When OneNote and other Microsoft tools are used in combination it provides the perfect platform to deliver a flipped mastery course. In this blog I will explain how I used a Class Notebook together with office mix, forms, snip, Geogebra, tags and links to pages to flip a year 7 maths unit. Furthermore, I will explain how I used the analytics from office mix, the review student work function via the class notebook and the data collected from forms to monitor progress and provide targeted, effective feedback for my students.
You can see above the overall layout of the flipped unit. The unit is sorted in table form in a single OneNote page and this is distributed to the student's pages. Students work accross the page, beginning with a video using office mix.
Part 1 - Office Mix:
Students engage in the content they need to know for the lesson through a short video created with office mix. The advantages of using office mix over other recording software is that you can use existing powerpoints, it is fast and simple to use, it has analytics and the video can embed and play in a OneNote page.
Part 2 - Student work:
After watching the video, students are required to complete set questions. They have the choice as to whether they complete these in their exercise books or in their individual OneNote page. They then mark their work and ask for clarity on any issues they are having through myself or other students.
Part 3 - Forms:
After students complete the required exercise, they complete a quiz through microsoft forms. There are 5 questions which test students understanding of the topic. Students are required to score 5/5 to progress to the next exercise. I can use the data captured from this to identify areas of weaknesses in understanding of the content. One of the biggest advantages of forms is that you can setup the quiz so students have to login with their 365 account. This provides me with specific student data and I can target my teaching accordingly. Forms also embed into OneNote pages.
Part 4 - Office snip:
Using office snip, I create a short video of the solutions to the quiz. If students made any errors in the quiz they can use this video to understand where they went wrong. Snip is simple to use if you need to create quick videos and embeds in OneNote pages.
Part 5 - Due dates
A due date for all work in the unit is set for the students. In this case students had two weeks to complete the unit. It is up to each student to balance what they complete in class and home. This helps them become independent learners and take ownership of their learning. During this unit, half of each lesson was spent on problem solving (separate to the these tasks) and students had to take this into account.
Part 6 - Tags/checkbox
Check boxes are created in order for students and teacher to monitor progress. I can use the review student work function to check where students are up to and intervene if appropriate.
Part 7 - Extension - Using links to pages
Extension activities are for the top students who are finding the work easy. One of the biggest advantages of OneNote is it allows for differentiation, both at the bottom and top. These links take students to other pages within that OneNote section and have explanations and activities on harder topics, typically one to two year levels above.
Part 8 - Extension - Geogebra
Another extension activity which students can complete straight in OneNote is having a look at an interactive example of the exercise and trying to make sense of it. Students are required to do this by interacting with the activity and writing an explanation of how it works. This helps students to gain a deeper understanding of the topic. Again, Geogebra embeds and plays in OneNote pages.
Why do this?
It gives you back class time! It is clear from the NAPLAN data that our students perform well at straight forward knowledge type numeracy questions, however, struggle with problem solving style questions. I therefore focused the second half of every lesson on problem solving, using a variety of different strategies. Students worked on the unit course described above in the first half of each lesson and for homework. By doing this, I was able to find more class time to focus on what our students are poor at.
In addition, by creating a flipped mastery unit in OneNote, you gain all the advantages of a flipped classroom and the work is presented in one neat, consistent platform, providing simplicity to students and teachers. While there is preparation time involved in setting up a unit like this, the resource can then be shared to other teachers and all students can benefit from it. Also, if other teachers see this type of resource, they are often encouraged to try incorporate more digital pedagogies in their own classes.
Finally - what do the students think?
What did you enjoy about this flipped classroom?
"That we didn't have homework at 'home', and that we were able to do our work in class so if we had a problem then we could ask the teacher"
"That I could watch the video and watch it at my own pace, pausing and rewinding as I go"
"We were able to work at our own pace, we could either slowly work through the videos if we were struggling, or work through them fast if we understood the topic"
"I could work at my own pace and didn't feel pressured to know something if I didn't."
"i enjoyed that we didnt have to do much homework at home. i also enjoyed it because at home i would sometimes get stuck on my work and be unsure how to complete the topic, but now i wouldnt be stuck becuase my teacher would be able to help me when it was class time. "
"it was good because you could go your own speed and take extra notes (like i did )"
"When we got to the AFL test I could review it and therefore I could practice for my test much easier. "
"I could go back as many times as I needed to, if I didn't understand something and could be explained again and again. I also liked that we could use the question in the video, answer it and then check it straight away and I could see where I went wrong because you explained how to answer the question. "
What did you dislike about this flipped classroom?
"How we didn't really learn the topic in full detail, we could learn what Mr Webster taught us in the video."
"If I wasn't connected to wifi I couldn't do the homework"
"that if you have any questions about it, you can't ask and get a proper or deeper understanding, and if its too easy you cant ask for a harder set. "
"It just felt like we were doing normal work in class, and kind of missing out on the actual homework part."
We know from evidence that feedback has a major impact on learning. The use of OneNote, a class Notebook and digital inking means teachers have a range of feedback options at their disposal. This blog will go through all these options, from the basic to the advanced.
1. Student completes draft in OneNote page - Use typed comments or digital inking
2. Student completes draft in word - Open and insert comments
3. Student completes draft in word - Insert as printout
4. Audio Feedback
5. Checklists/criteria sheets
6. Video feedback - Office snip
7. Video feedback - Via screencasting software and using sharing links
8. Feedback on hand written work using OneNote - Office lens
9. Digital stickers
10. Peer feedback
11. Two way feedback
12. Feedback using your own comment bank
13. For fun - rainbow pen!
Additional tips and tricks:
1. You can do all of the above for PDF, Powerpoint and Excel files - all these can be inserted into pages as printouts.
2. A good practice, especially for drafts, is to email the page to the student after completing the draft. This is a simple click of the 'mail recipient' button shown below. This ensures there is a paper trail and the student cannot delete any of your inking, audio or video comments and say you did not provide them with any feedback.
3. Make sure you are using a class notebook and that you distribute a section (assignment drafting?) and page (draft term 1?) to the students invdividual notebooks. You then need to tell them to insert/complete their work in that specific section and page. This allows you to use the review student work function correctly.
When you start collecting student work in OneNote a range of possibilities emerge in terms of feedback. You can use all of these feedback techniques in any combination depending on the year level and subject you teach and the assessment item.
The pen you can see in the picture above has enhanced my teaching. This is how:
1. Saves time
I used to spend the first five minutes of a lesson writing out the date, learning goals and homework for the lesson. This was typically followed by some notes and drawing out maths diagrams/problems. This can now all be prepared before the lesson and I can use digital inking to write over the work:
2. Effectively answer student emails
How do you assist students when they send you an email asking for help? By using the video snip tool with digital inking you can quickly pull up a blank whiteboard and explain a concept or take a snip of the question and explain it via a short video. The video then uploads to the cloud and you can email the link to students without worrying about the size of the file. Best of all it is fast, simple and will save you time trying to explain something through a written response:
Guide on how to use office snip:
3. Use with multiple programs
Digital inking is supported across multiple programs - Apart from my favourite tool OneNote, Digital inking works in many popular programs all teachers use including word, excel and outlook:
4. Provide instant feedback
When combined with a shared Notebook, homework can be marked and feedback given prior to students entering your class. You therefore have an excellent understanding of issues students are having and can target your lessons/feedback accordingly.
5. Students provide videos of understanding
When you combine digital inking with office snip and a class notebook students can provide video snips of their understanding. I blogged about this here: http://www.mrawebster.com/blog/use-of-the-snip-video-tool-in-onenote-for-reviewing-students-thinking
6. Having a permanent record of your lessons
By using a projector and my laptop screen as my whiteboard I now have a record of every lesson I teach. This is useful for students who missed the class, revision support, to improve on my lesson for next time and to share with colleagues. This is now my whiteboard:
7. Facing the class when you teach
If your classroom is setup correctly you are able to teach your class without having to turn around and write on the whiteboard.
8. Move around class
7. You can move around the class as you teach and assist students, even move to the back of the class to teach lessons. I am very lucky to have Microsoft adapters which allow you to connect to the IWB wirelessly. This allows you to move around the class or setup in a different position while still having your laptop (new portable whiteboard) with you.
9. Create videos for flipped learning
You can use a variety of different software to create learning tutorials for your classes. See examples below:
One of the goals I have set for 2017 is to improve students 'higher order thinking' skills in my Accounting classes. As with most subjects, students are generally strong in knowledge/procedural style questions but struggle with more complex tasks requiring problem-solving, reasoning, developing logical and convincing arguments and interpreting data.
Our school-wide pedagogy states that teachers will explicitly teach problem-solving and higher order thinking skills. These are phrases thrown around a fair bit in my staffroom but rarely am I told of actual ways/strategies of improving/teaching these skills in a classroom. Here are some ways I have been trying to improve these skills but I need more ideas. Could you please share your best idea by commenting on this post.
My examples of teaching 'higher order thinking and problem-solving' in accounting:
1. Providing students with problem-solving questions - for accounting this may be complete questions with errors in them or questions involving many steps. We then discuss/share different problem-solving strategies. In this scenario, I am 'modelling' problem-solving.
2. Students creating their own questions with full solutions for a topic. Their task is to create an exam for the class. I use office lens (amazing app) and the collaboration space in OneNote to then share these with all students. Below is an example of a student creating a bank reconciliation style question which was shared with the class.
3. Students creating their own video content explaining concepts. I use my class OneNote and the office snip tool for this (amazing tool). See this blog :http://www.mrawebster.com/blog/use-of-the-snip-video-tool-in-onenote-for-reviewing-students-thinking
4. Students marking and critiquing each other's work - Often students will make similar mistakes, if students are looking at work from different students they can identify errors and help them not make the same ones.
5. Making connections to the real world. By connecting concepts where possible to real world scenarios students are better able to understand a topic. For example, in the budgeting unit I asked my schools Business Manager for a copy of the schools budget and for accounting for non-current assets I asked the schools accountant for a copy of the asset register. Providing students with source documents rather than narrative style business transactions also makes the student think more about 'real world' accounting.
6. To start a unit, giving students an exam style question which we work through. This provides students with an idea of where we need to get to in the unit. I then went back and taught the content as normal, linking/connecting each lesson to the end goal.
7. Where possible, making links to past units.
8. Questioning - This is something I have tried to focus on this term but am not quite there yet. I tend to ask a difficult question and not wait long enough for a student response. I will prompt the students/give them the answer after 5 - 10 seconds on silence. Perhaps I need to ask students to think about those difficult questions for homework and respond the next lesson?
9. Using flipped learning (see videos via clickview or youtube). I flip certain accounting topics which opens up class time for more problem solving, one on one feedback myself and more collaborative work.
I am out of ideas. How do other teachers explicitly teach problem solving and higher order thinking skills?
Last year I started getting students to make their own video content. The idea was an extension of flipping my classes and I thought it was an excellent way for students to become the teacher and explain the concepts they were learning. I was using a class notebook and students would use screencast-o-matic to record their screens. They would then insert the MP4 file into the Class notebook:
I found this process slow and cumbersome. There was also the problem of the size of the Class Notebook! There had to be an easier way for students to quickly create short screencasts. I then stumbled across Steve Crapnell and his collections in Docs.com
Office snip was the answer I have been looking for. It is incredibly simple to use, fast and embeds in OneNote pages. Once students create the snip, they simply click copy and can then paste directly into their page.
Watch this video to see how easy it is to create a snip screencast:
This is what it looks like in my maths class:
1. For homework, students have a homework page which I distribute to the student’s individual sections which looks like this:
2. They use the snip tool to record one question - talking through their thinking and understanding:
3. I review student homework via class notebook review tab:
THE END RESULT - AWESOME!
Here is a video of these steps in action and some student work:
In addition, I use the collaboration space and office snip to publish homework problems students are having. You can see from the example below in my maths homework template I ask students to let me know if they are having any homework problems:
I then create a solution to this problem and publish it to the collaboration space for all students to see. Often, the question students are having difficulty with are the same questions which makes this step fast.
For more details on how to download snip see the guide below created by Steve Crapnell via doc.com:
(courtesy of Steve Crapnell)
Our school is moving to BYOD. This has resulted in a busy start to the year. Year 7 and 10 students have been asked to purchase 1 of 3 laptops (digital inking capabilities is a must), while the rest of the school are using school owned devices.
The roll out has thrown up some challenges for myself and teaching staff. I have been working with the year 7's on getting their laptops up and running. This has been a very frustrating time. Students were asked to install software at home before the school year, but we have found that this has been largely unsuccessful. Students were required to install Office, OneDrive, setup emails and other tasks. We have found that many students did not have this setup, or it was setup incorrectly. There was also other issues to address such as the installation of printers and other subject specific software. There have also been numerous cases of cracked screens already! The soft covers which students are using is an issue. The hard cases the school provides with school owned devices provided far better protection.
These problems have been especially frustrating as I had been pushing and selling class notebooks hard to staff last year and to begin this year, running PD's and helping staff individually. The fact that is hasn’t been ready to go for year 7 and 10 has been frustrating, but we are close to getting on top of it. I hope staff do not give up of class notebooks! They seem to be running well for most classes and feedback from teachers is positive.
As this is the first year introducing BYOD, I think we can learn from some of the issues we have faced and be more successful with the roll out next year when the next wave of BYOD year levels are rolled out. I have had discussions with other staff members about better ways to manage this including the school receiving all computers and setting them up for students ready to go before school starts. Other ideas are for students to have the first few weeks of school without laptop use, and IT staff come to each individual student during class and make sure they are up and running correctly. There are many other options available, including keeping the same system of instructions for parents to follow. We will see what happens next year.
As the unofficial OneNote guy at my school, I have assisted many staff members in setting up class Notebooks, run OneNote PD's and helped out with other technology related questions. I have also gone into classes to make sure students class Notebooks are operating as they should. Although this has created a significant amount of work for me and my time, I am enjoying assisting other teachers wherever I can. Perhaps one of my weaknesses is I find it difficult to say no when asked for help, but I think because we are teachers it is our nature and we cannot help it!
You can see the 6 part staff PD on OneNote here: http://www.mrawebster.com/onenote.html
Below is the agenda for advanced OneNote training carried out for staff over two consecutive one-hour sessions:
When it comes to using YouTube in the classroom, there are many problems I have encountered. These include unsuitable material popping up around the video, advertising and inappropriate comments. Some schools also have specific rules not allowing or restricting the use of YouTube.
When it comes to flipped/blended learning, I started out by sharing the videos I created through
YouTube and I had the same problems. I addition, YouTube can be a major distraction for students.
YouTube is also a barrier to entry for teachers wishing to flip their classes, they do not want their content on YouTube, even if the account is set to private.
What is the solution to all these issues?
If your school and students have ClickView accounts, it provides a private and secure platform for teachers to upload their content.
Every teacher has a workspace to upload their video content and the size available is up to 10GB. No advertising, inappropriate material, comments, distractions or privacy issues. In addition to your content, there is a large database of resources for every subject area.
Another benefit of ClickView is that it is an established, reputable brand. I remember when I first started teaching in 2012 I would use ClickView videos in my class. Most Teachers and students are familiar with ClickView or have at least heard of it. This usually puts teachers minds at ease.
A new feature from ClickView is the ability to make videos interactive. Instead of students simply watching the video and taking notes, you can insert multiple choice, short answer and true or false questions. You can also have annotation, image or missing word type questions at different points in the video. A nice video series explaining this can be found here: http://online.clickview.com.au/exchange/channels/3019838/flipped-lessons-with-rupert-denton
as well as your uploaded content, you can make interactive videos on existing video content in the library.
Once students have watched the content, you can go into the analytics of that particular video and review the progress of the students. As students have ClickView logins, their name appears, which means you can track who watched the video, how many attempts they had, what time of day they watched the video and what questions each student answered correctly and incorrectly.
ClickView is monitored closely by the administration team and you are provided with constant support from ClickView staff.
If you wish, you can also choose to create a featured channel which is made public. This can be a real help to promote the benefits of ClickView to other teachers.
As we start the new teaching year, I thought I would outline my goals for 2017. I have organised these goals into three categories, personal, general teaching and subject specific teaching.
1. Complete four units of my Master's program (Leadership). I am beginning my Masters this year and would like to finish the course as quickly as possible. I have eight units to complete. If I complete four units per year, I will be finished by the end of 2018. My colleagues have told me two subjects per semester is difficult while working full-time and most say they just do one, but I am going to give it a crack.
Being my first post, I thought I would start by outlining my reasons for starting a blog:
1. Having discovered Twitter this year, I feel like blogging is the natural progression.
2. To share and reflect on my practice.
3. To build my online PLC.
4. To experience blogging before incorporating into my classes.
5. Having enrolled in my Masters, I will need to get used to completing assignments again - blogging will help me improve my writing.
I am going to use this first blog post to reflect on my journey into flipped learning in 2016. I will