This week for our blog post we have been asked to reflect on a few things, first to add our H5P video to the blog, and then to reflect on a couple questions about H5P/interactive video. Then describe how Multi-media Learning Theory and Flipped Classrooms can be used in our specific context.
H5P & Interactive Video
H5P seems to be a useful tool to create check in points for our classes. I can see it being quite useful if i was sick and had to record a class, getting some formative feedback from the class’s responses through the H5P software.
Video/Audio editing as an Assignment
I think that creating videos or a podcast could be a fantastic tool for students who are not comfortable doing projects that involve presentations. Additionally, I think that it could add a lot of personality to a project. I envision an assignment where students are required to make a radio show or video from the 1940s for a socials 10 class, the students could make anything from a radio segment to a “propaganda film” which would allow the students to choose something that interests them, while staying on topic. To make it engaging, the key would be to ensure that the students understand that they are not being graded on quality of video, but creativity and ingenuity.
Multi-media Learning Theory
Multi-media learning theory allows instructors to create much more effective presentations through online media. The theory has several precepts, but among them are some such as: Talking Heads are distracting, and “more text is not necessarily better.” This lets us be more effective as educators using the online videos easier.
Flipped Classroom Teaching Model
A flipped classroom at the grade level I would like to teach (socials 10) would likely involve me assigning readings from a textbook, or primary sources, for the students before a class. Then, during class we would go over the readings in much more detail. Some strengths include: students who are moving quite quickly will be able to go at their own pace and move far beyond the rest of the class in content and understanding. Some weaknesses are: that students who are not as engaged will slip further and further from the class and end up completely unengaged with the content or material.
I believe that for the socials 9/10 classes the weaknesses outweigh the benefits, as going through the content at the same time gives some accountability to the students, as their classmates will be all going through the same things at the same times. Additionally, the students that are much quicker and able to understand the material quicker will naturally able to help the students who are falling behind. Finally, this way of teaching exacerbates issues for students with disabilities, or who require more help. As they wont be able to do the prep work on their own time without help, which not all students would have access to.
At a higher grade level I can see this working a lot better, when students are taking the course as an elective rather than as a required class. Other teachers I have talked to, at parklands and at other independent schools, find that flipped classes work well for higher achieving students, but not as well for the majority of average or lower achieving students.
