Journal #9: How to do more with less

Page, L., Sheehan, T., & Worrell, C. (2012). How to do more with less. Learning and Leading      with Technology, 39(6), 18-22. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch- April2012.aspx

Summary:

The article “How to Do More with less” begins by mentioning the undeniable truth that today’s teachers are given more responsibilities, meaning more students to teach, and not enough assistance.  How can teachers accomplish the objective of teaching students a new set of tools when the number of students in classrooms keeps on growing? The authors of this article describe two very successful methods of accomplishing this objective and they include the blended teaching and the flipped classroom instruction.  In blended teaching teachers rely on traditional face-to-face instruction but also offer students a multitude of tools such as digital resources to accomplish the learning.  Secondly, in flipped classroom instruction students become familiar with the content of a lesson at home and complete homework and activities in the classroom.  Students are able to familiarize themselves with the material through the use of podcasts or videos that present the material.  Both forms of teaching rely on many free online resources such as blogs, social bookmarking tools, among others to teach students.  

Question 1:

Can the blended teaching and flipped classroom approach be used at all grade levels?

I believe that both of these teaching approaches are great for older students, not so much younger ones.  Younger students do not possess the patience to visit websites and listen to videos.  Additionally, they are not responsible enough to take care of their personal needs.  Blended teaching and flipped classroom would work perfectly for student in the middle grades and beyond because they learn to apply themselves and are more eager to obtain new knowledge.  Not to mention, older students have honed their technology skills.   

Question 2:

How can educators obtain videos suitable for their students’ needs?

Making sure that the material being offered to students online is suitable is a very important factor that should be taken into consideration.  Teachers cannot expect for students to master a certain subject if the additional resources such as the videos do not explain the material in a clear fashion.  One way in which educators can guarantee that their videos among other resources are suitable for their students is by reviewing the material beforehand and determining its educational value.  If a video is unclear that is a sign that students will not understand it.  Teachers can engage in the act of recording their own videos to guarantee that students will understand the material.