When I tried flipping math lessons for my third grade class, the initial audience was my class of 18 students. In the video narration, I speak directly to this audience, saying things like: “Today in class we learned…” or “Your homework for tonight is….” The videos were published on youtube, however, with a public setting, so anyone surfing the web could access them.
Shortly after posting the videos, I noticed the number of views quickly jump into triple digits. Even if you added the other third grade class from my school, and each student watched the videos twice, it was clear that other people were using the math tutorials.
Youtube’s data analysis service is excellent, so I went into the statistics of the videos to see where the clips were being watched and how people were finding them.
As you can see, students from across America (where our math program originates) were looking for help with their homework and found these tutorials. A student’s mom even posted a thank you comment:
This happened within a week. Over time, more and more students will find these videos to enhance their learning. For example, all of my students’ “Plants” videos from last Spring have views in the hundreds, and my colleague Alex’s middle school and high school biology videos also have hundreds of views.
While I’m happy others are finding the tutorials helpful, what excites me even more is the idea of my students being motivated by this same global audience. As I will show in my next post, creating videos is not difficult, and it is the perfect opportunity for students to clarify their thinking and develop communication skills. My main question is what project will work best for third graders. More math tutorials? Something to do with language or units of inquiry? I have some other ideas, but I will explore those in another post.