IN-CLASS FLIP OR STATION WORK? Right after my students returned from Spring Break, we put into practice the “In-Class Flip” to see the difference in this modern learning technique versus the original station work that has been practiced for years. One of the biggest differences I noticed was how an In-Class Flip used an enhanced version of regular station work and added the flipped content component into it. I feel as though station work is typically used for practicing purposes but an In-Class Flip is used for instruction as well as practicing, peer review, and feedback. Students Working at Flipped Station FEEDBACK: The station my students benefited from the most would be the feedback station of my in-class setup. In this station they could get feedback from their peers, they could review their own learning and give themselves feedback, and students could give me feedback about what they did and didn’t like about the in-class flip activity that day (Ramirez & Buitra...
Walt Disney once said, “Animation can explain whatever the mind of man can conceive.” The power of video texts can be used to convey an idea, message, and share information. Video texts “may be the form of digital writing many of us need to learn or convey information in the twenty-first century” (Hicks, 2013, p.104). These video messages come in so many different formats, and are still continuing to develop thanks to modern technology. How Can a Video Text be Prosperous in Use? According to Troy Hicks in his book, Crafting Digital Writing, he suggests important considerations with editing and creating a video text. These include: narration, panning and zooming, repetition, time effects, film effects, transitions, sound effects and music, and captions and texts (Hicks, 2013, p.111). Not using these considerations won’t ensure an ineffective video text, but seriously considering and implementing these tools can promote your video texts so that it may be as successful as po...