In my American Government class yesterday, students were reviewing the structure of the Constitution, when the topic of amending the Constitution came up.
I took that opportunity to discuss with my students the extremely detailed and complex methods through which the Constitution can be amended.
I drew a chart on the board, the students created a chart in their notes, and we talked about how the process works.
This is the closest to a true “lecture” that my classroom has seen this year, folks.
After repeating myself over and over…which we all hate to do…some of my students began to ask why I didn’t just make a video about this concept. I responded that I didn’t think I needed to make a video about this topic, because it was something they were working through in an activity.
After I said this, and saw my students’ faces, I asked the class if they wanted me to make a video about the concept.The result was an overwhelming “YES!!!!!”
I asked the students why they wanted me to make a video of the same content I just discussed…and here’s what they said:
“I need to listen to that again before I understand it.”
“I need to pause you.”
“I totally zoned out while you were talking…”
“I need to listen to that again when I review for the test.”
All of these responses from my students support my reasons for flipping my classroom. Students can access content any time. They can watch, pause, review, and rewatch the content as many times as it takes for them to understand the concept.
So, what did I do during lunch today?
Made a screencasted video of the processes through which amendments are added to the Constitution.
Apparently, this “flipped classroom” strategy is working for my students!
Thanks for reading 🙂
You are so right! I remember telling my 5th grade class, “I am not a video, you cannot pause me” when it was obvious some of them were not paying attention. I should have just made the video. 🙂