Speaker 1: Although there are many ways to flip your class, it typically comes down to the following five steps. The first is to determine the instructional purpose of your video. If there's really no instructional purpose to it, you may want to reconsider why you're making the video in the first place. Once you determine the purpose of it, you next have to select your equipment. So you may have some provided by your school district, you may have to purchase some or order some through the district. So selecting your equipment is an important second step. Third is choosing a screencasting tool. Although you don't have to use a screencasting tool to make these, it does help to have one. So whether it's a free version or a paid version, a screencasting tool is typically vital if you want to flip your class. Fourth, how are you going to share your video with your students? How will it be available? Some considerations here will have to do with privacy issues in your district policies, but you have to think about how will your students actually view this. And lastly, how are you going to make it interactive? In my experience, if you just have students simply view a video and that's it, it's not very effective. So what are you going to do to have them more actively engaged in your video? Let's take a closer look at each of these five steps. First, as far as instructional purpose, you can start with a basic content lecture. So flipping a content-based lecture is how I started, an example is that World Religions video to the right. It just provides an overview of some type of topic that we go deeper in in class. Another thing you could do is make a review and remediation video, which you can see to the left there with my civics class. That's a good end of unit or end of semester way to have students review. And the nice thing about that is you can actually use these videos the next year to front load instruction if you choose. Another example of purpose would be to model skills. You can see my colleague, Brian Germain, there on the right, providing a skill on how to create an effective summary and he's also reviewing the assignment template. So this is a good thing to do if you have multiple assignments with the same format throughout the year or skills that are going to keep coming up again and again, instead of teaching it over in class, create a modeled skill video. Another example is a tech tutorial. On the left, I'm giving a quick tutorial for how to use Google Drive effectively. This is good especially if it's a new technology or learning management system or something that students will be engaging with for the first time or that you know they may have to go back and get some further instruction throughout the year. Then on the right there, you can see I also provide some assignment instruction. So if it's a new assignment or again, an assignment that's going to keep coming up, I'll make a quick video providing instructions for it. And this is also good for students that maybe have missed class or come into a class part way through the semester. This helps them catch up and see what some of the formats of the assignments are. Okay, three other ways to create your videos would be to create differentiated videos. So for instance, if you have a high level video or a low level video for a different content or skill or the complexity of whatever it is that you're teaching. You can make a video to address a misconception. Say something happens in class that you find a lot of students have a misconception about or you know that students from the past few years have had this misconception, create a video addressing that. Lastly, you could create an inquiry hook video. So make a video that doesn't answer a question or a model of skill, but instead asks a question and has students grapple with it once they get into class. Okay, now that you've decided what your video is going to do or the purpose of it, now you have to select which equipment you're going to use. The first option, which is the simplest, is to just use the built-in audio and video that comes with your machine. Right now, I'm actually just using the audio that's built into a MacBook. If you have a quality computer, then you may not need to buy any external devices. However, if you decide that the audio and video with your machine doesn't exist or isn't good enough, then you can look for some external audio video options. Typically, it has to be an HD webcam. It doesn't have to be HD, but getting an external webcam can be helpful. Logitech has a few different options. You can also get external microphones. My only suggestion here is don't get any that are still the analog plug-ins. Get at least a USB mic because audio is pretty important. Once you have your equipment, you have to decide which screencasting tool you're going to use. Now, there are a lot out there, but these are the ones that I find that are most effective for teachers, especially ones that are just starting out. If you're using a PC or a Mac, I always tell people, start out with Screencast-O-Matic. It's free. It's simple to use. It's available online, so that's a good starting point. If you want to make them a little bit better or actually make them a lot better, you could use Camtasia Studio by TechSmith. Excellent product. That's what I'm using to record this video right now. If you're using an iPad to make your videos, two that I think are great are Educreations, which is a free one, and then Explain Everything, which is a paid app, but it's still very cheap, and you can do amazing things with it. Those are two that I would suggest for the iPad. If you're using a Chromebook, the two extensions that I found that are good for screencasting with that device are Snagit, which is also a TechSmith product. There's a Snagit Chrome extension, and also Screencastify. What's nice about those is they actually sync the videos directly into your Google Drive once you're done recording the video. Now that you have your video created, how are you going to share it? First tip is to make it as simple as possible for your students to access your video. If it takes five to 10 steps to actually get to your video, a lot more chances that students will get frustrated and not know how to do it and eventually give up. Just think the fewer clicks for them to access your video, the better. Second tip, determine which platform students have access to at school and at home. For instance, if YouTube is blocked at school, it wouldn't make too much sense for you to post all of your videos to YouTube, so just know what they have access to, and then determine from there how you're going to share it out. Before you even think about sharing out a link or telling the students where to go to see your video, it has to be hosted somewhere, so where are you actually going to upload your video to? I choose YouTube because it tends to be the best and works across the most platforms, but again, if you're in a school that blocks YouTube, you may want to choose Vimeo or use Google Drive to share it right from your drive. Another option is if you have a learning management system such as Schoology, you can actually upload videos directly into the LMS, so that may be your best option, particularly if you have a lot of filters at your school. As for sharing it, there's a few different options here. You can create a simple class website or class blog. There may be even one that's part of your school district. Just post a link to it or the link to wherever it's hosted right onto your class blog. If you use an LMS, again, like Schoology or Canvas, you can put it right into the LMS, upload it straight there, or you can provide a link wherever your modules are to share out resources with your students. Those are the two most basic ways to share your videos, either through a class blog or website or through an LMS. There are two other ways that I decided that you can share your videos that are very simple and easy for students to access. The first is to just create a resource document, especially if you're a Google app school. You can simply make a list of all your resources and link them to there. For instance, my civics class this year, we don't use a learning management system at all. We actually just have one resource document, as you can see there to the left, and I put all of the assignments and videos linked right into that one document. There's a short bit lead to it, so the students always know exactly where to go within one click to get to all the resources for the class. You can also create a channel or playlist. Another thing that's simple for my students is once they go to YouTube, they can click on a government and civics playlist, everything's going to be right there, so there's no need to go back and forth to different websites. It will all be in that one list. The last step is to make it interactive. Of course, you could just have them watch the video and then do an assignment after that, but I find it's much more effective to have them actively doing something or engaging in your video. The simplest way to do that is to have them take notes. For instance, I create a guided viewing form in which they take notes during the video. You could also have guided viewing questions, but just have them do something during your video. You could also have an assessment that's tagged to your video, so for instance, completing a quiz. You can either have a quiz built into your learning management system, or if you create a quick Google form, you could create a quiz with that, and there's actually a grading script called Flubaroo, makes it very simple to grade and even have auto-grading if you choose. You can also have them ask questions. Of course, you can do it in class, but another nice feature is that a lot of these technologies are allowing students to ask questions directly in the video in its timestamps, so you'll actually know at what point in the video they had the question. If you want to take it to the next level, you can have them engage in a discussion through the video, and hopefully that will spill over into class discussion as well, but having them interact with each other, not just with the actual video and a quiz. That conversation can really up the engagement factor and the retention of whatever it is that you're trying to teach them. Lastly, we are all busy teachers, and if you're one of the people that are trying to flip their class, you'll realize that time is very valuable, so the last tip, which I think is probably the most important, that is to establish an efficient workflow. Once you find a process that works for you, stick to it and get good at it, because making it more efficient will make it much more likely that you'll keep making videos, that they'll be more effective for your students, and at the end of the day, teachers, we don't want our time wasted, so once you have an efficient workflow, just keep sticking to it. Here's an example of one. Say you have a PowerPoint. Maybe it's already created. Open up Screencast-O-Matic, so that's your second step, record it there, share the video in your learning management system such as Schoology, so that would be a three-step workflow that may work for you. Another example would be, say you create a Google presentation. You could record it with Camtasia Studio, upload it to YouTube, and then share that YouTube video link to Google. You get the picture here. There's a lot of different options that you could do, but just choose one, create a workflow, and then get efficient at it. Good luck flipping your class. If you have any questions, you can contact me at the links below.