MATT BRESCIANI
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The End Result!

3/28/2021

4 Comments

 
Well, what a journey it's been! Although Trevor and I teach in a one-to-one environment, we realized that we didn't have a lot of experience developing a blended learning course for our students - especially for Physical Education.  As we completed the modules, we found them to be quite valubale in our teaching practices, as we both utilized the content during the various times we were required to teach our students online this winter.  

Course Profile & Creation Posts

Course Prototype:
Please check out the post that Trevor and I cowrote in January outlining the prototype for our blended learning course.

Reflections and Feedback:
​In this post Trevor and I discussed the creation process for our first two modules and the valuable feedback we recieved from our classmates.

Connection Activities:
For this post Trevor and I explained the ways that our course connects students with their teachers and peers through our course. 
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Overview of the Course Development

Course Walkthrough:
Learning Management Systems
While we did end up utilizing two learning managements systems (Microsoft Teams and OneNote), we believed the course would meet the needs of students using a combination of the two - rather than relying on only one.  
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Microsoft Teams:

​Microsoft Teams was the main platform for students to access this blended course. Within Microsoft Teams, we utilized the OneNote Classroom Notebook to house our asynchronous learning activities and assignments. For our synchronous learning sessions, tools within Microsoft Teams such as video calls, chat and channels were used. Communication directly with students can be completed through the video call or chat function on Teams. Students also can collaborate with one another using the same features.  ​
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Microsoft OneNote:

We utilized this tool as the main application to house the modules and student participation. Each module was organized by the curricular outcome and assigned a specific section inside the notebook. Within each module, the lessons were organized in a sequential order beginning with an introduction/ essential questions page, followed by instructional videos, tasks/activities, and concluding with an assessment document. 
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​Please see a detailed sample of one of our modules below.  For information about the remaining three modules, please view the course walkthrough or check out the instructional videos we created at the conclusion of this post. 

Module Two: Target Games

1. Introduction
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2. How to Create a Target Game
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3. Create your own Target Game!
4. Flipgrid: Record your Target Game
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5. Target Game Self-Assessment
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Other Module Instructional Videos

Conclusion

Now that we've gone through the experience of creating a blended course, we have come to realize there are many things educators need to consider when developing modules and utilizing learning management systems. Overall, we believe we created a strong course that can be used to teach physical education in an online or blended environment - without the use of a gymnasium. While this course has already been utilized by the students in both of our classrooms, we hope this resource can be used by other educators tasked with teaching physical education remotely.  
4 Comments

"Connect"ions Four Online Learning

3/12/2021

3 Comments

 
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This pun seemed funnier in my head...
As middle-years educators, we recognize how important the social aspect of a school is in the development of young people. When students leave our classrooms, it is the experiences and relationships that stand out to them - rather than the content they learned in class. Due to the physical nature and proximity in a classroom, many of the connections and relationships occur organically. 
Furthermore, teachers strategically design lessons and activities to develop social skills and build relationships among the members of their classroom. However, when students transitioned to online learning, it became more challenging to naturally develop social relationships that are typically fostered in a physical classroom environment.
Through our experiences in the Master of Education program, we have come to know and understand the importance of interactions in the online world. Through experiences such as breakout rooms, Flipgrids, and blog posts, we have found these opportunities valuable in making our online classes more engaging and enjoyable.  

Our Prototype

Understanding the importance of building connections in an online environment, we have implemented the following experiences for our students:

Flipgrid

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Source: www.flipgrid.com
​In our course prototype, we plan to utilize Flipgrid for a variety of activities including the target game, movement sequences, and alternative first-aid supplies.  
We chose this platform because:
  • It allows for students to collaborate and share their work with others.  
  • Students can provide feedback and comment on each other’s work - allowing meaningful conversations about their learning to take place.
  • Commenting can be accomplished in a variety of ways including text, audio, video, or stickers.
  • Very flexible time length as videos can range between one second and 10 minutes.  
  • Student privacy is protected as videos can be posted to a private classroom grid that can only be accessed by members of the same classroom.  

I was actually able to utilize the target game that Trevor and I had for created for this course when my students were learning online.  Feel free to check out an example of a student-submitted flipgrid video below:
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Microsoft Teams Breakout Rooms

While OneNote is a large part of our LMS, we decided to place it within Microsoft Teams because this allowed us to easily utilize the breakout room feature within our lessons and activities. Specifically, we plan to use this feature to facilitate group discussions at the conclusion of our target game lesson, as well as a group work project in our First Aid section.
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 We chose this platform because:
  • The breakout room function is already built within the LMS that students will be using – making the experience for users relatively simple.
  • Working in a small group alleviates the stresses of large group discussion and provides students who normally may be hesitant to share, the means to do so.  
  • Students can easily share their screens with one another, which will be an asset when they are designing their safety presentation at the conclusion of our first aid lessons.
  • Screen recording is available for students who may not have been able to make the synchronous learning sessions.
  • Teachers can easily “pop” into each room and check-in with groups while they are working, while also having access to all breakout room chats.

​Kidblog

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Source: www.kidblog.org
Although many of the written assignments for our lessons take place in OneNote, we provided students with a few opportunities to share their thoughts with one another via blogging. While there are many blogging sites online, both Trevor and I found Kidblog to be the best option for student blogging because:
  • Provides students with the means to create engaging and interactive literary pieces that integrate multiple pieces of digital media into their writing. 
  • Collaboration and connections can be made with fellow classmates or other students outside the walls of their classroom.
  • The comment feature also encourages meaningful feedback from classmates and initiatives authentic discussions between students.
  • The privacy settings along teachers to make blogs private so only students within the classroom can view or comment on the work that has been published on Kidblog.
  • Students' accounts can be connected to their Microsoft Office accounts – creating an easy login experience.

Mentimeter

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Source: www.mentimeter.com
We plan on using this tool within our course for quick formative assessments as well as engaging our students in a live activity on safety practices.  
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We chose this platform because:
  • Students can collaboratively participate in word clouds, open-ended questions and rating systems – giving them a voice in their learning.
  • We can create a balance between interaction and information.
  • Provides meaningful formative assessment, which will help to guide future lessons and activities.
  • A variety of multimedia can be embedded into presentation slides and quick assessments.
  • Menti works very well on mobile platforms.
As we progress through the development of our course, we have found that it is important to critically analyze when and where our students interact. With a plethora of options online, we’ve considered what’s easily accessible and user-friendly for our students. While it may be difficult to replace the face-to-face interactions that occur in a physical classroom, there are no shortages of tools and strategies to facilitate these experiences in an online environment.  ​
3 Comments

Tips for Video Lessons

3/4/2021

1 Comment

 
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Source: pixabay.com/mediamodifier
This week Trevor and I had a chance to sit down and discuss our project in more detail and what we wanted to improve for future modules. While we did outline a few areas in need of improvement in the last blog post, quite a few of them revolved around the design of our video lessons. Since the video lessons are an integral component of our project, we felt this warranted further investigation to ensure they are as effective and engaging as possible for our students. More research into this topic would also benefit me as a classroom teacher because I utilize video lessons quite frequently for my instruction in a flipped environment.

What I Discovered:

The Length of the Video is Important:

While the perfect length of a video lesson is debatable, most educators recommend videos keeping video around the six-minute mark. This ensures that content is clear and concise while maintaining the attention of the learner. As was explained on Edutopia, six minutes is typically the "drop-off point for attention", which consequently has been supported by academic studies on educational videos. Through further research, I also found that shorter videos are better for "chunking" information, which is advantageous for learning because it's an easier way for the brain to process new information. If educators have a longer concept they need to teach, it is recommended to "chunk" the lesson into multiple mini-lessons, rather than creating one overly long video. ​
Plan with Student Engagement in Mind:
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According to Top Hat, it is important to make sure that you have taken the time to plan out your video content like you would any other in-class session. Through planning, you will be able to address the following within video lessons:
  • Ask yourself if the lesson is going to be effective in a video format - or if it would be better suited for synchronous learning activities? Not every lesson will work effectively for asynchronous learning and educators need to address this before taking the time to film their lesson.  I believe the biggest mistake teachers can make is trying try to force something withought looking at it through an objective lens - with the need of their students in mind. Just because a content could be taught in a video/asynchonous form doesn't mean it should be. 
  • Incorporate breaks into the lessons. This is very similar to what John Spencer recommended in his presentation as it will allow students to take time to process and reflect on what they've learned before moving on to the next step or concept. Trevor also did an excellent job of explaining this notion in the section on "Enhancing Engagement" in his most recent blog post. ​​​​
  • ​If possible incorporate humour into the lessons. This was one of the goals that Trevor and I had set out for ourselves when we reflected on our first and second modules. When we did some further research, it's been suggested that humour can be a helpful addition to online and in-person learning. As an article on Edutopia pointed out, "humour reduces stress and tension in the classroom, improves retention of information, and promotes creative understanding."  ​
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Source: www.imgflip.com
  • The use of green screens is a fun and easy way to spice up online learning.  As Amanda and Catherine explained last semester, green screens can be an awesome addition to online teaching. This is something that is unique to online learning and would be an engaging and fun experience for students while they're learning content.  While Trevor and I had initially played around with this idea for our first video, we couldn't get it to work properly and abandoned ship.  After reading about the benefits of utilizing this approach, I feel like this is something that Trevor and I should try again for future lessons.

Conclusion

Going into this project I felt like I had a vast knowledge in the realm of video creation through my experiences in a flipped classroom. Upon seeing the great modules of my classmates, and conducting my own research -  I've definitely been humbled.   I realize there were so many aspects of content creation I hadn't considered (or even knew about) when designing my instructional video lessons.  I'm looking forward to meeting with Trevor and discussing all that we've learned this week and applying this new knowledge to our remaining modules.  Please feel free to share any other tips or advice you may have for us before we film our next lessons - it would be much appreciated!
1 Comment

Reflection on Modules 1 & 2

2/26/2021

2 Comments

 
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Source: mememonkey.com
​As was mentioned in past blog posts, for our Physical Education Blended Course, we decided to utilize OneNote and Microsoft Teams as our LMS.  These were familiar tools as both Trevor and I have extensive experience using them in the physical classroom, as well as online learning.  As a result of our frequent use of these programs, our lesson planning in OneNote has become second nature – which has resulted in assumptions surrounding student knowledge and understanding.  Although this may work in a physical learning environment, it may not be suitable for online learning and a more strategic approach is necessary.  With this in mind, we found it beneficial to have our course modules critiqued by our classmates who do not frequently use these tools.  

What our Classmates Liked about the Course:

  • In the first video we created, we provided multiple opportunities for students to stop and reflect on their learning.
  • Multiple aspects of media were utilized within the two modules (Video lessons, Flipgrid, youtube videos etc.)
​Check our our first two video lessons below:
  • They felt the overall layout of our course within OneNote was well organized and visually appealing.
  • The sequential order of the module components was easy to follow and it would make for a relatively stress-free experience for students.
  • Work could be completed and assessed in the same environment (OneNote), which allows for immediate feedback on student assignments. 
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A screenshot of the menu for our Heart Rate module.

Suggestions for Improvement

  • Number the instructions at the top of the assignment to make the information easier to read.
  • Consider increasing the length of the Flipgrid responses to 5-10 minutes rather than 2-3 minutes. 
  • Embed videos into OneNote rather than link to YouTube – could cause problems if student loses wifi.
  • Create a more detailed rubric for the Heart Rate reflection as it is very generic.
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Rubric Sample

Where Do We Go from Here?

Now that we have reviewed other modules, and listened to the comments from our peers, we’ve taken valuable time to reflect and critique our own module.  In addition to addressing the valid points from our peers, there are also a few things we would like to change after viewing other courses from our classmates.
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 Some things we would like to explore further or hope to achieve are:
  • Including more text in our instructional lessons – Amanda and Erin did an excellent job of this.
  • Create a more detailed and student friendly rubric for future assignments and activities.
  • Create a follow-up lesson to avoid having multiple “one-off” lessons as the basis for our course.
  • Utilize other technology tools for students to demonstrate their learning outside of OneNote (Kidblog, Microsoft Teams Breakout Rooms, Menti etc.)
  • Try to incorporate humour within the instructional videos as a way to engage students in their learning.
  • Find a way for students to collaborate with each other online.
​We are excited to see where our module goes from here.  As only a few class members were able to view the modules last week, please feel free to provide us with any further feedback you may have as it would be greatly appreciated!
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Source: www.tenor.com
2 Comments

What's the Deal With Office Lens?

2/5/2021

5 Comments

 
As teachers, we all have different experiences in our professional lives due to the building we work in, the students within our classroom and the resources at our fingertips. However, there is one constant that educators everywhere face daily - the battleground that is The Photocopy Room! If you're like me, you may try to get to school a little earlier just to make sure you're first in line - only to find your new enemy taking their sweet time photocopying those lovely Word Work packages with a smug look on their face. If you're also like me, you put your head down and Charlie Brown walk back to your classroom - dejected because you've been bested once again by the darn machine. ​

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​However, don't fret because all hope isn't lost!  I've recently stumbled upon an amazing tool that may be able to cut down on the number of embarassing losses you'll face each week at the photocopier - Office Lens.

What Is It?

​Office Lens - or as of yesterday is called Microsoft Lens - is a free scanning tool that utilizes the camera on your mobile device to scan images. Users can capture these photo's using the whiteboard, document, business card or photo settings - which convert the photo to fit the individual needs of the user. Once the photo has been taken, Office Lens also provides users with various options to edit their image - including cropping, rotating, drawing, annotating, and filters. While these features are great, I believe the crowning achievement of Office Lens is what it does with the images when you are ready to export them. Since this is a Microsoft product, it connects with all other Microsoft applications which means it can convert your image to a PDF, send it to Microsoft Word, PowerPoint or right into a Classroom OneNote. These scanned images can also be shared to email or Outlook, Office 365, or as I've recently discovered, Immersive Reader. ​
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Source: www.techpluto.com

Benefits of the Tool

  • Free! Free! Free! This tool is free for both iOS and Android devices, which definitely places it ahead of other paid apps in either app store.
  • It's user-friendly and scanning/sending is completed in a step-by-step process that is very easy to follow - allowing all users (regardless of their technology skills) to easily accomplish their goals. 
  • While new photos can be scanned, users can use existing photo's from their library as well.  
  • When taking a picture, Office Lens autofocuses (and targets) the document in front of the camera.
  • If you are already a Microsoft Office user, it's incredibly beneficial to send scanned documents straight to your connected accounts. As an educator who utilizes the OneNote Classroom Notebook with my students, having the ability to directly send documents and images straight to specific sections of OneNote would be incredibly helpful. In the past, I've had to scan-to-email using the photocopier or send documents straight to my email using other scanning apps before saving and placing them into my OneNote of 365. Being able to cut out the "middle man" will be a time saver for me!
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Step One: Take the Picture
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Step Two: Cropping
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Step Three: Filters
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Step Four: Push out the document

More Benefits!

  • Office Lens allows users to scan multiple images at one time. While I'm not sure of the exact limit, I scanned 10 images at one time and it directly sent them into one page of my Classroom Notebook. This would be helpful for teachers who would like their students to read specific chapters of a novel or textbook (up to 10% for Fair Dealing) on their own without having a class set, or combine this with the immersive reading function to read the text aloud for students.
  • ​​If a division is utilizing Microsoft Office for all staff and students, this would be handy for students to upload written work into their OneNote's or Office 365 during Remote or Online Learning. This would allow students the option to continue completing work on paper if they do not want to go completely digital or submit work if they do not have access to a laptop at home. ​

Weaknesses of Tool

  • As I mentioned above, one of the benefits of Office Lens is the compatibility with Microsoft Office. However, this could also be a weakness if users prefer other productivity tools such as Google Drive, which would make this tool no different than many of the others in the app store.
  • ​While it could have been the age of the device, it did unexpectedly crash once while I was trying to save & scan a bigger document. This was the only time this happened to me while I was playing around with the app, so I don't it's necessarily a weakness, but certainly, something to keep in mind if you are scanning multiple pages.
  • Honestly, I found a hard time thinking of other weaknesses for this tool as it's been designed very well and serves the function as advertised. I did look at some other review sites, and the majority found very few cons as well. ​


Potential for Content Creation

When thinking about traditional content creation, this tool wouldn't fit the same mould as something like Explain Everything or even Quizizz. However, educators could use Office Lens to scan documents or specific images and upload them directly into the Classroom Notebook as part of a lesson. For me, this is the strongest attribute of this app and something I see myself using quite frequently within my classroom. However, I do understand that this may not be the same for others as my 1:1 classroom environment isn't something that everyone has. In the end, even if it is just used for a student to submit their work, it could still be a useful assessment tool for teachers and students.

Has anyone else had experience using Office Lens? If so, what have your experiences been like? Are there other ways than the ones that I've mentioned that you have used this tool for, or could see it being used?

Thanks!

Matt
5 Comments

Blended-Learning Prototype Course

1/30/2021

5 Comments

 
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Source: www.litmos.com
For this project, Trevor and I have decided to team up to design a blended-learning physical education course.  While blended-learning isn't entirely new to either of us, utilizing it for phsy.ed definitely is!  If you have any suggestions or feeback after checking out our prototype, please let us know. 

Target Population and Student Demographic

​The main population for this blended-learning course is Grade 8 students aged 13-14 years old.  While we will be following the Saskatchewan Grade 8 Physical Education Curriculum, these activities could easily be adapted to meet outcomes in Grade 6 and Grade 7.

Course Format

​This blended course will utilize a combination of synchronous and asynchronous learning, spanning a 3–4-week period. The modules will reflect a combination of physical activity and the completion of assignments through various technology tools.  For the prototype, we will begin by dedicating 120 minutes per curriculum outcome as outlined by the Regina Catholic Schools time allotment. As this project is only a prototype, we plan to further develop these modules and address other indicators in the future.  

Course Toolset

​Microsoft Teams will be the main platform for students to access this blended course.  Within Microsoft Teams, we plan to utilize the OneNote Classroom Notebook to house our asynchronous learning activities and assignments.  For our synchronous learning sessions, tools within Microsoft Teams such as video calls, chat and channels will also be used.  However, the functionality of Microsoft Teams and OneNote is limited as it is not a true LMS.  As a result, we will also be using additional tools such as:
  • Flipgrid
  • Quizizz
  • Kidblog
  • Microsoft Stream
Communication directly with students will be completed through the video call or chat function on Microsoft Teams.  Students will also have the ability to collaborate with one another using the same features.
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Course Content

This project will address all three strands of the Saskatchewan Grade 8 Physical Education Curriculum:
  • Skillful Movement
  • Active Living
  • Relationships
The specific outcomes that will be explored are:
  • PE 8.1: Health-Related Fitness
  • PE 8.6: Concepts, Tactics & Strategies
  • PE 8.9: Movement Sequences
  • PE 8.12: Basic First Aid

Learning Objectives

  • Make students aware of physical education opportunities in the world around them.
  • The importance of sustaining physical activity outside of school.
  • Develop a basic understanding of first aid to keep themselves and others safe. 

Assessment Strategies

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Source: www.pixabay.com/Workandapix
​Assessment will be achieved using various educational technology tools, this includes, but is not limited to:
  • Journaling through OneNote and Kidblog.
  • Formative/Summative assessment using Microsoft Forms and Quizizz
  • Demonstration/presentation of learning through Flipgrid and Microsoft Teams video calls.

Consideration for Common Concerns

Since Phys. Ed is largely comprised of movement-based activities, it can be challenging to hold students accountable when face-to-face instruction is not possible. Through the development of lessons and activities, our hope is to leverage educational technology to keep students accountable and create meaningful assessment.
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From our experience within very diverse buildings, we understand that there are challenges with online instruction for EAL learners. To address this, we plan to utilize subtitles in our instructional videos as well as make ourselves available to students through Microsoft Teams.  In addition, detailed assignments using basic language will be posted in the OneNote.

Rationale

​In our online teaching experience, when Physical Education has been completed at the elementary school level, the primary focus is typically fitness related with minimal instruction and assessment.  As this is a curriculum expectation, we feel that there should be more guidance as well as meaningful teacher-led instruction in this area. More importantly, we believe that it is essential for students to be active - even if they are participating in online learning. We want students to be aware that they can learn about their bodies and be physically active without access to a physical gymnasium.  Through the use of a blended-learning course, we hope to demonstrate how educational technology tools can be utilized and integrated into a physical education classroom. 
5 Comments

Catch You On The Flip(ped) Side!

1/23/2021

3 Comments

 
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Before the pandemic, online and blended learning was a notion that many teachers had heard about, but I'm willing to bet that most had little to no experience utilizing it within their classrooms. However, that all changed when schools shifted online in the spring, and an instant, educators everywhere had been exposed to a new way of teaching. While in our current situation, not all educators are using the online model (at least for now anyway), I do believe that as a result of our experience in the spring, there has been an increase in the number of teachers who are utilizing the blended learning model within their daily instruction.  

At the start of this week's class, we were tasked with coming up with our definition of blended learning. As we reviewed each group's responses after the breakouts, it was clear that most of us had a good understanding of the concept of blended learning - which I believe is indicative of the experiences that many teachers have had since we started up again in the fall. Looking around my building, I have witnessed many teachers embracing blended learning (in many its forms) as they feel it is an easier transition to full-blown online learning (if we go down that road again). For me, blended learning has been something that I've used for the majority of my career through my Grade 8 math class, as I teach this content in a flipped environment.  

What is a Flipped Classroom?

This is a question that I spend some time explaining to parents at the beginning of each school year, as the term "Flipped Classroom" generally leaves most parents scratching their heads in confusion. While my definition of this term may differ from other educators utilizing this method, it can be explained as a method of instruction that involves students learning the lesson content at home through short videos prepared by their teacher and then applying their knowledge in the classroom the next day. Essentially, students are completing the homework at school and the learning at home, which essentially "flips" how learning works in a traditional classroom - hence the name "Flipped Learning".  

Here is a video that I typically show my students and their parents when I am explaining this concept:

How Does it Work Within my Classroom?

As we discussed in class, flipped learning is a broad concept that is not a one size fits all approach to education. While the general framework for this method typically stays consistent, how it is utilized will differ depending on the teacher and students to which it is being applied. Within my classroom, I have created a website that serves as the home base for my flipped classroom. In addition to all the video lessons, I also list all assignments and resources that students may need as they navigate through my math classroom. 
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My Flipped Classroom Homepage
Here is what my flipped classroom looks like:
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At Home: Lesson Content
  • I created video lessons using Explain Everything for each of the concepts in Grade 8 Math.  These lessons typically range from 7-15 minutes and are hosted on my Flipped Classroom Website.
  • While I do ask that students watch the videos I created, I understand that I am not perfect (regardless of what my mom tells me!) and there may be other educators out there who can teach the concepts better than I can.  With this in mind, I also include multiple links to other digital lessons that will teach the same concepts if students do not understand my video, or just want further clarification on the topic.
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  • I also task students with taking notes on these lessons as they would have in a traditional classroom.  This is not only important to help them remember the content of the lessons, but also with helping me identify areas of need.  As students take notes, I ask them to write in one colour pen or pencil, and if they become confused, switch to a different colour.  This way, the following day if a student is struggling, I can identify the exact point at which they became confused and can directly target that area of the lesson/concept. ​
At School: Student-Centred Learning Environment
  • When students come to school the following day after viewing the lesson, the first thing they do in my math class is put their notes on their desk for me to look over. As I mentioned above, this helps me to target specific students right away who may need further clarification with the content, but it also serves as a way for me to keep my students accountable for viewing the lessons as well. 
  • While students have their notes out, they also log into Socrative on their school or personal device and complete a short 3-5 question online quiz These questions are specifically surrounding content from the lesson and serve as a formative assessment so I can quickly target the students who may need further support at the start of class.
  • Once students complete the quiz, they then begin working on the assignment for the day. These assignments have been separated into tiers to provide my students with the choice of which type of assignment they would like to complete depending on their comfort level with the content.
  • "A" assignments are the basic Grade 8 level assignments, which I typically recommend for students who may not feel comfortable with the concepts yet.
  • "B" assignments consist of questions from the "A" and also add in some deeper questions from the "extend" section of their textbook.  I typically recommend this for students who are feeling good with the concepts.
  • "C" assignments consist of questions from "A" and "B", but heavily feature questions from the "extend" section of the textbook.  I recommend this for students who feel very comfortable with the content and would like a challenge.
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  • ​Once students begin working on their assignments, I then spend the remainder of the period checking and providing one-on-one support for students who need help.  With this model, I actively transform from a teacher at the front of the room, to a coach who moves around the classroom.

Challenges/Opportunities

Challenges:
  • ​One of the main challenges of this type of learning is student access to technology at home. While in both schools I've worked at, this hasn't been an issue, this would certainly be a barrier if you are wanting your students to view the lessons on their own time at home. However, as Erin pointed out in our breakout chat, this issue can be solved by tweaking the flipped format and having students view the lessons in class as part of centres.
  • Another challenge that I've experienced with the flipped classroom is student buy-in and student responsibility. Each year I have utilized the flipped approach, there are typically a few students who push back at the idea of having to watch the videos at home. However, this issue usually resolves itself when students realize that aside from watching the lessons, they have no math homework as it is all completed during school time. 
  • As a Grade 7/8 teacher, it is easier for me to task my students with taking the responsibility to watch videos at home. However, as Tessa pointed out, with primary students it becomes very difficult to give them that responsibility. Instead, this becomes the responsibility of their parents, which could be difficult for many families.


Opportunities:
  • As was mentioned earlier, one of the primary benefits of flipped teaching is the shift from lecture-style instruction to one-on-one instruction. Being able to spend my entire period working with students directly, allows for more personalized learning and individual attention.
  • In a regular classroom, students are unable to rewind the teacher whenever they need to see something again. However, with video lessons, students can rewind, pause and slow down the lesson as they see fit. As an educator in a very diverse school, I find this to be very beneficial for EAL (English as an Additional Language) learners within my classroom.
  • Typically teaching split grade math can be one of the worst experiences for teachers, however, this stress can be alleviated by shifting to a flipped environment. Instead of trying to worry about teaching two separate lessons in each class - all students are working at the same time. This allows the teacher to spend the entire class working one-on-one with students who require help while allowing other learners to work at their own pace.
While I've only listed a few of the benefits of moving to a flipped environment, I certainly have more positive comments about this type of teaching! I am very passionate about flipped teaching and my students and I have experienced a lot of success with it over the last eight years.  Please feel free to reach out if you have any questions for me - or suggestions for how I can make the experience even better for my students.  Thank you for reading!

​-Matt
3 Comments

Hello, It's Me!

1/12/2021

1 Comment

 
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Source: Imgflip.com
ello and welcome to my blog for EC&I 834! My name is Matt Bresciani and I am a Middle Years Teacher at St. Kateri Tekakwitha in Regina, Saskatchewan.  While my primary assignment over the past nine years has been Grade 7/8, I've also had the opportunity to teach a variety of subjects in some of the lower grades as well. These experiences have allowed me to work outside my comfort zone and realize the curriculum connections that exist for students in primary to middle years. I enjoy learning new curriculums and discovering ways to creatively implement them in different classroom scenarios.
​Technology has been a major part of my educational journey - which began with All the Right Type and Hot Dog Stand in my primary years, iMovie and Adobe Photoshop in High School, followed by the many educational apps that I learned about during my time in ECMP 355 at the University of Regina. As an educator, I understand that technology is an incredibly important tool that we can utilize to both engage our students and enhance their learning, but should never be used as a means to replace learning.  I've been very fortunate to be a part of the Connected Educator Project in Regina Catholic Schools since its inception four years ago.  Essentially as a participant in this project, my classroom is a one-to-one environment with each student having access to their own laptop supplied by the division. This project has provided so many opportunities for growth, not only for my students but for myself professionally, as I am continuously learning new ways to integrate technology into my pedagogy.   




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Picture
Source: https://www.macintoshrepository.org/
I'm very excited for the format of this class, as I'm looking forward to learning more about blended and online learning.  As I'm sure was the case with many of my classmates, due to the pandemic, we all were thrown into the deep-end of online learning in the spring.  I look forward building off those experiences and applying the knowledge I gain from this course to give me a deeper upderstanding of planning and teaching in a blended or online environment.   Three goals I have for myself this semester are:
  • Gain a deeper understanding of blended learning - specifically Flipped Teaching (as this will support my Flipped Math Class).
  • Explore new tools as well as subject areas I'm less familiar with for the Course Prototype Assignment.
  • Engage in dialogue with my awesome classmates in our Tuesday classes (as well as our virtual settings) to enrich my learning experience. ​

Thank you for taking the time to read this post, I'm excited to learn with all of you as we navigate this journey together!

Take care,

Matt 
@mattbresciani
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