Here is a view of my workstation on Saturday, with the photocopied diary entry on the left, a highlighter to mark words that I couldn't decipher, my trusty Macbook, and the several other transcribers nearby.
- How can I get my students as interested/excited about this as I feel right now? (Or at least most of them?) This is part of what historians have to do!
- I notice the diary tells a kind of story from May 1 to May 5, when William Tudor's widow and mother visit to ask JQA to write a nice obituary -- and then they keep complaining and interfering with his effort. It's quite funny!
- Reading the handwriting will be hard for the students because they don't get cursive instruction anymore. It's hard for experienced transcribers like me; the person sitting next to me keeps asking for help on capital-E words and some punctuation....
- So is this a flippable lesson?? Oooh, that could be cool. They could watch it before class, and enter my room somewhat prepared to transcribe in class... that seems like flipped learning at its finest, right?! My room doesn't look as cool as this, but I could set up a very similar set of workstations with photocopied pages.
- What would the video lesson look like?! I could use some of the material in the Transcription Policy tutorial we got today [illustration above]. What else do students need to know? What are the likely questions I should already have answered?
- Maybe this would be best as a think-aloud video, to replicate what I've been doing today. Hmmm, why don't I do other videos like that? Well, probably because they're about content not skill. I haven't made many skill-instruction videos before. Why not?
- ...and so on
Flipping ideas can appear in unexpected places. I did not attend this event with plans to seek improvements for my flipped-classroom practice, but I left with bunches of ideas for implementation and planning. Now I just need to finish the danged back porch project so I can get back to academic work for a while....