Now that you have the technology you’ll need to perform a flip, you need to decide how to best distribute your podcasts and direct the class time. Some people, like myself, opt for a flipped-mastery model. Not everyone adopts the mastery learning philosophy, which is totally fine. Many classes use only flipped instruction and “traditional” class management.
Writing the Unit Content
The first, and biggest thing, is that you need to write the unit before you begin recording. Movie producers don’t go into filming without a solid plan in place…which is why [most] movies are well-produced. Sit down with your content and decide the following things:
Answering each of these questions will help you write an engaging, meaningful unit. It is not as easy as taking your old lecture notes and recording them for the students. The podcasts need to be to the point and idea specific. You can’t ramble in podcasts, or else you’ll lose your audience. A good recommendation is one discrete idea per video…less than 15 minutes no matter what. Kids can’t track much longer than that without direct prompting, so don’t ask them to by recording 30-minute dissertations on adding fractions.
There are a lot of ways to distribute your content to students. A lot of what you choose depends on how visible you would like it to be. Some teachers are fine with it being public on the web, while others would rather have their content private, accessible to students or others connected to the school.
Those are the three I am most comfortable with. The key is to pick one and stick with it…even if you hate it. You can always switch in between school years (which can be time consuming, but it is better than trying to switch mid-year and having students confused about where your content is) and move on from there.