The biggest difference my students will notice durning this flip is our notetaking. Usually I spend almost the entire class period lecturing and taking notes with my students in our nicely organized notebooks. If there is any time left in class, students can use this time to complete practice problems that are almost identical to the ones I just modeled.
In our flipped class, I wanted my students to take notes from the videos that didn't last 50 minutes (our class period time). In order to get quality notes and not spend an hour watching videos every night, I decided to make outlined notes for my students to fill in. This allows the students graphs, tables and general look of the notes to be consistent between students. When I model notes in class, students tend to follow my lead, but watching a video with no guide can lead to very different ideas of structure and importance.
To make these notes I took screen shots of the video lesson so that my students have absolutely no confusion as to what I think is worth writing down. Every section has vocab at the top that I told my students to look up BEFORE watching the video. This will insure that when Dr. Burger starts talking about something important, they are at least familiar with the word.
My students have commented more than once that this homework is way easier. All they need to do is watch and write- no figuring out or getting stuck on a process. They like that they can rewind and rewatch and also use their book. They have said that the one annoyance is that they can't ask any questions, but they have done a great job of writing their question down on their notes to ask me the next day.
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