Check level of understanding through formative assessment

6. Revise

7. Perform summative assessment using appropriate assessment technique  

8. Correct major issues (repeat 2,3,4,5,6,7,8 for each topic)  

9. Grade students using on grade related descriptors based on their predicted end of year performance (repeat 2,3,4,5,6,7,8,9 for each semester)

During this iteration, teaching to the test became prevalent as the need for retention reduced without exams.  Over time, without retention, the level of learning decreased resulting in increasing levels of failing students by Year 10.  The standard set for each year level was unable to be achieved for large numbers of students increasing levels of anxiety as they encountered increasing levels of failure.

Lockdown and education

With four days of an 11 day term remaining, teachers are crawling to the finishing line.  Kids and staff are ratty and tired. Parents in the northern suburbs will be keeping students home for fear of getting the Delta strain and students will be looking forward to a break from the hum drum of school.

It would be nice if teachers were given the same status as other essential workers if we are required to work together in a Covid high risk area with little ones with limited hygeine skills.  Given we support those that are essential services (that can't operate without us) makes us essential services too?

With 50% of students at school, whatever is being taught has to either be retaught, create gaps or be revision.  It's not really very effective learning.

Mark McGowan is the people's premier.  Given the current questioning of why schools are open, it would be expected that he closes them in the next day or two.   It wasn't taken well that schools were kept open purely for essential services and not because children require an education or that education is valued by society!

The pressure on some teachers at the moment is considerable and should not be underestimated. Fear of covid has clear and observable effects on teaching staff, especially those that are also caring for elderly and are not vaccinated.

The vaccine rollout is currently slow due to fears of vaccine side effects (both Pfizer and Astra Zenica) and due to availability of vaccines.  

The next few days should be an interesting time again.  Bring on the break to reset everything again.

Reporting, Pathways and Streaming

Students are commonly placed in Pathways in schools commonly known as streams.  These streams set the level of teaching to ensure students are successful at the work that they attempt.  One class may focus more on the higher conceptual ideas leading to higher grades and other may focus on lower ability work.   All from the same year level syllabus, just at different difficulty levels. 

Students that succeed at a high level in their Pathway are given the option of promotion to a higher class and those underperforming are placed into a class where they are more likely to find success.

Many considerations are made when examining Pathway changes:

• Whether swaps are available to maintain classroom size (and would also benefit from change)
• Maximum class size restrictions
• Content being delivered (where courses are not aligned)
• Gender balance
• Pastoral care
• Reporting periods
• Student aspirations
• Demand for seats (whether other students are seeking the place in the class desired)

Reporting plays a large part in deciding who may be moved between Pathways.  An evidence base is required before a student is moved.  Once identified, success of the student in the new pathway is influenced by the preparation done by the recommending teacher prior to the move.  This would normally involve:

• Warning guardians and student that a move is imminent without improvement 6-8 weeks before the move.
• Talking to the parent about the need for the move when the decision has been made
• Discussing with the student what would be required to return to the class if desired
• Examining the impact on aspiration and possible grades of the move
• Identifying the difference in expected behaviour/work ethic required in new Pathway
• Discussing that the first 4-5 weeks to be difficult during transition
• The student discussing expectations with the new teacher
• Indicating the required classroom behaviours and study habits
• Introducing the student to the new teacher

Where this has not been done, it can cause considerable additional difficulty, angst, anxiety and resistance to the Pathway move, instead of relief or welcoming of a new challenge.