![]() I could also show this video on the smart board to the whole class or they could watch it during computer lab or on the chrome books. I was only able to use six Ipads, which is why I completed this lesson during my small group instruction. They were so excited about using I pads and watching me on the internet. Every student was engaged and showed growth from pre test to post test. There would be a handful of students that would have lost interest, there would be bathroom interruptions and it would have taken longer.Īfter my students completed this lesson, I was very happy with they way that they responded. If I had taught this same lesson standing in front of the room. They loved that I was on "YouTube" and they thought it was awesome that I made the video at my house. I was amazed at how engaged my students were. Even my group that is below grade level completed the activity successfully. As they were finished, they took off their headphones, got the papers from the pile on my table and completed the activity with little to no questions. At the end of the video, I gave instructions for the cut and paste assessment. They were interacting with my video and they would repeat after me and use their hand motions during the lesson. I observed as the students were watching the video. They logged into class Dojo and they clicked on the link to my video. ![]() At my small group table, each student had their own Ipad and head phones. If the students are watching the video of me lecturing, they will not be distracted and they can go back and watch it again if needed. If another teacher walks into the room, or a student gets sick, I would have to stop teaching. During whole group lectures, there are unpredictable interruptions that can happen each day. I figured that if the students watched the video individually using Ipads, it will keep them engaged and focused. Normally on Mondays, I introduce the new letter of the week using the same picture cards that I used in my video. I decided to complete this lesson during my small group reading time. I knew that if I provided maximum support during the first lesson, the students would eventually be able to do it on their own. For my first flipped classroom lesson, I wanted to make sure that I was able to model and facilitate my expectations so that the students understand how it works.
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