|Timestamp||First||Last||Subject||Grade Level||What did you choose to do for the "WATCH" part of the WSQ?||Please "Summarize" the key parts of what you read/watched.||Please ask your "Question"||Confusion or Discussion?|
|6/13/2014 12:33:42||Danielle||Rochfordemail@example.com||@paces78||Math, Science, English, Social Science||6-8, 9-12||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||I saw that student engagement seemed to be a positive aspect to the flipped class. It also appeared to me that having videos outside of class and group work inside class was a process that really resonated with the majority of kids.||Do you allow students (groups) to work at their own pace? And if so, how do you ensure that they all complete the material they need to by the end of the school year?||confusion|
|6/15/2014 17:32:06||Shai||McGowanfirstname.lastname@example.org||@slm12||Math||9-12||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS||I learned what WSQing is. Had no idea this existed.||I don't know what SSS stands for. Would you explain that to me? So many acronyms in education.||confusion|
|6/16/2014 13:22:22||Sandra||Spelleremail@example.com||@meeks6||Math||K, 1-3, 4-5, 6-8, 9-12||Read my chapter in Jon & Aaron’s new book “Flipped Learning: Gateway to Student Engagement”||What's the difference between flipped learning model and flipped classroom?||discussion|
|6/16/2014 14:05:08||Pete||Wisniewskifirstname.lastname@example.org||@mrwizmath||Math||9-12||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||From watching the videos/reading your blog, I found out what a WSQ stands for and how it helps students be engaged with the videos they are watching, which is an important element of accountability in the flipped classroom. The WSQ is certainly a great way to help guide discussions about the video lessons assigned to the students as well as a great starting point for the kinds of activities flipping the classroom enables you time to engage in with your students. I also got to see from the videos how engaged and excited your students are about flipped learning, which is awesome! Looking forward to learning more about this at FlipCon14!||How do you structure your in-class time with students beyond discussing their WSQs? What sorts of activities do you do in class to take the students to the next level beyond the direct instruction found in your videos?||confusion|
|6/17/2014 9:29:24||Erin||Jacksonemail@example.com||N/A||Science||9-12||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||The flipped classroom approach focuses on increasing guided, cooperative, and group learning in the classroom while simultaneously increasing accountability of individual learning at home that is seemingly more 1:1 as the student gets direct instruction via video or podcast. Student successes are demonstrated through test scores and engagement.||If students are working "at their own pace", then how do you group students or keep from having to have multiple lessons at the same time?||confusion|
|6/18/2014 12:46:18||Erica||Holtgraverfirstname.lastname@example.org||N/A||Science||9-12||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||I learned that to successfully flip learning, it is important to hold students responsible using a tool like WSQ which requires them to summarize what they learned as well as ask questions about what they learned including understanding the topic at hand if they were confused or extending the topic.||Typically in my classroom, when we learn a topic I have students do examples together in increasing difficulty. For example, we learn the basic problem type and then add on with a twist or extra step. In your flipped videos, do you have students complete any examples on their own, or do they only watch your examples and then try problems in class the next day?||confusion|
|6/19/2014 8:29:43||Theresia||Hartzemail@example.com||@Mrs_Hartz_WHS||English||9-12||The Intro video gave a good summary of what the Flipped model classroom is like. The basic concepts - watch videos at home and then use class time for group and individualized practice - was explained many times, in many ways, from teacher and student perspective. The Techsmith video also introduced the Flipped model and shared many enthusiastic student responses to the flipped classroom. Most important was student recognition of their own increased growth and achievement, and especially those students who were "bad" at math now achieving As and Bs. Finally, I went to the blog page and browsed around for a while. This page more fully explained the WSQ model -- Watch, Summarize, Question -- with worksheets and descriptions of what happens in the classroom. In particular, I liked that you use class time to MODEL for students what they should be doing on their own, more often at the beginning of the school year, with an eventual goal of doing this perhaps only once per unit. I think this is especially good reinforcement of the important concepts of the unit: you are using class time to "teach" in the traditional sense, but not for the first time. I like the use of the document camera to have students show their summaries and reflective questions, leading to a class discussion of what the learning process should look like. I also like the idea of HOT questions (using Bloom's taxonomy to generate higher level thinking). This is something I began doing in my English classes this year in journaling, and the students really liked knowing how to ask higher level questions ON PURPOSE. What I really learned in reading this blog is that it will take me A LONG TIME to read this blog. It seems worthwhile, so I have bookmarked it for future reference. Thank you.||First let me say that the "Flipped" model just provides jargon for what good teachers have ALWAYS done (and, with technology, it also becomes COOLER for today's students and more OBVIOUS to the teacher when the "out-of-class" work is not done). I have been teaching for 30 years -- and as a language arts teacher, my model has often been this: read it on your own, at your own pace; take thoughtful notes and question what you read; come back to class ready to engage in discussion and/or activities. This has been a very successful strategy in my Honors and AP classes but not so successful in my regular English classes. The problem, of course, is that students don't necessarily do the out-of-class portion thoroughly, thoughtfully, in a timely fashion, or sometimes even at all. English students sometimes become masters of SparkNote summaries and vacuous but vaguely accurate written responses to mask their own lack of effort outside the classroom. The "Flipped" classroom has many wonderful geeky ways of making the student accountable so they pretty much HAVE TO do the work that is required outside of class.|
In a slow fashion, I am getting to the idea for discussion. The Flipped Classroom model was introduced in my school last year by a Math teacher, and despite all of the pleas to "keep an open mind" and "take time to adjust to this new way of learning," there has been MUCH negative backlash. Some students (and parents) have been very critical, saying that the teacher is not actually "teaching." There has even been a call for having courses being identified as "flipped" or "traditional" in the Course of Study so that students/parents can choose the model they want. I suspect that at the heart of this criticism is a resentment of expectations OUTSIDE of the classroom which take time and effort. Students are resisting the push to become ACTIVE rather than passive learners, and so they attack the method.
I will say that I plan to use many of the techniques of the Flipped model, as quickly as I have time to development, but because of the negative connotations at my school, I don't plan to use the "flipping" word.
Have you had to deal with this kind of backlash? What suggestions would you make to deal with it? or maybe to prevent it from arising in the first place?
|6/19/2014 9:12:41||Tammy||Powellfirstname.lastname@example.org||n/a||Math||4-5||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS||The flipped classroom makes students responsible for their own learning. That learning is self paced based on each student's individual need. The teacher becomes more of a facilitator that can be utilized during class time rather than lecturing to the class.||Do your units have a time line attached to them for the students to meet or do they work at their own pace until mastery is attached? How does that equate with grades that need to be maintained by your district?||discussion|
|6/19/2014 11:45:29||Jennifer||Sparrowemail@example.com||@mockspar||Foreign Language||6-8||Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS||Flipping your classroom gave you more time to work with your students in small groups and individually. It gave them a way to learn at their own pace, a way to have more time for reflection and problem-solving and also a way to review material before tests. It made them accountable for their own learning.||How do you deal with students who don't / can't watch the videos?||confusion|
|6/19/2014 19:36:00||Rob||Kingfirstname.lastname@example.org||N/A||Science||9-12||Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||Once students adjust to flipped learning, they find learning to be easier and more fun. They seemed to be excited to be in class. Flipped learning allows students to control their own learning.||How do you keep 30 students engaged and actively learning for 50 minutes?||confusion|
|6/20/2014 6:43:13||Danielle||Gibbsemail@example.com||@senoragibbs||Foreign Language||9-12||WSQ guides students by scaffolding their learning to learn how they learn. (Too many "learns?")||How am I going to explain the flipped classroom to my students and their families. Should I use existing videos? Should I make my own? My big struggle right now is that I know I should use resources available, but I also want to make the effort to create my own (basically so students/parents new to flipping don't think this is an "easy way out" because I'm not creating my own stuff). I hope that was a question. |
I think your structure of us experiencing the WSQ first-hand is excellent. We learn by doing!
|6/20/2014 7:05:19||Daniel||Mindefirstname.lastname@example.org||@dcminde||Math||6-8||Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||It was interesting to see how another teacher does the flipped classroom. I have found similar results with my classes. The video showed not only the teacher's perspective but also students' reaction to the change in class. I actually watched this video when I was getting started with my flipped class.||How do you make sure the students are watching the videos at home and also how do you handle students who don't watch the videos are always watching in class?||confusion|
|6/20/2014 8:26:56||Alicia||Whiteemail@example.com||@aliciawhite85||Math||9-12||The flipped classroom is about taking the 45 min lecture out and creating a 10-15 minute lesson to watch at home, that way the teacher can be best utilized during class time. Students are able to watch the videos at home at their own pace. I can not tell you how any times I hear a student say they get it when they are in class but forget how to do it at home. I want to take that statement out of my classroom.||Confusion- During my typical geometry class, I assign homework in either the textbook or a worksheet. Will this be then done in class? How many more activities will I need to create? On the video I saw many students writing on whiteboards. What was the use of those? I am confused on how to structure the classroom setting.||confusion|
|6/21/2014 10:07:11||Doug||Raganfirstname.lastname@example.org||@dragan39||Science||9-12||There are so many key thoughts to simply summarize therefor I will focus this summary as it leads to my question. An important aspect to making the WSQ work for students is to first introduce them to it, model it to them, and then continue to guide them throughout the year and hold them accountable. "The WSQ allows me to hold students accountable for actually watching the video and paying attention, rather than just mindlessly copying down notes". (C Kirch)||I am curious as to your methods for holding your students accountable, and what has worked and what hasn't worked regarding watching the videos. Look forward to your session at flipcon and look forward to meeting you.||discussion|
|6/21/2014 20:33:28||Anne||Atkinsemail@example.com||@atkinswestchem||Science||9-12||The flipped classroom offers students the opportunity to receive direct instruction outside the classroom and have more one-on-one or small group teacher time, as well as collaborative student group time, in the classroom. Students may self-pace and can rewind and re-watch videos as needed or move through one or two examples, then move on.||Do you use your videos to teach the students one topic per day (kind of a lock-step approach) or do you have students working ahead of your "schedule"?||confusion|
|6/22/2014 5:34:53||Jordan||Collumfirstname.lastname@example.org||NA||Social Science||9-12||I learned what WSQ stands for and the basis for how it works. I also learned the many different ways that it can be implemented.||What do you think is the most important reason that people should use this strategy in their class?||confusion|
|6/22/2014 5:44:07||Lotta||Karlsson||Lotta.email@example.com||@FrokenFlipp||civics, history, religion, geography||6-8||Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||Your classroom is a lot lika mine, even though we have different subjects. The grades are increasing, the kids can do the "easy" part of the homework at home, and when they get back to class their friends and the teacher can help them to solve the problems they struggled with at home before flipping the classroom. |
The students are more motivated and they feel that they learn much more than before.
|You said that you had tests after each chapter, do you use formative assessment? I have skipped all the tests that gives the students number or grades and instead I give them formative assessment. So my question is - what kind of feedback do you give to your students and how do they use the feedback given to them?||discussion|
|6/22/2014 11:59:59||Chelsea||Katzenbergfirstname.lastname@example.org||@Ckatzenberg||Social Science||9-12||Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS, Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||The goal of flipped learning is to make sure the more difficult application and practice happens in class, with the support of teachers and peers. This allows for accommodation of all the different learning speeds and styles in a classroom. It's not necessarily easier, especially to begin with, because it forces the students to be more independent learners, rather than being "spoon-fed" by teachers. I LOVE the idea of explaining it to students at the beginning of the year!||Many students will be able to adjust to this type of learning and succeed. Any suggestions for those students who continue to struggle in this new learning environment?||confusion|
|6/22/2014 12:12:30||Nathan||Souleemail@example.com||@TheSoule||Math, Science||9-12||The two videos are strong selling points for WHY we should flip. I have been on the fence about it knowing that I probably should flip at some point, but am now excited about getting started.||HOW do you manage it and not have the video creation not consume all of your time? The few videos that I have made took 1-2 hours to make for a 10 minute lesson.||discussion|
|6/22/2014 13:46:41||Tami||Allenfirstname.lastname@example.org||@TAllen_GDRHS||Science||9-12||The WSQ method is a way to get students engaged and invested in their own learning. It allows students to begin processing and analyzing information before even coming to class and encourages higher order thinking processes. The WSQ is an effective jumping off point for class discussions and allows for a variety of different discussion methods, from individual reflection, to peer group chats, to whole class analysis. Different topics can be facilitated by different types of WSQ tasks, including open vs. guided summaries. The questioning portion can be used by students to get answers to questions they can't answer on their own, or to help students generate HOT discussion questions that they think are important to understand.||Do you do anything differently on days when a large portion of the class comes unprepared? If so, how do you handle that?||confusion|
|6/22/2014 13:57:03||Ann||Sharpemail@example.com||@AnnMSharp||Math||9-12||The WSQ allows for accountability for students while they watch/take notes over the video. It also allows them the opportunity to process the new information.||I have used your WSQ model last year when I flipped one unit in my geometry class. I really stuggled with students not watching the video before class. How do you engage in WSQ discussions or just class discussions when many in the class have not watched the video?||discussion|
|6/22/2014 20:43:41||Ashley||Grimmfirstname.lastname@example.org||@ n/a||Math||1-3, 4-5||After watching the video, I learned how much the students responded and felt more in control and confident in their learning.||I'd like to know how to utilize this method with multiple grade levels teaching a year ahead while still being held accountable for current grade level assessments.||discussion|
|6/23/2014 14:27:43||Becky||Kirtlandemail@example.com||@beckykirtland||Foreign Language||9-12||The flipped classroom is student centered and gives students time in class with someone who knows the content and who can help them with misconceptions.||How do you get everyone in the school climate, i.e. parents, students and administrators to "sign on" to the flipped classroom instead of changing their schedule to avoid using technology?||confusion|
|6/23/2014 19:16:28||Jennifer||King||Jennifer.firstname.lastname@example.org||@ N/A||Science||9-12||Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS||Flipping the classroom makes it student centered learning. This methodology places accountability back on students and gives more efficient face time with teachers for practice and mastery.||How do you address the students that really do struggle with flipped methods? Do you even have any students that struggle or don't like it?||discussion|
|6/23/2014 20:06:26||Steve||Kellyemail@example.com||@bigkxcountry||Math||9-12||Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||I loved watching your students actively involved in learning!||Are all of your students working on the same subject or self paced?||confusion|
|6/24/2014 15:47:45||Kim||Sharpfirstname.lastname@example.org||N/A@||Math, Science, English, Social Science||4-5||I love the WHRL and the WSQ parts! I have talked about flipping for several years and am so excited to see your examples. The videos were a great revelation to me on how to present it to my parents.||I read some of your frustrations on your blog with kids not watching the videos. How have you managed to get around that? I am working with 4th graders, so hoping to be able to modify some of the techniques!||confusion|
|6/24/2014 19:29:27||Teresa||Metzgeremail@example.com||N/A@||Math||9-12||Flipped Classroom is . . . student centered, teacher is facilitator, student's learn skills via video at home then practice/apply skills in class via collaborative teams, students taking ownership of learning, peer instruction, active learning||- what is your routine for students who do not do the prep work/video for the next class, how do you address this situation?||confusion|
|6/24/2014 19:31:12||Shelby||Reyer||Shelby.firstname.lastname@example.org||@Reyershe||Math||9-12||It is best to give the students an idea of what to expect in the classroom in a manner that they would prefer to lecture.||How do you incorporate application into the flipped classroom?||confusion|
|6/24/2014 20:36:37||Bronte||Milleremail@example.com||@N/A||Math||Higher Ed||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html||I learned that the WSQ represents a succinct format for the outside assignments students complete in the flipped classroom. WSQ stands for Watch Summarize and Question. Students watch a content video, summarize (in either a guided or open format) the video, and craft a related question. The questions provide a launch point for the in class time.||How do you handle the volume of writing that you will need to evaluate with all of these summaries?||confusion|
|6/25/2014 9:27:15||Stephanie||Mirelezfirstname.lastname@example.org||@N/A||Math||6-8||Watch the video Techsmith made about my classroom (~3 min) http://goo.gl/012Nq||In a traditional class, students were learning in class, but by the time they got home and tried to do their homework, some weren't able to complete it because they didn't remember and/or parents couldn't help. In a traditional class there were a lot of distractions, but a flipped classroom allows for a class period where students can ask questions and get help from the teacher and peers. There has been an increase in test scores and overall grades in math. Students are understanding math at a deeper level because of the flipped classroom!||What is your procedure for figuring out which students need additional help or who to pull for a small group. Do you give the choice to students to seek help if they need it or is it mandatory, like using the results of a quiz?||discussion|
|6/25/2014 9:51:15||Juan||de la Cruzemail@example.com||@N/A||Math||9-12||I learned that WSQ is a component that allows students to cystallize the material they have watched through the videos. Students review concepts and also increase their understanding of the concepts in class.||What is a typical agenda during your time with your students, and you have a time frame of how many minutes students are suppoesed to spend on the activities that they are doing in class?||confusion|
|6/25/2014 9:55:00||Anna||Daughertyfirstname.lastname@example.org||@MissD_Room205||Math||6-8||Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS||Flipped classroom puts the learning into the students hands! The atmosphere of the classroom changes - its more engaging, hands on, question and inquiry based. It gives the kids more opportunities to get help when/where needed. Time saving!||How exactly do you implement a WSQ. Google docs/forms? Paper and pencil? iPad App like note-ability?||confusion|
|6/25/2014 9:55:36||Lindsay||Lowtheremail@example.com||@LLowther07||Science||9-12||Read my blog page on WSQing at http://flippingwithkirch.blogspot.com/p/wsqing.html, Watch the intro video (~10 minutes) I made for my students last year http://goo.gl/HZcnZS||I learned that the WSQ is a strategy that students use to help them through watching a video for content. They watch the video, summarize what they have learned, and then write a question about what they watched. This can be a great discussion starter at the beginning of the next class period and a way to keep students accountable for the work.||Have you cut down your work load for how to check their WSQ's?||confusion|