Posts

Screen Shot 2015-01-26 at 1.42.44 PM

Flipped Math Class

Here’s a look at Mrs. Sheehan’s Algebra 2/ Trig class learning about flipped learning and their video lesson on Educanon.

Educanon allows for flipped video lessons to become interactive by asking questions during the videos’ viewing. The interactivity gives way to important teaching/ learning techniques.

First, it demands students to be more active in their learning. Students are answering questions during instruction, which can increase engagement while requiring more participation.

Second, those questions students are answering provide instructors with formative assessment, or insight of what each student has comprehended from the material.  This will give Mrs. Sheehan a better idea of what should be focused on in class the following day.

Third, students can go back and use these videos as a reference tool later in the year and for review for exams.  Such an approach also provides students with mediation or scaffolding to help build up to deeper level content while providing support along the way.

Educanon not only gives teachers information on who watched what and how they answered the questions, it also does not allow students to fast forward through the video the first time through the lecture (they can always rewind to repeat sections)

Flipped learning gives teachers more time to work with students while they are actually working on problems, or what we would traditionally call homework.  Many flipped classrooms utilize collaborative learning groups during class while the instructor supplies facilitation and support (more scaffolding opportunities).

 

 

 

Screen Shot 2015-01-16 at 8.49.08 AM

Rome VS Greece

Mr. Stewart’s Global history class used iMovie to make catchy films comparing Rome VS Greece.  Check out students’ work below.

 

Here’s the assignment:

ROME VS. GREECE DEBATE

Ancient Rome and Greece are both very important ancient civilizations with accomplishments that

easily equal each other. Therefore, in order to discover which civilization is more important we will

You will be given a day to do research for your topics. With the various topics it is very important that

you organize your team so that every topic is covered. When you are researching you are expected to

be working only on the debate. If you are caught looking at something not related to the debate your

There will be seven topics that will be covered. They are:

CAESAR VS. ALEXANDER THE GREAT

ROMAN MILITARY VS. GREEK MILITARY

ROMAN GOVERNMENT VS. GREEK GOVERNMENT

*WHERE WOULD YOU RATHER LIVE ROME OR GREECE?

*WHO IS MORE IMPORTANT TODAY ROME OR GREECE?

For each of the topics that your team wins, a point will be added to your Rome Test grade. The

winner of the debate (3 wins or more) will receive a free homework assignment where they will get

full credit. The free homework assignment can only be used in the 2nd quarter.

There are three rounds in each debate. Each round had various differences.

Round 1: You will simply be stating facts and be given a point for each that you can name. (45

Round 2: You will be asked to state why your person place or thing is more important than the other.

(45 seconds) Restating facts will not earn you points

Round 3: You will be asked to pose a question to the opposing team about your topic. You will be

given time to respond along with time for a rebuttal. (30 seconds and 2 minutes)

If anyone on your team talks when it is not your teams turn you will also lose a point.

*For these two topics, students will be expected to create a video that will be shown in class using

their argument. Students should be ready to use facts that support your argument along with some

creativity. Between the two videos everyone in your group should have at least one speaking role. All

St. Joe’s rules are expected to be followed and both videos should be class room appropriate.

The videos should be very similar to the debate rounds in which you make your argument and speak

negatively about the opponents ideas. Videos should be approximately 5 minutes each.

 

 

 

Screen Shot 2015-01-15 at 12.08.02 PM

Ed Tech Framework Infographic

Screen Shot 2014-11-05 at 3.00.39 PM

Health: Mental Disorders Activity

Students worked in groups and created their own blog post about the disorders assigned to them. Collaboration was completely facilitated by the students, and in most cases done without meeting in person. This not only improved the students digital literacy with a blogging site it also developed communication skills within the online environment.
Screen Shot 2014-11-05 at 3.00.03 PM

 

Students used the Schoology discussion board to initiate communication between members of the group. Some groups choose to use other methods of communication like texting or setting up meeting times. It was essential that leaders arose within each group to ensure the quality and completion of the group. The teacher was available to support students with communication issues and help facilitate group communication. It should be noted that the teacher did not communicate for the students, simply gave them strategies on how to reach out to members of the group who were not meeting expectations.

Screen Shot 2014-11-05 at 3.00.39 PM

 

 

Once the assignment was complete each member performed an evaluation of the group identifying who the communicated and produced the best and worst. All group members received the same initial grade for the quality of their work; the grades were then altered accordingly based on if the other members of the group identified them as either a leader or someone who didn’t meet expectations.    

 

Screen Shot 2014-11-05 at 3.00.54 PM