From the Desk of Academic Dean Martha Griswold
By writing this blog, I hope to accomplish several things. I hope to give those who are looking at Chatham Hall an immediate sense of what goes on in our classrooms -- and those classrooms extend beyond the four walls of any classroom or building. I want to let our students know that the work that they do in their classes is what makes this place tick...and that adults in the community notice and appreciate the excitement that our students bring to our academic program. It is important that people see how we work with girls and how classes are framed to best prepare girls for the futures to which they aspire. I also wish to keep alumnae in touch with Chatham Hall, to let them have fun hearing about former teachers and classes. Enjoy!
Flipped!
September 29, 2011 at 1:58pm
This morning, the entire school made its way out to the front lawn
during our monthly fire drill. This was the first time in a long time
that the Rector and I had not sprinted from our offices down to two
buildings that were not connected to the main alarms -- just to make
sure that no one was left in those two buildings. As I said this
morning, fire drills will be much less aerobic now that the fire alarm
now extends to the Chapel.
faculty a chance to visit…and those visits, at least today, centered on
teaching. Not a surprise, as we talk a lot in small groups, on the fly,
about our classes -- things that worked well, and activities that will
be benched until further notice. What Shep Morrison and I talked about
was my homework assignment for my French II class. During class, we did a listening activity that demonstrated students'
familiarity with new vocabulary and their ease at using their iPads. We
also discussed people's health, as La Santé is this chapter's theme. We
are apparently heading into cold season, as several kids played right
into my class plan…there was coughing, and sneezing, and one student
even arrived in class with her knee wrapped. We did a reading the
highlighted two important cultural differences between the United States
and France: health care and home visits by doctors. Later, the girls
began a vocabulary quiz. At some point, the bell rang and I told them
that they should check Edmodo, our online social/educational networking
site, for their homework. Once back in my office, I refreshed my memory as to what the next
grammar point was in French II, and made, using my iPad, computer, and
hands, a video that would "flip" the girls' classroom and homework
experience. Flipped classrooms are becoming increasingly prevalent among
those who want to do other, more productive things than "explaining"
during the time that students are in class. As a foreign language
teacher, I want to use class time to speak, not to explain the
fascinating intricacies of the imperative. So, I made a video that
explained how to form it and how it is used, loaded it on YouTube (in my
own, private account, so you will not find it there!), and embedded it
in Edmodo with directions, told them where to find the accompanying
worksheet, and sent off the assignment. I know there will be laughter in class when my students comment on the
low-tech (no extra lighting, no costuming, no stunt work -- except for
having to type with my hands on either side of my iPad) video. What will
be apparent though, is, barring a technology issue, after a quick
reminder of what the imperative is and how it is formed, we will be able
to move right into bossing each other around…which is the fun of the
imperative. We give commands to roommates, to friends, parents, and
even the teacher. We play "Simon Says," we make posters similar to those
found around pools (Don't dive! Don't run!) and come up with rules for
the school. I would much rather use time in class thinking in and
speaking French. Other teachers are using the flipped classroom technique. In chemistry,
students watch Kahn Academy lectures and are able to more activity
applying newly-learned information in class. Shep Morrison, who teaches
Latin, has made use of flipping assignments and listened patiently as I
expressed how proud I was of this newest development in my teaching. Back to the fire drill. After a few minutes, we were told that we
could head back into the building, which we always do more slowly than
we egress. As I looked around the lawn, I saw small groups of teachers
make their way back into the building speaking animatedly about what we
love to do…and always want to do better -- teach. Martha Griswold
Academic Dean
