Short SOFLA® Steps

Hangátirat Automatikusan generált

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  Hello. I'm Helen Marshall, and I'm here to tell you

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  about. So Flock, this is so flock.

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  It's the synchronised online flipped learning approach and it has

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  eight steps.

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  We're going to look at each step very quickly.

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  These are the eight steps in the cycle.

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  Here they are and we're going to look at each

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  one. Let's begin with number one, the pre work.

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  Okay, The pre work can be video lessons or shared

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  readings. What you're doing is giving explicit instruction that you're

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  providing a synchronously three characteristics that this instruction should have

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  structured, interactive and multi modal.

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  You target questions that are embedded into the video or

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  into the reading and make sure that you have interaction

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  and activities along the way at points so that students

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  do not lose focus.

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  Then you are going to download the data.

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  Whatever you get from the students will help inform your

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  instruction so that you can clarify misconceptions later.

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  As we will see when we get to the other

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  steps, we now go to Step two, which is the

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  sign in now we're in class, so the synchronous class

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  starts with a sign in, and this can be any

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  type of prompt that can relate back to the video

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  or back to the reading back to the pre work,

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  whatever it was they were supposed to learn.

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  This is to find out if they got it.

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  But your question has to be something that will have

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  multiple responses from students, not a single response.

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  Everybody's going to have something different.

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  I also put an example there from the affective domain

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  because every now and then, that's more important.

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  So it doesn't always have to be about the pre

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  work. When they sign in, they sign their name.

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  This is a way to take attendance.

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  That's the way to get them there on time.

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  This is also a kickoff that begins with students, not

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  with the teacher.

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  Step three as whole group.

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  You remember I mentioned clarifying this, a chance to clarify

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  misconceptions from the pre work.

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  This is teacher lead, but not teacher centered.

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  So you're guiding from the side and what you're doing

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  is moving deeper into the content or clarifying the content,

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  and the students collaboratively create a product, creates something that

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  they are going to work on together with the teacher

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  correcting, guiding and nudging, they can be using a white

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  board. They can be talking, but it's the whole class

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  participating, not just a few people.

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  Then we move on to the breakouts.

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  Now they're ready to go out on their own.

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  So you put them into groups.

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  This is similar to in class instruction and depends on

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  how you want to group them what it is they're

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  doing. But make sure that they produce a product and

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  that they're accountable because otherwise they can use their time

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  not so wisely, and we want them to stay on

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  task. Then they come out of the breakouts and they're

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  going to share.

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  So there are different ways to share.

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  They all did the same activity.

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  Just have maybe one group share.

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  If they all did different activities, you need more time

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  for the share out, and each group needs to share

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  what they did Their pieces of a puzzle.

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  What I use for the share out is that that

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  everyone else who was listening or watching during the sharing

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  is now going to be using the shack technique share

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  help, ask and comment for the peer feedback piece.

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  Then we go on to step six.

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  The lesson is essentially completed at this time.

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  There are three more steps, but the three final steps

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  focus on either looking forward or looking back.

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  But the lesson now has taken its course.

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  So preview and discovery this step very important because it

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  ensures they're going to do the pre work.

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  What do you do?

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  Well, you take a look at the text book or

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  take a look at a piece of the video, you

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  get them interested.

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  You get them involved.

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  You might pose a problem that they're going to have

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  to address that you know they're not quite ready to,

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  but it piques their curiosity.

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  You can pre teach a concept or a term, get

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  them dipping toes in the water to the next assignment.

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  Anything that gives them motivation or curiosity is what you're

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  going to do.

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  In Step six, you decide what you think is the

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  most compelling.

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  You can also informally assess where they are with their

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  prior learning on what's coming up next in your class.

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  Then you give the explicit instructions.

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  This is pretty much the same as it wouldn't an

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  in person class, except that you have to be even

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  more explicit online and you map it out in the

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  synchronous session.

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  You also post it in your LMS wherever you keep

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  your assignments.

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  You also send out an announcement and maybe even a

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  reminder just the day before.

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  That's the assignment.

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  Instruction steps.

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  Seven. And finally we come to step eight, which is

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  a reflection.

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  They're reflecting with their name on whatever sticks with them

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  from that class.

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  So they're going back now to take a look at

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  what they did that day in class.

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  The whole thing, the whole set lesson, and they'd pick

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  one take away.

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  All right, that's the last step.

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  Tip. Thank you.

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  And we are done.