Looking for a way to bring structure to your flipped class? It’s time for you to use the WSQ! “watch-summarize-question” is a flipped learning strategy that helps students engage with the content both in class and at home, providing accountability, processing time, organization, feedback and discussion.
Purpose & objective
Join flipped classroom leader, Crystal Kirch, for an interactive lecture to learn how to implement the WSQ method to flip your classroom. Kirch has developed the WSQ method (watch, summarize, question) that helps students to interact with flipped videos in a way that supports and guides them in coming to the classroom ready for an in-depth interaction with the concepts they are learning about. The WSQ utilizes video tutorials, Google Forms, and a class structure to ensure students are engaged and involved in their learning in a flipped class.
The WSQ allows teachers to organize and structure learning goals for students, provide students with a guided processing and reflection time after the video, hold students accountable for coming prepared and ready to engage in higher-order thinking activities, gather feedback from students on their learning, and set the stage for deeper in-class discussions.
This session will explore those five key uses of the WSQ: organization, processing, accountability, feedback, and discussion. While the WSQ originated in Crystal Kirch’s high school math classroom in a low socioeconomic school, it has been modified and used in classes as young as fifth grade in all subject areas and all levels of socioeconomic status. Modifications and examples from teachers of multiple subject areas and grade levels will be provided.
1. Educators who are interested in flipping their class will learn how to implement the WSQ method and structure their pre-class and class time effectively. They will leave this session with specific strategies and tools that they can immediately implement in their classes. Educators will see specific student examples of the WSQ method both in and out of class time.
2. Educators will learn about various challenges of implementing flipped learning and to how address them.
3. Educators will be introduced to free tools such as TouchCast and Google Forms, which allows them to easily create interactive videos for flipped lessons utilizing the WSQ method.
During the first 45 minutes we will go through the five key uses of WSQ, with time for audience discussion and collaboration built in between each of the areas (see below for more details). A backchannel for discussion, comments, and questions will be live throughout the session.
The remaining 15 minutes will be spent in open Q/A time as well as (depending on Internet connection) experimenting with integrating the WSQ with the free TouchCast tool and Google Forms.
-Origination of the WSQ method (2 minutes)
-Description of the WSQ method (3 minutes)
-Flipped Classroom Class Structure (2 minutes)
-Purpose 1 - Organization (3 minutes + 1 minute discussion)
-Purpose 2 - Accountability (3 minutes+ 1 minute discussion)
-Purpose 3 - Processing (3 minutes+ 1 minute discussion)
-Purpose 4 - Feedback (3 minutes+ 1 minute discussion)
-Purpose 5 - Discussion (7 minutes+ 1 minute discussion)
-Kahoot! activity (10 minutes)
-Student Feedback and WSQ (2 minutes)
-Lessons Learned (2 minutes)
-Summary & Conclusion (2 minutes)
-Samples / Creation of Touchcasts with Google Form integration (4 minutes)
-Q/A (10 minutes)
Books on Flipped Learning:
Flipped Learning: Gateway to Student Engagement (ISTE, 2014) - Jonathan Bergmann and Aaron Sams. (Presenter is contributing author to this publication)
Flip Your Class (ISTE, ASCD, 2012) - Jonathan Bergmann and Aaron Sams
Flipping 2.0: Practical Strategies for Flipping Your Class - (Bretzmann Group, 2013) - Jason Bretzmann
Research regarding the growth of flipping classroom:
Sophia and the Flipped Learning Network™ conducted an online survey on flipped learning in February 2014 that collected the responses of 2,358 teachers.
The last comprehensive review of flipped educators occurred in 2012 when the Flipped Learning Network™ and Sophia conducted surveys independent of each other. Here are some of their findings on the growth of flipped learning:
Two years ago, 73% of teachers recognized the term “Flipped Classroom;” in 2014 that number increased to 96%. Two years ago, 48% of teachers flipped a lesson; in 2014 that number is up to 78%. 96% of teachers who have flipped a lesson would recommend that method to other teachers. Roughly 9 out of 10 teachers noticed a positive change in student engagement since flipping their classes. This is up from 80% in the FLN 2012 survey and 85% in the Sophia 2012 survey.
Research regarding the cognitive benefits of interactive videos:
In their research comparing learning with regular videos vs. interactive videos, Schwan and Riempp they found that interactive videos were more beneficial for learning a task compared with non-interactive videos:
"In contrast to their traditional, non-interactive counterparts, interactive dynamic visualizations allow users to adapt their form and content to their individual cognitive skills and needs. Provided that the interactive features allow for intuitive use without increasing cognitive load, interactive videos should therefore lead to more efficient forms of learning. This notion was tested in an experimental study, where participants learned to tie four nautical knots of different complexity by watching either non-interactive or interactive videos. The results show that in the interactive condition, participants used the interactive features like stopping, replaying, reversing or changing speed to adapt the pace of the video demonstration. This led to an uneven distribution of their attention and cognitive resources across the videos, which was more pronounced for the difficult knots. Consequently, users of non-interactive video presentations needed substantially more time than users of the interactive videos to acquire the necessary skills for tying the knots."
Schaffer and Hannafin also found that interactive videos yielded much better recall results with high school students:
"These environments help collaborative groups construct a common understanding of the problem being solved and negotiate the most appropriate solution to that problem. Construction and negotiation are the hallmarks of constructive learning. Research laboratories involved in CSCW are exploring the use of video transmissions to support informal communication in the workplace (Heath & Luff, 1992). This type of technology has interesting ramifications for distance education, as well. Two-way real-time video transmission of information implies a new definition of real-world context. Although video-mediated, constructivist learning environments could potentially include the actual environment or a close facsimile with which the learner could remotely interact. These collaborative problem-solving situations enhance knowledge construction through the addition of visual information and remote interaction with other learners. The video transmission of authentic, realistic contexts adds a significant dimension to anchored instruction and situated learning environments (see, for example, Cognition and Technology Group at Vanderbilt 1992a, 1992b, 1992c, 1993a, and 1993b)."
1. Sophia and the Flipped Learning Network™
2. “The Effects of Progressive Interactivity on Learning from Interactive Video”, by Lemuel C. Schaffer, Michael J. Hannafin. ECTJ Journal, 1986, volume 34, issue 2
3. “The Cognitive Benefits of Interactive Videos: Learning to Tie Nautical Knots,” By Stephan Schwan and Roland Riempp, Learning and Instruction Journal, Volume 14, Issue 3, June 2004