Flipping over the Flipped Classroom?

Posted on by ojlowe

So the new rage in education has a label- The Flipped Classroom! There is a movement that believes that it is the perfect mix use of technology that has and will continue to transform the education of America’s students. The flipped classroom is based upon the use of technology to help deliver lessons outside of the classroom (the lesson is watched at home for homework), thus allowing students to spend class time fully focused on subject matter and the expanse of it.  No class time is wasted on the lesson, thus is fully maximized on the development of the understanding by the students. In the words of Wikipedia: Flip teaching (or flipped classroom) is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students, instead of lecturing.

I sure hope that we are NOT all so short sighted as to believe that this is educationally transforming.  The development of the textbook was in turn the first form of the “flipped classroom”. Teachers were able to assign students the task of reading the next lesson for homework so that they may concentrate class time on developing a better understanding. Was this revolutionary? I would argue that the introduction of using textbooks as homework reading simply increased the school day hours.  It no longer limited the time to read and study to the availability of the text in the classroom, but allowed the access to reading the text to 24/7.  Students today are so very thankful for this development.

The Flipped Classroom simply takes the concept of the textbook (reading/learning 24/7), and expands it with the introduction of technology. The ability of teachers to create video and audio lessons allows them to reach students while they are outside of the classroom walls. It may be created by someone else, with the objective to better prepare the students for the activities/ discussions of the classroom. So while many in America demand longer school days, there is already a movement that is providing just that. At what cost?

If we are to truly take advantage of technology, why do we simply have students watch a lesson at home? I would argue our students are provided LESS support: Lessons are stagnant, lifeless, with no ability to “Connect”. If a student has a question or comment to make during the lesson, he or she is then required to keep their thought process for 12-16 hours until they are back in class? It is easy to say students can write down those questions and thoughts, but what about the ability to capitalize on the opportunity to inspire and empower as it happens?

To be a proponent of the Flipped Classroom, one would have to use technology in a more prevalent capacity.  Combine social media/ discussion boards with the video lessons.  Allow the students to collaborate and share ideas in real time as they are watching the lessons.  How about having a video conference with students, or even with teacher as the lessons are watched.  This will provide a platform for real, meaningful learning to happen, and provide a platform for the following days activities to be truly based on feedback from the students. Instead of simply increasing the “learning” time by extending lessons to be learned for homework, teachers can increase learning by teaching a lesson, collecting information on lesson mastery, and thus developing the next days activities around what the students need.

The flipped classroom has a place in education, as it has been around for decades.  However, it is not revolutionary, and we should not treat it as such.  The education revolution will not be based around the use of technology, but rather on what technology can provide us. We must remember that true educational transformation will come when the revolution is based upon the needs of the learner. We must get back to caring for the students, to truly inspire and empower an individual is most powerful and the results (data, testing) will take care of themselves.

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Understand why its the Olympic Games?

Posted on by ojlowe

As an individual who has competed in many sports, and continues to partake in many activities, I would like to clarify the misconception of Sports.  ESPN has muddied the already murky waters between SPORT and COMPETITION. However, the network clearly identifies itself in it’s branding as an Entertainment and Sports Programming Network (thus, ESPN), clearly recognizing that there are differentiators between Sports and everything else it will cover.

 At the end, you can find the definitions and clarifying sub-points used as a baseline for categorizing the games played by humans and my writing:

GAMES:  Any activity, Physical or non-Physical, competitive or not, that provides entertainment or amusement is called a GAME.  While all ACTIVITIES, COMPETITIONS and SPORTS fall into the category of GAMES, not all GAMES can be classified as a SPORT.  This will be our starting point and broad overall term for and has been recognized as such:  i.e. Olympic Games, Winter Games, X Games, Board Games, etc.

ACTIVITIES:  An ACTIVITY is as simple as its definition- a thing that a person or group does or has done. The identifying quality of an ACTIVITY is a game that lacks competition. It should be noted that an activity may be viewed as competitive, however until competition is an added quality, you simply have a person or group of people doing something. It is simply an ACTIVITY.

ACTIVITIES include: Jogging, Swimming, Walking, Workouts, Throwing, Shooting, (physical play without competition), etc.

COMPETITIONS: A COMPETITION is an ACTIVITY that introduces competing. Because superiority is the goal, there must be 2 or more participants.  The participants understand what specific physical activity is being showcased and how the winner will be determined, ie Third Party Judges or dominant showing.  In a COMPETITION, participants have introduced guidelines to the ACTIVITY to showcase their physical talents.  It is understood that each participant controls their physical efforts that will determine their success (throw farther, run faster, etc).  Though at times “defensive” or “strategic” maneuvering may occur, it is done due to inferior physical abilities and playing surface rules (Auto Racing, Cycling), however at most times, simply possessing superior abilities wins out.

COMPETITIONS include:  Darts, Swimming, Golf, Running, Gymnastics, Cheerleading, Auto Racing,

SPORTS:  SPORTS are those COMPETITIONS that incorporate strategy and skill, both offensive and defensive, into the rules.  The biggest differentiator is the ability for participants to use strategic skills to both advance their physical abilities for superiority and to hinder the physical abilities of the competitor.  Strategic Skill is ingrained into the activity and the rules governing.  Participants’ physical abilities are used to advance their chances, and/or to hinder the abilities for a competitor to win.  A SPORT will have a winner declared based upon the score of the game.  Officials and referees are an integral part to enforce and interpret the agreed upon rules. Winners are determined by scoring that is controlled by the play, never based upon a judging scorecard. Every SPORT is a COMPETITION, but not every COMPETITION is a SPORT.

SPORTS include:  Football, Baseball, Basketball, Wrestling, Tennis, Soccer, etc.

Even though my own daughter is a gymnast, Cheerleading and Gymnastics fans out there will be disappointed to hear that they are COMPETITIONS.

This is not a knock against any GAME, ACTIVITY, or COMPETITION, as they all have a place in the world of entertainment, but lets not generalize them all as SPORTS. 

 At some time in the future, I will attempt to clarify the misconception that if your GAME, ACTIVITY, COMPETITION, or SPORT is covered by ESPN, this does NOT elevate the participants to be labeled an “ATHLETE”!

SPORTS GRAPH

GAMES: 1) An activity providing entertainment or amusement; a pastime: party games; word games.   2) a) A competitive activity or sport in which players contend with each other according to a set of rules: the game of basketball; the game of gin rummy.           b) A single instance of such an activity: We lost the first game.       c) GAMES:  An organized athletic program or contest: track-and-field games; took part in the winter games. [like the Olympics]      d) A period of competition or challenge: It was too late in the game to change the schedule of the project.  

ACTIVITIES: a thing that a person or group does or has done.

  • May or may not include Physical Movement
  • No competition- should competition with participants arise, no longer an activity
COMPETITIONS: the activity or condition of competing. Competing: strive to gain or win something by defeating or establishing superiority over others who are trying to do the same.
  • Specified Physical Ability or Abilities of 2 or more participants
  • Effort to be superior with the identified physical ability or abilities.
  • Competitors physical performance is based solely on their own physical ability(s).
  • Rules are developed for equality of circumstances outside of physical ability.
  • Competitors are judged by third party (Judges) and scored to identify winner.
  • Competitors may also win by outperforming the specific physical ability, at times needing to be  identified or declared a winner by a third party (Official).
SPORTS: an organized activity involving physical exertion and skill in which an individual or team competes against another or others for entertainment
  • Head to Head Competition- either by individuals or by team (Ind v Ind, or Team v Team)
  • Competition winner/loser is determined by Scoring.
  • Competitors use physical abilities in an offensive manner, advancement of scoring
  • Competitors use physical abilities in a defensive manner, prevention of opposition scoring.
  • Competitors, to help advance offensive scoring opportunities by out-witting the competition’s defensive strategies, and vice versa, use Strategic Skill.
  • Multiple Physical Abilities are used, either by one individual, or a multitude of players showcasing a multitude of physical abilities.
  • Rules are developed for equality of playing circumstances.
  • Third Party (Official, Referee) only interferes to enforce/interpret established and agreed upon rules.
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Coaches Who Push Too Far

Posted on by ojlowe

IMG_1103 1When your kids become involved in athletics, you simply want the best for them. Some believe the best means awards and trophies, while others believe in simply having fun. Being a competitor my whole life means I want both for my kids. If you just want to have fun, then its just an activity. Athletics is meant for competition and the pursuit of perfection (Being the Best), but at no time should this ever be detrimental to your child. The main message should always be for athletes to practice and compete to the best of their abilities; to be proud of their efforts.

Being a teacher/coach with many years of experience, I have seen many parents living vicariously through their children and the damage it can do. Never had I thought about another angle to be watched….Coaches living vicariously through their athletes. Never, that is, until one such coach took over for my daughter’s gymnastic team. Below are my feelings after dealing with a coach who lives vicariously through his gymnasts:

Believing in your speech that you cared for each gymnast and would take the program to a higher level– Made me a follower

Seeing gymnasts cry during practice– Made me Wonder

Watching multiple gymnasts struggle with fears, skills, and injuries– Made me Question

Believing that in your words, my daughter was disrespectful and disruptive in practices– Made me a Fool

Not trusting my instincts and leaving when I had serious doubts about your abilities to head the program– Made me the Idiot

Witnessing your lack of communication and your growing disrespect to gymnasts and to parents– Made me Angry

Seeing multiple individual state champions regress in skills– Made me Understand

Seeing my daughter, in a new gym, reclaim her PASSION and LOVE for gymnastics while being treated with respect– Makes me Cry

Hearing that a program I loved and supported is crumbling– Made me Sad

Hearing that others also see through your facade, recognize you for who/what you really are, and are leaving– Makes it Obvious

Learning you quit on kids and berate them like a Bully– Makes you Detrimental

Having you still pursuing an Elite Level Program after 30+ years– Makes you a Failure

In the end, my child is in a better place, confirmed by the smiles and positive attitude she displays on a daily basis since the move to a new gym. For this, I am thankful.

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The Future Starts Now – 2012 edition

Posted on by ojlowe

The idea of technology in the classroom is great and exciting as long as there is a plan in place. As seen here, teaching itself will have to change for the school culture to change to realize the full potential of Technology in Education!

betternyc's avatarNaturopolis

http://www.youtube.com/watch?v=NfN5SSiRoPs

The Norwegian Centre for ICT in Education (www.iktsenteret.no),
The purpose of the Norwegian Centre for ICT in Education is to contribute to the realization and the development of ICT policy. It shall further cooperate with relevant public and private institutions. The centre will also participate in international cooperation.

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I had to Apologize to My Students- Their Reaction Left Me in Tears!

Posted on by ojlowe

Page 1
Portion of a letter given to me from a student in a partner class after learning I was leaving. Truly humbling to learn you inspire students who are not even in your class.

Almost 2 years ago, due to circumstances in education, family, and life, I made a decision to leave teaching, to walk away from my classroom.  Two weeks prior, I had to endure the task of informing my students of my decision. It’s ironic how selfish one can be in a profession that is filled with the rewards of giving. My profession, for the first time in 15 years, started feeling like a job in the weeks leading up. I had lost focus, and with it, lost the love and passion from which I thrived. It had become all about me: the hatred building up inside of me, the decision I had to make, the failure I was going to be in my students eyes. I hated that society didn’t value my profession. I hated that the Federal and State governments tried to label my students as Proficient or Non-proficient. I hated that my performance was going to be judged based upon these tests. I hated that I was a data collecting machine. I hated Summative and Formative testing. I hated those who spoke of pedagogy and rigor. I hated that my district didn’t value technology. I hated that I was reprimanded for the tangle of electrical cords when my request for replacement batteries for laptops was denied. I hated that increasing contributions to my benefits package guaranteed a continued pay cut every year. I hated that a yearly pay cut meant I could not provide for my family and left me no choice. I hated having to make that decision. I hated that I had to look my students in the eye and tell them “I am sorry, I failed you as your teacher.” In my search to excuse my feelings of failure, I had lost sight of the only opinion that truly mattered. In those weeks, I truly did fail my students, but my students never failed me.

On that dreaded day of revelation, about 30 minutes into my tear filled explanation of my decision to leave the classroom, one of my students stopped me.  She stated through her own tears, “Why do you keep saying Sorry? You did nothing wrong.” She continued by clarifying in 3 minutes what I had tried to say in 30.  She informed all that putting my 3 kids ahead of them as students was nothing to apologize about. She proceeded to lecture the class and myself that even though we only had 2 more weeks together, we should be thankful for the last 4 months of being Mr. Lowe‘s class.  With the conviction of a true leader, she requested everyone to not discuss this anymore and make the most of our last 2 weeks together.  She ended by telling me that I was more than just a teacher to this class.  She believed in everything I said including forever being one of Mr. Lowe’s kids, and my being out of the classroom was not going to change that! There have been plenty of times students had to correct me and there have been plenty of times students have inspired me, but this was just the beginning of the most inspiring 2 weeks I had ever experienced. It is inspiring to see your students put into action everything that you preach about as a teacher especially when you had just dropped a bombshell on them. “Leave your troubles at the door.” “When you enter this classroom, you enter with a promise to always do your best, even when things are at their worst.” “Are you proud of your work?” Did I ever mention these were 4th Graders?

In a true moment of students teaching the teacher, I had become that lost student needing help, disengaged due to outside circumstances. The outpouring of support came, lesson after lesson. Parents and students, past and present, went out of their way to deliver messages of inspiration and encouragement. My students were right, I had nothing to be “Sorry” about. In fact, I was grateful. I loved every minute I spent in the classroom. I loved inspiring. I loved seeing the Ah Ha moment. I loved the laughing. I loved the dancing. I loved when they made fun of me. I loved the raw emotions of crying, fear and anxiety turn to happiness, courage, and hope. I loved seeing a C student get a C+. I loved seeing BFFs form from my choice in seating. I loved the hugs of excitement and sorrow. I loved to see confidence sprout from doubt. I loved saying “I’m proud of You.” I loved getting in trouble because I fought for my students. I loved working with parents. I loved being inspired by students. I loved seeing them present their work. I loved hearing them sing. I loved welcoming them in the morning. I loved being loud in the hallway with them. I loved the high fives. I loved the down lows. I loved the April Fools pranks. I loved the egg toss and the egg drop. I loved having International Day. I loved steps of improvement no matter how small. I loved the first day, last day, and all the days in between. Most of all, I loved my students, each and every one. I would like to end by telling each and every one “I thank you for being a part of my class, my family! You played an important part in making me the teacher I was, and the person I am today! For this, I will always love you!”

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