Tag Archives: flipped classroom

Direct Instruction Videos - What's your Workflow?

I've written before about my experience recording my direct instruction into short, Udacity style videos and having students watch them during class. This enables me to circulate and have a lot more conversations with students as they are learning than when I'm talking at the front of the room. It also puts me in a position to see how my students are engaging with this material since I'm walking around and see what they are writing down, where they are stopping the videos, and can listen to their conversations. The quality of my interactions (and the student-to-student interactions) is so much higher with this approach.

The main obstacle to my doing this more, however, is the investment of time in creating the videos. With a consultant meeting with us this week and asking us to examine our technology practices, I'm wondering whether others have cracked the code and found ways to be efficient.

Most of my time is spent editing. I do one video at a time for each piece of what I want my students to watch before they try something on their own. I also want my videos to be short (ideally less than 3 minutes each), so I find I'm editing out spoken flubs, unclear descriptions, extra pauses, and time spent writing by hand to reach that ideal. Camtasia is my tool of choice. I know there are videos out there that I could assign rather than recording my own, but I'm convinced I can still work on my efficiency with some good advice.

I wonder if one of the following would work better:

  • Record all of the writing with no narration first. Add voiceover second to match the text.
  • Record all of the direct instruction for an entire class. Edit out flubs, writing, then split into multiple videos for a lesson.
  • Write out all of the written parts before recording. Cut and paste them in the video frame one by one as I speak on top of the video. Gesture and highlight as needed.

I've sacrificed perfection for getting my ratio of recording time to video time down to about four to one. That's still a sizable investment of time, and it certainly benefits my students, but as is, I'm leaving the classroom after 5 PM pretty regularly.

Any experienced flipped classroom folks care to weigh in on this?

Just shut up and work with us, Weinberg

I have an issue with talking too much in class. I think many of us do.

I've already done some focused work identifying what my students need me to show them for a given topic, and it's a lot less than I initially think. After a conversation with some smart educators, I decided to commit this week to not do whole class instruction unless it was absolutely necessary.

Sometimes I confuse necessity with convenience. The problem is that it's always convenient to do whole class instruction. You look out and see eyes staring at you, and it seems at the moment to be maximally efficient to communicate to the entire group at once. The quality of that attention is never what it seems.

In my biggest class, I've been continuing to put direct instruction into videos. As I've written previously, these are videos (three minutes or so) that have the information distilled down to small chunks. In doing this, I get around to every student and make sure they are somehow engaging with that video through writing down important information, trying the problem being demonstrated, or completing the challenge I usually put at the end. It's impossible for me to be instructing at the front of the class (or anywhere for that matter) and be aware of what every student is doing. With the video at every student's seat, I can be there. I can ask them questions one-on-one to see what they understand. I can make notes of the students that are struggling. I can assess every student at some point while I walk around, leave alone those that are doing just fine without my dictating their attention, and focus on those that need more guidance.

This increased time away from blabbing at the front of the room means more assessment time. The class starts with a quick quiz (1-2 questions) that I can get back to students during the period. I can give every student some bit of feedback, and it ensures that I have a conversation with every single student during the class. That is awesome. It means I can ask higher level questions of the stronger students and push them forward. It means I can see what students are writing down within seconds of doing so.

Though I occasionally think to myself that the reason this works is because my students are well behaved and will stay on task when I am not directly focused on them, I don't think this is why it has been successful. I'm in the middle of my students (rather than in one location) the whole time. I can see what they are all doing. If they do get off task, they know that I know if because chances are I'll be there in a minute or so. The class is noticeably less structured, and I don't feel as productive as I think I would if I was marching through a lesson plan. This is more a reflection of how I now have a more realistic awareness of how my students are doing with the material, rather than in ten minute chunks of independent work between lecture.

The students benefit most from interacting with each other. They do occasionally need help from me one-on-one, but the nature of that help varies greatly between students. I can give that help when I'm not spending so much time talking. The inverse is more powerful there - I can't give that help if I'm talking too much.

I decided to give students a quick exit survey on whether they liked the new format, whether they wanted to go back, or whether they wanted something different from both classroom structures. Here's what they said:

Screen Shot 2013-11-15 at 5.04.00 PM

I've gotten this sort of strong message before, but I unfortunately go back to the old ways, for the old reasons. It's easier to talk. It's easier to do a developmental lesson. It's easier to ask a question and conclude from a one or two student non-random sample that the class gets it. It just isn't necessarily what works best for students. I need to keep that in mind.

Editing Khan

Let's be clear - I don't have a problem with most of the content on Khan Academy. Yes, there are mistakes. Yes, there are pedagogical choices that many educators don't like. I don't like how it has been sold as the solution to the educational ills of our world, but that isn't my biggest objection to it.

I sat and watched his series on currency trading not too long ago. Given that his analogies and explanations are correct (which some colleagues have confirmed they are) he does a pretty good job of explaining the concepts in a way that I could understand. I guess that's the thing that he is known for. I don't have a problem with this - it's always good to have good explainers out there.

The biggest issue I have with his videos is that they need an editor.

He repeats himself a lot. He will start explaining something, realize that he needs to back up, and then finishes a sentence that hadn't really started. He will say something important and then slowly repeat it as he writes each word on the screen.

This is more than just an annoyance. Here's why:

  • One of the major advantages to using video is that it can be good instruction distilled into great instruction. You can plan ahead with the examples you want to use. You can figure out how to say exactly what you need to say and nothing more, and either practice until you get it right, or just edit out the bad takes.
  • I have written and read definitions word by word on the board during direct instruction in my classes. I have watched my students faces as I do it. It's clearly excruciating. Seeing that has forced me to resist the urge to speak as I write during class, and instead write the entire thing out before reading it. Even that doesn't feel right as part of a solid presentation because I hate being read to, and so do my students. This doesn't need to happen in videos.
  • If the goal of moving direct instruction to videos is to be as efficient as possible and minimize the time students spend sitting and watching rather than interacting with the content, the videos should be as short and efficient as possible. I'm not saying they should be void of personality or emotion. Khan's conversational style is one of the high points of his material. I'm just saying that the 'less is more' principle applies here.

I spent an hour this morning editing one of the videos I watched on currency exchange to show what I mean. The initial length of the video was 12:03, and taking out the parts I mentioned earlier reduced it to 8:15. I think the result respects Khan's presentation, but makes it a bit tighter and focused on what he is saying. Check it out:

The main reason I haven't made more videos for my own classes (much to the dismay of my students, who really like them) is my insistence that the videos be efficient and short. I don't want ten minute videos for my students to watch. I want two minutes of watching, and then two or three minutes of answering questions, discussing with other students, or applying the skills that they learned. My ratio is still about five minutes of editing time for every minute of the final video I make - this is roughly what it took this morning on the Khan Academy video too. This is too long of a process, but it's a detail on using video that I care too much about to overlook.

What do you think?