I excerpted Steven Anderson's primary points below, but all are linked to his original blog post (hereafter denoted OP) where you can and should read his entire critique.
- bridging the gap with parents, tutors, special ed staff, etc. to avoid countless email inquiries
- differentiating instruction appropriately for students' pace, style, strengths, etc.
- reacting to schedule changes like assemblies and snow days which complicate in-class direct instruction
- facilitating authentic and/or independent learning activities while ensuring that students know the essentials before they burrow into their own projects
If you're bending over backwards to provide DVDs and flash drives and in-person tutoring sessions ... then I think you are doing this wrong. Point taken, Mr. Anderson.
You posed a pair of good questions at the end of that paragraph.
- Personally, I devote lots of time to decide which video format will best fit the topic. Sometimes that means a text-based screencast, other times it requires some role-playing, certain skills demand a demonstration, and other subjects benefit from illustrations in a slideshow. Like many elements of teaching, we get better with practice and helpful input. My first crop of 'flipped students' provided useful feedback, and my support staff also gave good advice to improve my video-based instruction. Hopefully my colleagues are receiving and responding to similar feedback.
- I have not seen any critical peer-to-peer analysis of other teachers' videos, perhaps because #flipclass has been a small and collegial community and nobody wants to be the a-hole in the room. (Also we usually lock down each video's comments section to avoid the consequence of kids being kids.) However, we might be reaching a point of critical mass where a little exclusivity might be necessary. "If your video doesn't have ___ and ____, then you're not really flipping." Or at least some constructive feedback like, "Hey, if you add _____ then your video will probably work much better."
Seriously, I believe there are only two legitimate purposes for homework:
- a brief learning task that can truly be done independently, does not challenge limits of academic honesty, and is best performed at one's own pace
- completing a product which started in the classroom under a teacher's supervision (to ensure the student was on the right track) but needs more time to complete independently