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Post by nltdiego on Feb 12, 2017 9:12:47 GMT -6
For those educators, flipping the classroom is the new method of teaching at some schools. We have a few teachers use this method and like it. The kids essentially listen to lecture at home and the time with teacher is used differently.
Has anybody used this strategy in the world of football? I see some pas out there and curious if anybody has tried it or not.
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Post by rsmith627 on Feb 12, 2017 9:14:13 GMT -6
I haven't, but as a student that style would make me hate life.
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Post by jcamerot on Feb 12, 2017 9:26:18 GMT -6
Have used it with the results that you might expect--first group of students did what they were supposed to and understood the topic, second group of students did what they were supposed to but really don't have much of an understanding of the topic, third group of students did little to nothing of what they were supposed to and obviously understand nothing of the topic--and now you are ready to begin today's class / practice.
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Post by Coach.A on Feb 12, 2017 9:52:26 GMT -6
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Post by mariner42 on Feb 12, 2017 10:00:47 GMT -6
We use it in PE to front-load things and cut down instructional time.
Easiest example: "Fellas, go home and spend 10-15 minutes going over the installs on HUDL for tomorrow's plays/formations."
Boom. Flipped classroom.
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Post by 44dlcoach on Feb 12, 2017 10:37:12 GMT -6
We do it every Sunday to some extent, I put together a cutup of the top plays, checks we will make against formations, any adjustments to our reads, etc. and send that out on Sunday night. Then we go through the game plan Monday before practice and I can add more context to those things. It's about what you'd expect, our top guys have watched it and have questions ready to go in that Monday meeting, a lot of guys didn't bother to look at it ahead of time too.
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Post by carookie on Feb 12, 2017 11:34:30 GMT -6
The best lectures are those that are interactive. Listening to the lecture at home means it is NOT interactive and thus less engaging. The problem is that few teachers are capable of being engaging with lectures, so we promote flipping the classroom because it is something even poor/novice teachers can do- this allows all teachers to be on the same level (in other words levels the playing field by dulling the diamonds) so no child can get ahead of others simply because he has a better teacher.
In regards to football, how much time do we actually lecture our players? If I am introducing new material or teaching them I prefer it is to be done in an interactive manner (heck even film or scouting report breakdowns). Not to mention, unless we are cutting out practice time to do this, we are taking up even more time from our players for football. Consider how much time you need to get the job done.
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Post by lions23 on Feb 12, 2017 21:00:52 GMT -6
Sort of. All my position coaches are required to pick 10 plays from Friday to review. Generally I tell them to pick 6 good plays and 4 bad so we are reinforcing more positive than critiquing. I want the players to see themselves doing more right and I want the young kids to see more right.
The kids watch that on their own and we cover it in Monday film with explanations.
I cut up formations, run scout, and pass scout. Sometimes that is all I share with the kids. I won't always share all full scout games.
If I keep the number of clips to a reasonable amount the kids will watch it on their own but I still spend 20-30 minutes of film before practice. All defenders have to watch their keys and make their pre and post snap calls. I put up a clip and pause it and LBs and secondary makes their call on check. Essentially this is our walk through that another thread is discussing right now. I can get way more done this way vs holding up cards and having kids run out to formation and walking through. I can do all that mental prep with film and have it all ready before we walk into the classroom.
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Post by NC1974 on Feb 12, 2017 21:25:43 GMT -6
The best lectures are those that are interactive. Listening to the lecture at home means it is NOT interactive and thus less engaging. The problem is that few teachers are capable of being engaging with lectures, so we promote flipping the classroom because it is something even poor/novice teachers can do- this allows all teachers to be on the same level (in other words levels the playing field by dulling the diamonds) so no child can get ahead of others simply because he has a better teacher. In regards to football, how much time do we actually lecture our players? If I am introducing new material or teaching them I prefer it is to be done in an interactive manner (heck even film or scouting report breakdowns). Not to mention, unless we are cutting out practice time to do this, we are taking up even more time from our players for football. Consider how much time you need to get the job done. This is a very unique view of flipping the classroom. I'll offer another view. It's a chance to use class time for application as opposed to lecture. So for instance in math, where a teacher might teach a new concept in class and then assign the kids 10 problems for hw, now they do those problems in class where the teacher is there to help. |
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Post by carookie on Feb 12, 2017 21:49:44 GMT -6
The best lectures are those that are interactive. Listening to the lecture at home means it is NOT interactive and thus less engaging. The problem is that few teachers are capable of being engaging with lectures, so we promote flipping the classroom because it is something even poor/novice teachers can do- this allows all teachers to be on the same level (in other words levels the playing field by dulling the diamonds) so no child can get ahead of others simply because he has a better teacher. In regards to football, how much time do we actually lecture our players? If I am introducing new material or teaching them I prefer it is to be done in an interactive manner (heck even film or scouting report breakdowns). Not to mention, unless we are cutting out practice time to do this, we are taking up even more time from our players for football. Consider how much time you need to get the job done. This is a very unique view of flipping the classroom. I'll offer another view. It's a chance to use class time for application as opposed to lecture. So for instance in math, where a teacher might teach a new concept in class and then assign the kids 10 problems for hw, now they do those problems in class where the teacher is there to help. I agree the classroom should be more a time of interactive learning and hands on work; I see no reason why that cannot be intertwined with introduction of new material though. To me flipping the classroom is another example of skewing things that most good teachers do anyways; then twisting it around to become the academic flavor of the month to justify educationalists professionally. |
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Post by tothehouse on Feb 12, 2017 21:53:37 GMT -6
We have a math teacher on campus that flips his classroom. Still the worst teacher on campus.
New ideas are great...but the kids still need to have some "want to".
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Post by tabs52 on Feb 13, 2017 4:51:51 GMT -6
Not a fan of the flipped classroom, most of the of teacher who use this method are the ones also say homeowrk is bad. One goal this is to attempt to use an interactive game plan, send out diagrams, quizzes etc.. to guys have them watch and identify, etc... plus I want to include more collaboration with G Suites with the players
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Post by agap on Feb 13, 2017 15:07:35 GMT -6
What's wrong with thinking homework is bad? If it's work they don't really need to do, and it's only assigned to keep them busy, than there's no point in it.
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Post by coachcb on Feb 13, 2017 15:33:57 GMT -6
Teachers that are die-hard about flipped classrooms essentially add fifteen to twenty minutes onto instruction time by having the kids watch video clip lectures that take them hours upon hours to put together and upload.. Their "hope" is that the kids will come into the next day having a firm grasp on the material before they start teaching it. I've seen a few teachers do it and it was a train wreck for them because (durrppp) the kids didn't want the lectures the night before.
As @mariner pointed out, send the kids home with a HUDL assignment and call it good.
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Post by rsmith627 on Feb 13, 2017 16:42:26 GMT -6
What's wrong with thinking homework is bad? If it's work they don't really need to do, and it's only assigned to keep them busy, than there's no point in it. Several studies show it isn't the most useful. |
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Post by blb on Feb 13, 2017 16:57:19 GMT -6
Back in the mid -'90s one of the then-great ideas (there were several) to improve public education was to assign more homework.
I did a study of my Freshmen English classes (had three at the time).
Over a quarter of them were failing after their first semester in HS, and big reason they was did not turn in homework (like 67%).
Wasn't just English, and not only reason. But was obviously huge.
But that was one of the educational initiatives that supposedly was going to fix things at that time (along with Block Scheduling and Cooperative Learning).
School Board mandated it, so administration had no option but to tell us to do so.
Guess whose fault it was for high failure rate?
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Post by carookie on Feb 13, 2017 17:11:58 GMT -6
Ya'll know the saying, "those who can do, those who can't teach"? Maybe they need to add on, "those who can't teach assign it as homework."
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Post by rsmith627 on Feb 13, 2017 17:55:45 GMT -6
My thoughts on homework are if I can't get my lecture in (rarely longer than 10 minutes, otherwise I'm not breaking things down well enough) and get a few quality activities in then it probably isn't a great lesson.
I hate the idea of sending busy work home.
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Post by mariner42 on Feb 13, 2017 19:01:26 GMT -6
Teachers that are die-hard about flipped classrooms essentially add fifteen to twenty minutes onto instruction time by having the kids watch video clip lectures that take them hours upon hours to put together and upload.. Their "hope" is that the kids will come into the next day having a firm grasp on the material before they start teaching it. I've seen a few teachers do it and it was a train wreck for them because (durrppp) the kids didn't want the lectures the night before. As @mariner pointed out, send the kids home with a HUDL assignment and call it good. It helps our main PE 1 teacher because she does one video a week that's under 10 minutes and teaches a skill they will use later that week. For the kids who are already capable (athletes), it's easily ignored; for the kids who can't but want to (anxious/non active kids) it's a great chance to become more competent in a low pressure situation; for the disinterested, whatever. It helps kids teach other kids and come to class more confident, which is obviously great. If I was still teaching English, doubt I would make much use of it. Not too many videos on how to master the parts of speech. |
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Post by cqmiller on Feb 13, 2017 19:29:35 GMT -6
If it is just busy-work, then it is worthless whether you do it in class or assign it as homework... if it is necessary to reinforce concepts or to process the data the required amount of time to learn it, then it is not worthless. The only way to get better at anything is practice... practice doing it correctly.
Gotta do how many reps in football on the boards before the OL learns how to do it properly and consistently? 100? The same concept applies to the concepts they have to learn in math/science/history/etc... I've noticed that a lot of people who never did homework seem to be the ones who say it isn't helpful. I did a $h!t-pot full and that's why I have a Chemistry Degree with Physics, Chemistry, Math, and PE endorsements.
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Post by coachbdud on Feb 13, 2017 19:41:34 GMT -6
Teachers that are die-hard about flipped classrooms essentially add fifteen to twenty minutes onto instruction time by having the kids watch video clip lectures that take them hours upon hours to put together and upload.. Their "hope" is that the kids will come into the next day having a firm grasp on the material before they start teaching it. I've seen a few teachers do it and it was a train wreck for them because (durrppp) the kids didn't want the lectures the night before. As @mariner pointed out, send the kids home with a HUDL assignment and call it good. It helps our main PE 1 teacher because she does one video a week that's under 10 minutes and teaches a skill they will use later that week. For the kids who are already capable (athletes), it's easily ignored; for the kids who can't but want to (anxious/non active kids) it's a great chance to become more competent in a low pressure situation; for the disinterested, whatever. It helps kids teach other kids and come to class more confident, which is obviously great. If I was still teaching English, doubt I would make much use of it. Not too many videos on how to master the parts of speech. Video 1: "Hello class, welcome to our 9th grade English video tutorial. Today we will be learning how to keep it lit." |
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Post by rsmith627 on Feb 13, 2017 19:43:10 GMT -6
If it is just busy-work, then it is worthless whether you do it in class or assign it as homework... if it is necessary to reinforce concepts or to process the data the required amount of time to learn it, then it is not worthless. The only way to get better at anything is practice... practice doing it correctly. Gotta do how many reps in football on the boards before the OL learns how to do it properly and consistently? 100? The same concept applies to the concepts they have to learn in math/science/history/etc... I've noticed that a lot of people who never did homework seem to be the ones who say it isn't helpful. I did a $h!t-pot full and that's why I have a Chemistry Degree with Physics, Chemistry, Math, and PE endorsements. Do your students do homework? I know you assign it, but do they actually do it? Same applies for football really. Sometimes it's like pulling teeth to get guys to go home and watch Hudl, usually because they have school homework. |
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Post by cqmiller on Feb 13, 2017 19:51:54 GMT -6
If it is just busy-work, then it is worthless whether you do it in class or assign it as homework... if it is necessary to reinforce concepts or to process the data the required amount of time to learn it, then it is not worthless. The only way to get better at anything is practice... practice doing it correctly. Gotta do how many reps in football on the boards before the OL learns how to do it properly and consistently? 100? The same concept applies to the concepts they have to learn in math/science/history/etc... I've noticed that a lot of people who never did homework seem to be the ones who say it isn't helpful. I did a $h!t-pot full and that's why I have a Chemistry Degree with Physics, Chemistry, Math, and PE endorsements. Do your students do homework? I know you assign it, but do they actually do it? Same applies for football really. Sometimes it's like pulling teeth to get guys to go home and watch Hudl, usually because they have school homework. The ones who do it get As and Bs and always seem to be able to do it on their own on the tests... those who don't get Cs, Ds, and Fs and are either unable to do it on their own, or can only do some of them. As & Bs mean A LOT in my class. One of the reasons I laugh every time our counselors present to our staff about how awesome we are that 85% of all grades given at our school are As and Bs, but we only have 40% of our kids still in college after 1 year. |
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Post by coachcb on Feb 14, 2017 9:05:27 GMT -6
Teachers that are die-hard about flipped classrooms essentially add fifteen to twenty minutes onto instruction time by having the kids watch video clip lectures that take them hours upon hours to put together and upload.. Their "hope" is that the kids will come into the next day having a firm grasp on the material before they start teaching it. I've seen a few teachers do it and it was a train wreck for them because (durrppp) the kids didn't want the lectures the night before. As @mariner pointed out, send the kids home with a HUDL assignment and call it good. It helps our main PE 1 teacher because she does one video a week that's under 10 minutes and teaches a skill they will use later that week. For the kids who are already capable (athletes), it's easily ignored; for the kids who can't but want to (anxious/non active kids) it's a great chance to become more competent in a low pressure situation; for the disinterested, whatever. It helps kids teach other kids and come to class more confident, which is obviously great. If I was still teaching English, doubt I would make much use of it. Not too many videos on how to master the parts of speech. I tried it briefly by sending the kids home with a note assignment and a youtube clip they could pull up on my website. I teach math, primarily, so the Youtube video was sufficient. They had to write down three things they understood from the video and three things they struggled with and turn it in. It became very clear that they weren't watching the video quickly as their knowledge of the material wasn't there, and the notes and journals were crap. I planned my lessons with the assumption that the kids had a basic understanding of the material but they didn't. So, I had to stop, back track and lecture. My lessons went to crap in a hurry. I stopped doing it, went back to the way I normally taught and went from there. Basically, they kids don't generally do anything that I can't hold them directly accountable for with a grade on the spot. |
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Post by rsmith627 on Feb 14, 2017 11:37:58 GMT -6
It helps our main PE 1 teacher because she does one video a week that's under 10 minutes and teaches a skill they will use later that week. For the kids who are already capable (athletes), it's easily ignored; for the kids who can't but want to (anxious/non active kids) it's a great chance to become more competent in a low pressure situation; for the disinterested, whatever. It helps kids teach other kids and come to class more confident, which is obviously great. If I was still teaching English, doubt I would make much use of it. Not too many videos on how to master the parts of speech. I tried it briefly by sending the kids home with a note assignment and a youtube clip they could pull up on my website. I teach math, primarily, so the Youtube video was sufficient. They had to write down three things they understood from the video and three things they struggled with and turn it in. It became very clear that they weren't watching the video quickly as their knowledge of the material wasn't there, and the notes and journals were crap. I planned my lessons with the assumption that the kids had a basic understanding of the material but they didn't. So, I had to stop, back track and lecture. My lessons went to crap in a hurry. I stopped doing it, went back to the way I normally taught and went from there. Basically, they kids don't generally do anything that I can't hold them directly accountable for with a grade on the spot. Spot on. There are "forward thinkers" who talk about the need to eliminate grading all together. That happens, and I'm out. Kids, including our football players to tie it back into the OP, lack intrinsic motivation. Even if it is something they are passionate about like football you're going to have kids who just won't do what you're asking them to do once you dismiss them for the night. Then equity comes into the conversation. I assume you're probably asking them to do huddle work or something that requires technology. What are you doing for the kids who don't have easy access? |
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Post by utchuckd on Feb 14, 2017 11:55:37 GMT -6
Video 1: "Hello class, welcome to our 9th grade English video tutorial. Today we will be learning how to keep it lit." English. Lit. #iswydt |
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Post by coachcb on Feb 14, 2017 12:26:40 GMT -6
I tried it briefly by sending the kids home with a note assignment and a youtube clip they could pull up on my website. I teach math, primarily, so the Youtube video was sufficient. They had to write down three things they understood from the video and three things they struggled with and turn it in. It became very clear that they weren't watching the video quickly as their knowledge of the material wasn't there, and the notes and journals were crap. I planned my lessons with the assumption that the kids had a basic understanding of the material but they didn't. So, I had to stop, back track and lecture. My lessons went to crap in a hurry. I stopped doing it, went back to the way I normally taught and went from there. Basically, they kids don't generally do anything that I can't hold them directly accountable for with a grade on the spot. Spot on. There are "forward thinkers" who talk about the need to eliminate grading all together. That happens, and I'm out. Kids, including our football players to tie it back into the OP, lack intrinsic motivation. Even if it is something they are passionate about like football you're going to have kids who just won't do what you're asking them to do once you dismiss them for the night. Then equity comes into the conversation. I assume you're probably asking them to do huddle work or something that requires technology. What are you doing for the kids who don't have easy access? This is what I love about coaching. A kid that doesn't have "access to technology" can make arrangements with the coaches and/or other players to watch their HUDL assignment together. If all else fails, they can come into the coaches' office after practice and watch their 15-20 minutes in there. If they don't like it, then they don't have to play football. It's as simple as that. |
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Post by tabs52 on Feb 15, 2017 4:36:21 GMT -6
The problem is that same kid who does not have access to HUDL and make arrangement to watch, sure as hell would not do that for a class video to watch
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Post by rsmith627 on Feb 15, 2017 5:18:36 GMT -6
Spot on. There are "forward thinkers" who talk about the need to eliminate grading all together. That happens, and I'm out. Kids, including our football players to tie it back into the OP, lack intrinsic motivation. Even if it is something they are passionate about like football you're going to have kids who just won't do what you're asking them to do once you dismiss them for the night. Then equity comes into the conversation. I assume you're probably asking them to do huddle work or something that requires technology. What are you doing for the kids who don't have easy access? This is what I love about coaching. A kid that doesn't have "access to technology" can make arrangements with the coaches and/or other players to watch their HUDL assignment together. If all else fails, they can come into the coaches' office after practice and watch their 15-20 minutes in there. If they don't like it, then they don't have to play football. It's as simple as that. So, you're going to turn away a stud who could play D1 ball because his family is poor, doesn't have access to internet at home, and he has to work a job to help support his family so it is hard to find time to come hang out in the coaching office? Seems a little short sighted. Furthermore I am not above putting in extra time to do what it takes to put my players in positions to be successful on and off the field but if you're expecting me to hang around so a guy can watch film in our office, when do I actually get to go home and raise my own 2 children? I am already giving up several hours a day Monday - Friday, spending most of the day Sunday doing film/game planning for the coming week, grading papers and lesson planning, etc. Now you want me to sacrifice another (insert x amount of hours/minutes) with my family because you can't teach your players what you need to during the time you have them? |
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Post by utchuckd on Feb 15, 2017 7:46:32 GMT -6
So, you're going to turn away a stud who could play D1 ball because his family is poor, doesn't have access to internet at home, and he has to work a job to help support his family so it is hard to find time to come hang out in the coaching office? Seems a little short sighted. This is what bag men are for. |
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