Thought of the Day: Technology and ELA

In Reading Canada Donawa and Fowler (2013) state that “technology ought to be a seamless, integral part of what [teachers use] in the classrooms, especially in literature classes. Students and teachers want and need a connected classroom” (p. 188). Furthermore, the use of technology improves “students’ interest, engagement, learning and success with Canadian [and other] literature” (Donawa et al., 2013, p. 190). Donawa and Fowler (2013) suggest that “mastering digital tools and technology is not the goal of instruction, but if they are well integrated for reading, research, and analysis of literature, they motivate, engage, and support learners” (p. 179).

Lets converse below: What purpose do you see technology having in your literature classes? How can we make our technology use seamless? How does technology help us meet the goal of a connected classroom? In what ways does technology improve engagement with the material? How do you integrate technology to support learners?

These are the questions we must ask ourselves as self-reflective educators. But remember… even cats are doing it.

As Bender and Waller (2011) suggest “important changes… will take place regardless of those who lag behind” (p. 171 in RTI and Differentiated Reading).

Photo Credit: Mrs eNil via Compfight cc

Review 360 by Taylor and Kourtney

Today we will be discussing Review 360 which is a behavior tracking application that is used by school divisions to allow schools to target and solve behavioral issues that students may have. Some of the benefits of the program are the ability for classroom teachers to input information regarding student behavior. The teacher can choose whether they dealt with the issue in their classroom or whether the issue is being dealt with by administration. Since all teachers have access to the entered information and can offer their input a well-rounded picture of the student is created in various environments, making it easier to figure out where the issues are stemming from. The program allows teachers to create intervention plans to eliminate the behavior, not only in their classroom but throughout the school. This can be a great communication tool amongst teachers and for SST’s and administration. The data is recorded objectively, for example latency, duration, frequency, etc., and therefore, can be shared with parents.

Review 360

Image from:

Although we see the benefits to this program, from a parent perspective there may be resistance. Below we have included a video of how to deal with possible resistance:

This video does not reflect the personal or educational beliefs of anyone involved. It is strictly a simulation example.  


ELA and Digitial Citizenship Resources and Activities

Resources (as suggested by Donawa and Fowler in Reading Canada Chapter 6).

 “Fan fiction writers use pre-existing fictional characters from an original work to develop alternative relational, situational, and plot events which they self-publish for one another… fan fiction makes up 33 percent of all content revolving around books [on the web]” (in Boos, 2008)”” (Donawa et al., 2013, p. 186)

“Carlie Webber (2009) points out that school assignments like writing a letter from Mercutio to Romeo are fan faction: “You put your own spin on someone else’s story”” (Donawa et al., 2013, p. 186).

Activities (as suggested in Reading Canada by Donawa and Fowler 2013)

  1. Role-play
  2. Use Cross-Country Bookshelf to get students to present about authors
  3. Movie trailers
  4. Canada Read’s to debate and defend book of choice

“The concept of play (good for the brain and emotions) requires the students to know the story, setting, characters, and themes to be able to participate. The result tends to be higher order thinking and more elaborated conversation, including more extensive understanding by the young adult readers” (Donawa et al., 2013, p. 187).

To Use Technology or Not to Use Technology: It’s Not Even a Question

Computer Hard Drive Half-Full

Today I will be reflecting on Wendy Donawa’s and Leah C. Fowler’s “The YA Reader in the Digital Age” from their book Reading Canada. This chapter focuses on using technology in ELA classrooms. Donawa and Fowler (2013) state that “technology ought to be a seamless, integral part of what [teachers use] in the classrooms, especially in literature classes. Students and teachers want and need a connected classroom” (p. 188). This quote fits perfectly with my reason for becoming a teacher: my purpose is to help students realize their potential, uncover their unknown and known interests, and gain the confidence needed to share their knowledge and perspectives with others (both face-to-face and online). In my opinion, the purpose of learning is connection; we learn to share, we share to learn. Technology is a tool that teachers can and should utilize to get students engaged with collaborative learning. Furthermore, the use of technology improves “students’ interest, engagement, learning and success with Canadian [and other] literature” (Donawa et al., 2013, p. 190). This is how I view technology in my classroom. I believe all methods of instruction need to be utilized and would suggest that the only wrong strategy is an over-used strategy. Technology – although I will have to step back and explicitly teach certain programs – is not the lesson but the tool. Donawa and Fowler (2013) suggest that “mastering digital tools and technology is not the goal of instruction, but if they are well integrated for reading, research, and analysis of literature, they motivate, engage, and support learners” (p. 179). Appropriate use of technology is vital, as our directive is to implement the Saskatchewan Curriculum. Therefore, technology is a tool in accomplishing that goal. Donawa and Fowler (2013) note that “technology needs to be relevant to the objectives, topics, and assignments; it should be high quality, fast, accessible, glitch-free, focused, and specific. Classroom sites or web-based instruction platforms can be marvelous resources for teachers’ tailor-made assignments and activities that enhance learning key principles. Teachers and students support success when they co-create relevant resources and links that connect for learning” (p. 188). Some of the platforms – albeit, not always glitch-free or accessible to all – that can be used are:

Teacher Resources Student Resources Both
Teachers Pay Teachers

Twitter (ex. #edtech; #edchat)

Youtube Youtube
Teaching Channel Prezi EBooks
Edutopia Blackboard
Facebook (ex. Sask. Teachers’ pages) WebCT


TedTalks (Ed)

Class Wiki or Blog (ex.; kidblog)
 Google Docs Moodle

I believe that adding technology into our repertoire does not discredit or ignore previous methods or disrupt a sound ELA curriculum. Through the use of technology in the classroom, students can develop “inquiry strategies… receptive and expressive literary skills, and form meaningful online relationships and participate in reading communities” (Donawa et al., 2013, p. 179) and still work “on classic literary strategies: phonemic awareness, oral language development, spelling, vocabulary, writing, comprehension, and fluency” (Donawa et al., 2013, p. 193) through online exploration. We are not replacing the old with the new but shifting from individual classroom studies to global knowledge sharing communities; “the impact of the digital world and on readers and reading, and on literature production, has been profound” (Donawa et al., 2013, p. 179). Donawa and Fowler (2013) note that “we have come to expect an unlimited choice of information and communication as a norm and a right” (p. 180); technology is not going away and it is time to embrace it in our ELA classrooms.

Computer Hard Drive Half Empty

With the positives always comes the negative. Although I do believe technology is something we must incorporate, there are definitely some cons. One of my biggest issues with technology is the overload! I often feel bogged down; I can never keep up to all the information that comes my way and I am sure students feel the same. As an educator with endless amounts of great resources and new information each day, it is hard to pick what to study. We need to help students – who are coming of age and figuring themselves out – navigate through a vast amount of sources and engage with positive choices.  Donawa and Folwer (2013) note that this can be done through instructional scaffolding (p. 191). But this is harder than it sounds, especially when you can find anything to back up your opinion. I often wonder how we can determine if anything is credible? Are we not more incline to believe that an article that supports our preexisting belief is more credible than something that challenges our ideas? Technology is a great example of this: take for instance the many pro. technology articles on edutopia or #edtech on Twitter versus John Lornic’s work or Fusion New’s “This is what it’s like to be one of the 75 million Americans living without Internet access:”

(Note: John Lornic (2007) suggested that “multi-tasking, although inseparable from pervasive electronic distraction, is a phrase initially used to describe the capabilities of a the computer, not the human brain” and that “the sheer glut of data itself has supplanted the kind of focused reflective attention that might make this information useful in the first place (p. 50; 59)).  Even Donawa and Fowler, who are promoting the use of technology in ELA classrooms, suggest that “the generous support of information technology and competency-based learning may well be the prudent fostering of a future workforce, but it is generally accompanied by diminished support for art, music, literature, and liberal education” and furthermore, “ceaseless electronic demands… replace human interaction or inner contemplative and cognitive activity” (2013, p. 180). How do we pick what to focus our attention on and what to believe? And how do we teach this to students when we are figure it out ourselves?

Another issue I have with technology is the lack of access. Donawa and Fowler note that “Canadian students have a media-textual world at their fingertips through home, school, or public library computers” (2013, p. 189) and although this is true for most, over 75 million Americans are without technology access (see above video). This creates a socio-economic divide and also disproves the misconception (see page 191 in Reading Canada) that students are “digitally competent and able.” Many students need explicit instruction and just as learners are ready to learn at different paces, their ability to access technology is diverse. I want to flip my classroom one day but what if I had students who did not have access to technology? Could I do it? What could I do to assist those students and even the playing field?

Searching for Files

In the end, I will utilize technology in my classroom because the pros outweigh the cons and it is not an option. It is here to stay and it is a mode of teaching that works. Not only that, but it is ingrained in our lives; it seemed like I was helpless on my trip to Minot when I had to shut off my data and couldn’t consult Google Maps or Goolge whenever I wished. Technology is part of us and the theoretical framework of an ELA classroom can be met through the use of technology. For instance, technology fosters inquiry-based learning (answering self-directed, real questions), and constructivism (“learning is a socially mediated process, where learners are actively and relationally involved in a process of meaning-making and knowledge production” (Donawa et al., 2013, p. 191). By utilizing technology students get “choice, pace, and control over their work” (Donawa et al., 2013, p. 193). Technology fosters motivation, responsibility, independence, interaction, engagement, critical thinking, exploration, and reflection. Our learners may be all over the map with technology but as teachers it is our job to start with the zone of proximal development and expand their horizons, albeit at their own pace. Furthermore and most importantly, technology = digital citizenship = citizenship.

Digital Citizenship: The Need to Know


Image by Paul Downey

I read a great article about digital citizenship by Vicki Davis (link below). Her approach to teaching digital citizenship is to teach both proactive knowledge and experiential knowledge.

For proactive knowledge she teaches 9 key things using her book, Reinventing Writing, and examples, lessons, assignments, etc. The 9 pieces of proactive knowledge are: passwords (strength and remembering them), privacy, personal information (and who to share it with), photographs (what can be shared and geotagging), property (copyright and licensing), permission (citing), protection (viruses, malware, phishing, ransomware, and identity theft), professionalism (netiquette, conflict resolution, and decision making), and personal brand (voice).

Resources she uses: LastPass; 10 Important Password Tips Everyone Should Know; Common Sense Media Curriculum; Location-Based Safety Guide; Creative Commons

For experiential knowledge she uses lessons, discussions, examples, assignments, etc. to bring the 9 P’s to life:

1. Truth or Fiction (of scams and cons) using Snopes, Truth or Fiction, the Threat Encyclopedia, or the Federal Trade Commission.

2. Turn Students into Teachers by getting them to find the scams and present.

3. Collaborative Learning Communities through Flattening Classrooms, Engaging Minds, Gamifi-ed, AIC Conflict Simulation, game-based learning, Ning blog, and a classroom wiki. This also allows students to connect with those around the world.

My Reflection:

I LOVE THIS ARTICLE AND THE RESOURCES. I felt a bit lost as to how I would teach digital citizenship in my classroom but this will serve as a great roadmap. Davis notes that she teaches from a digital citizenship curriculum so I may have to get creative as to how this fits in with the curriculum outcomes I am teaching. If I was teaching Grade 9 for instance, these are the outcomes that I believe would fit:

CR9.1a – View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CR9.3a – Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.

CR9.4a – View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.

CC9.1a – Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CC9.2a – Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.

CC9.3a – Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.

CC9.5a – Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.

CC9.6a – Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).

CC9.9a – Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).

Obviously, I would have to go beyond teaching digital citizenship to meet these outcomes but these are all places where digital citizenship can be touched upon. Through technology and digital citizenship I could definitely have my students focus on the 6 strands of ELA: reading, writing, speaking, listening, presenting, and viewing.

The best part about this process is that I would be learning alongside my students, as I have lots to learn about digital citizenship. Another resource I would use is lol…OMG! by Matt Ivester.

“Citizenship is what we do to fulfill our role as a citizen. That role starts as soon as we click on the internet.” – Vicki Davis

Read more at: Edutopia’s “What Your Students Really Need to Know About Digital Citizenship” and Anne Collier who believes we should drop the word “digital” in digital citizenship.



What resources would you use to teach digital citizenship? What curriculum connections can you make (Saskatchewan Curriculum)? Do you think we are teaching digital citizenship or just citizenship; are the terms one in the same?

“Sext Up Kids” Response

As a future educator and hopefully a parent one day, it disturbs me how much sex is thrown in our faces – and that includes children’s faces – all day. Sex has always been used to sell stuff and has been part of the entertainment industry for a long time. However, with increase use of technology it is more readily accessible to our children. As discussed in Sext Up Kids “pop culture is fast becoming porn culture.” Take for instance the magazine below:

Photo Credit: TheeErin via Compfight cc

Also, consider the photoshop that goes into these images, such as the one below:


Photo Credit: HaniSham™ via Compfight cc

How are kids supposed to maintain positive body images when the ideal they are shown – and can’t avoid when surfing the web, watching TV, going to the grocery store, looking at a billboard, shopping at a store, buying their favorite C.D., etc. – is not attainable because it is not real? Girls are shown that fame = get naked and boys are shown that masculinity = action/no emotions/muscles/getting chicks. From actors/musicians like Miley Cyrus who are “hyper-sexualized… to be visible in society” or wrestlers and rap music perpetuate this gender binary. Success is equated with these unattainable and highly sexualized images. As the documentary noted, “as girls are bombarded with images that reinforce their value as sex objects, boys learn that is just how to treat them.” It is not shocking, then, that children have a high tolerance for sexuality. If you see it everyday, why would it bother you over time? If we as adults are not shocked why would it be any different for our kids? How can the norm (or the presentation of it) be shocking? We don’t shut off from the world now and the world presented to us is one of sex.

Today I was talking with one of my friends who is a parent. She was complaining about the clothing choices that her eight year old daughter has. This friend kept discussing about how store after store all they found was stuff that she wouldn’t let her daughter out of the house in. This mother was torn about what to do because she didn’t want her kid to be dressing inappropriately but had no idea where to find clothes that weren’t sexualized. I don’t question why “girls are often showing up… dressed in a highly sexualized way” because if you spend five seconds sifting through children’s clothes, it is easy to see they have no other option (for the most part). I believe that everyone has a right and should not be shamed for how they dress. If you want to wear a mini-skirt or a turtle neck, so be it; dress does not = personality. However, the problem lies in the single narrative – the lack of choices.

To me the issue is not as much about the sext up images but that they are the only messages out there. The Canadian Code of Advertising (See: 12. Advertising to Children) states that “advertising that is directed to children must not exploit their credulity, lack of experience or their sense of loyalty, and must not present information or illustrations that might result in their physical, emotional or moral harm.” Well, we are failing at this. And even if children’s advertising avoided this (which it doesn’t) children don’t live in a separate world; they see the magazines on the shelf when mom, aunt, foster parent, or dad take them grocery shopping. They see the commercials that pop up during family TV time. They see the billboard on the street talking about breast implants. I think our job as educators is to directly and explicitly discuss this. I’m not about to single-handily dismantle this narrative, that has perpetuated society for many years, anytime soon (even though I would love to be powerful enough to do so). But I can openly and critically discuss it. I can have body-positive images/lessons presented in my room. I can offer another narrative. I can have open conversations about healthy relationships. I can act as a role model by dressing professionally and by speaking positively about myself and my looks (especially as a 5’10 lady who is nowhere close to meeting the ideal). I can teach about the myth of privacy online. I can create my own positive digital citizenship and help my students create one, too. When “everything is saying promote yourself, flaunt yourself, exhibit yourself” I can say promote your talents, teach us what you know about this topic, exhibit your best work this year. And I hope that will be enough!

Digital Citizenship and the Saskatchewan Curriculum

There are several outcomes and indicators that would support the teaching of digital citizenship in the Saskatchewan Curriculum. The subject that first comes to mind when I think of digital citizenship is Health Education. This is because a sound health education program, according the Saskatchewan Curriculum, allows “young people [to] acquire the understandings, skills, and confidences needed, for example, to evaluate healthy food policies; to negotiate and make healthy decisions about sexual and reproductive health; to question the norms and trends that influence decision making; to communicate effectively in relationships; and to take action to promote the health of self, family, community, and environment.” I do not think you can talk about sexual health, evaluation of sources, norms and trends, and healthy relationships without discussing media. It is not enough to talk about bullying at school when bullying can also occur online (a very unhealthy relationship).

With that in mind, I took a specific look at the Grade Nine Health Education Curriculum and these were the outcomes that stood out to me:

USC9.9:  Develop and demonstrate the personal insight, motivation, and skills necessary to enhance and promote sexual health and avoid health-compromising sexual attitudes and behaviors.

AP9.12: Design, implement, and evaluate an action plan that demonstrate responsible health promotion related to comprehensive approaches to sexual health.

I think these outcomes could be approached by:

– discussing/defining sexting

– watching the video “Sex Plus Text = Trouble”

– brainstorming ways to protect self online

– scenarios/examples and brainstorms of how to get out of a risky situation

– reading or watching Amanda Todd’s story or one of the other many examples

– student created videos on how to say no/appropriate technology use

– RCMP of guest speaker

A Thin Line: Allie’s Story

looking at criminal law/consequences of sharing a picture etc.

– read Teaching About Cyber Security from NY Times learning blogs


Photo Credit: MacQ via Compfight cc

As an English major, I wanted to explore ELA outcomes that lend themselves to digital citizenship. In ELA I would discuss digital citizenship through identity and verifying sources, as this relates to character analysis and essay writing.

Outcome Connection:

CR9.4b: Demonstrate effective, active viewing behaviours including considering what one knows and needs to know about the topic, viewing with a clearly defined purpose in mind, etc.

CR9.1a – View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CC9.2a – Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.

– get students to brainstorm the pos. and neg. about technology and identities

– introduce idea of false identities and trolls/bullying through Facebook/Twitter examples (fake celebrities). Can also explore photoshop fails and how people fake their own identities (image-crafting). This could be compared to how a character in a novel creates their identity or is treated by others. An article titled: Guest Post | Who Are You Online? Considering Issues of Web Identity on the NY Times learning blogs would be a helpful read. Making Facebook profiles for characters in a book can also be helpful in getting students to understand the character and analyze how we create our identities online.

Photo Credit: Perfectance via Compfight cc
– brainstorm what to do when being harassed and students make a survival kit

– look at sources by reading Reader Idea | Evaluating Arguments and Checking Sources on NY Times learning blogs before writing an essay (and then also bring in that they should do this when posting to Facebook etc. – make that real life connection to the students).


What ways do you teach digital citizenship in your ELA, health, or various classrooms? Do you agree that digital citizenship should be incorporated into every class or should it be a class of its own?


Cyber Safety and Digital Citizenship in the Classroom

It scares me that Google tracks my location, Facebook knows what I like, and that my contact information is all over this blog. However, I am conflicted because I also know the importance of creating a digital citizenship. I also find most of these tools either entertaining (Facebook) or useful (GPS). It is like I have an angel and a devil on either shoulder – one with the voice of my elders saying “be cyber safe… be careful of what you post… don’t post when you leave for a trip or you will get robbed” and the other voice saying “people got stalked before internet ages… anyone can find my information out if they want… I can’t control what others post so I might as well post and take some control back… use it as a tool to collaborate… having an online identity makes you more employable.” This war always wages.

What are your thoughts on digital citizenship and cyber safety? Do you think cyber safety has a place in our teachings or is the sole purpose to terrify children? What things do you do/should I do to be cyber safe?

I recently read an article called “10 Dangerous Apps Every Parent Needs to Know About.”  I think the information applies to educators, too! This article discusses Tinder, Snapchat, Blendr, Kik Messenger, Whisper,, Yik Yak, Poof, Omegle, and Down. After realizing I am not “with the times” and only know about a couple of these applications I read the rather convincing problems with each app. For instance, Snapchat is described as the #1 sexting app and the problem is that these supposed temporary pictures can be screenshotted and uploaded to various places on the internet. I would not want that for any of my students and I can see why this app could be detrimental at such an impressionable age, where fitting in is central and self -confidence isn’t always fully developed. However, to play devil’s advocate, despite my own desire to just listen to this and wrap my students in feathers and bubble wrap, is it worth banning? Doesn’t that make it more desirable for kids? There are definitely a few of these application that, based on their descriptions, I would ban and/or discourage. But is there a way to get kids to use some of these appropriately? Would it not be more beneficial to have discussions about these issues than to just ban it altogether? The internet/technology is not stopping so maybe if we focus our attention on appropriate use, self-respect, and the serious talks that should occur, we won’t have to waste our time trying to figure out the new thing to ban each month? Maybe it is about appropriate use vs. what to use? Let me know what you think.. I could go either way on this topic!

Edudemic’s Guide to a Flipped Classroom

If you are interested in flipping your classroom, I recommend reading Edudemic’s Guide to a Flipped Classroom.

Why Flip?

A flipped classroom is one of my long-term goals as an educator. After I am more comfortable with using technology in the classroom, I feel that flipping how learning takes place will be a great way to practice my inclusive beliefs and prepare my learners for an ever-changing, globalized world. Furthermore, “studies have found that students K-12 are assigned an average of three hours of homework a day, but many parents [and educators] question whether the quantity of work matches the quality of learning” (Edudemic Staff, 2015). I do not believe this is a realistic amount for most kids to complete, especially those with learning difficulties. Families lead busy lives and the measure of a sound education should not be quantity. However, I do not believe in swinging the pendulum in the complete opposite direction. My belief is that middle ground between hours of homework and absolutely no homework can be found. I believe that a flipped classroom is a model that allows for balance. Students listen to the instruction online (approx. half an hour) at home and then their work is completed in the classroom, where the teacher can assist and collaboration with peers can take place.


  1. This allows students to learn at their own pace: repeat the lesson if needed, skip/skim parts that they already know, etc.
  2. Questioning time is increased and teachers can support their learners without rushing lessons. Students can bring their concerns to class after some reflection.
  3. Increased collaboration due to in-class work time.
  4. Shy students have a chance to voice their concerns/ask questions in a more private manner.
  5. Environmentally friendly: this allows for an almost paper-free classroom.
  6. Parents can see what their children are learning about at school. No more need for the “what did you learn today?” question.


  1. Takes time to collect resources/make videos. The teacher and students all need to have access to technology and understand the tools they are using.
  2. Students may not complete the lecture at home. Student motivation is required.
  3. Teachers still will have to balance their time to help all of their learners. Classroom management cannot be forgotten as in-class work-time must be on-task, focused, and hold some structure.

I believe that these issues are similar as to what is already posing challenges in the traditional method. Therefore, I think this model is worth a try and teachers can make adjustments/problem-solve as needed.


  1. Start by getting comfortable with the technology that will be used. Both students and teachers need to know how to best use the tools.
  2. Start small. Edudemic suggests giving homework that is a YouTube video to watch at home and discussion and questions follow the next day. Consider this your pre-assessment.
  3. Start creating your lessons. I would suggest a half an hour a night but adjust accordingly. Also, take a look at what is out there already, who you can collaborate with, etc.
  4. Create in-class time activities/assessments. I would suggest giving students a voice about what they want to do to demonstrate their knowledge. The nice thing is your videos could stay relatively the same year to year but with a new class, new assignments could happen; every year would look a bit different. Students may engage more if they get to co-construct rubrics. However, if problems arise with students not watching the lectures, Edudemic suggests quizzes at the start.

What other problems do you see with the flipped model? What other benefits? How would you work around those issues? What tools would you use to create your lessons? If students were unmotivated to watch the videos at home, what could you do?