Hot diggity, dear reader! I finished editing my first flipped video last night, and I’m actually quite pleased with how it turned out! You can see it below.
Many thanks to Abacaba, Kate Gardoqui, and Gastondeluxe for the video clips!
Video Recording and Editing Software
I recorded some of the footage using QuickTime Player’s video recording and screen recording features on my school-issued MacBook Pro, and the rest of the footage came from YouTube. Finally, I edited the video using iMovie and PowerPoint. All free software!
I’m currently trying to get a more robust video editing software so I don’t have to use PowerPoint to create a picture-in-picture effect, but I’m hoping to get the software through my school so I don’t have to pay for it out of pocket.
Teaching Students to Learn from Videos
If you watched/read my seven tips for creating your own flipped videos, you may remember that you should teach your students how to learn from a video by showing flipped videos in class before assigning them as homework. Well, today I taught (most) of my students how to learn from videos using the video you see above.
Overall, I think it was a success! The students used visual cues to let me know when to pause the video, play the video, or rewind the video. Sometimes I paused the video myself and explained why I paused it, other times they told me to pause the video by holding up their hands. It worked pretty well, and it allowed the students to become familiar with the structure of my (soon to be created) videos, which will help them become more efficient and effective note-takers.
I learned quite a bit today as well. First of all, the video was only 15 minutes long, but between pausing, rewinding, rewatching, and note-taking, we needed a full 50 minutes to get through it. I’m sure the students will become more efficient with practice, but I will need to make sure future videos are no longer than 10 minutes if I expect the students to take thorough notes.
I also learned that visual cues within the video are very helpful for the students, but those cues don’t necessarily have to be text-based. In future videos, I may hold up a pencil when I want the students to write something down. That way I don’t have to do as much post-production editing, but the students will still know what they need to copy down. That’s a trick to perform later in the year as a way to scaffold good note-taking skills, and to teach the students how to differentiate between important information and fluff.
No Tech at Home? No Problem!
Since coming back to school and sharing my flippin’ aspirations with my colleagues, many of them have raised a very valid concern about flipped learning for students who are unable to watch videos at home due to a lack of technology. I also had a handful of my new students express the same concern. In response, I created this Tech Letter for Parents which addresses those concerns. I’ve welcomed students to come into my class during lunch to watch the videos on the big screen, and I’ve also highlighted some of the resources within our community that students can use evenings and weekends, such as the public library and public transportation. Feel free to steal my letter and modify it to meet your own needs.
That’s all for today! Back to work for this busy teacher. If you want to read more about strategies using technology and the SAMR Model, check out my post on using Animoto in the classroom or my post on EDpuzzle. You can also read the first post in this series here.
Check out my prior post on practical tips for flipping your classroom!