My favorite part of NCCAT, besides rafting down the Nantahala, was the seminar that Kirk Kennedy led about flipping the classroom. I enjoyed seeing how it used it in his class and how successful his students were. During his presentation I began thinking, “This is completely doable in my classroom!” I teach both standard and OCS biology. Both groups are not particularly strong academic students and they tend to struggle with the important parts of a lecture. Their notes are using a mess because they are never sure of what to write down. How great would it be if they had me explaining the important concepts on video where they could re-watch it over and over? It would be great reinforcement for my OCS kids that don’t retain information easily and where repetition is key. Also, the videos would give me plenty of time to incorporate hands on activities that really help make the content hit home for the students. It’s a win-win situation. I can stay on my county pacing guide while conducting activities daily! This seminar has me so excited to get back in the classroom in the fall and try this with my kids.
I’ll keep you updated on how it goes!
I was inspired by a similar thought! I have a section of every class that I call “daily language.” It takes almost two weeks at the beginning of school to get students working independently on this as a “bell ringer” or transition activity. As the year goes on, they gain increasing proficiency in this aspect of our day. It’s always so challenging for students that come in later in the year to jump in without that extra time to build their skills. I think that flipping that instruction would make it so much easier for them — so I’ll try it!
Last year I began my year by having 2 Latin root words each day for students to complete for a Bellringer. Because I started at the beginning of the semester they were use to doing this every day. I think starting early really helps.
So glad you enjoyed your time at NCCAT and feel excited about the many prospects it has provided.
Amneris