Shares resources freely with peers and professional communities, actively contributes to a community of practice, and continuously evolves a personal learning network.
Provide an overview of the project, practice or product that your video represents, and how your work encompasses the principles and ideals of the award that you're applying for.
For the last year and a half I have been working on creating polished, public domain videos that are posted on YouTube. My goal is to provide free, open education resources to anyone around the world. In my struggles to find quality videos and lesson plans that were free, I had to get creative and collaborative. I worked with teachers, artists and scientists to create inquiry lessons and videos. I also post links to the Teacher’s Pet videos in the Flipped Learning Network, a community of teachers who flip or want to flip their classroom. I help teachers find great resources and give them advice on what’s worked for me and other teachers who flip their classrooms.
Currently, I’m collecting the lesson plans that I want to have freely available and getting them ready for a public website. The videos I’ve made so far are already up on YouTube under the Teacher’s Pet channel. Additionally, I work very closely with the teachers in my department and share all of my curriculum with them. Any lesson I design will be posted freely online through teacherspet.academy and teachers are welcome to modify, remix and redistribute the materials with no concerns for copyright as these works with be public domain.
Explain the long-lasting impact of what you've presented in this video, and provide any qualitative or quantitative data that supports this impact.
By training teachers and providing them with quality curriculum and training, we can reach more students. In Chico, I presented the flipped classroom method to the District school board and to the staff at my school, and worked with teachers to get them started on the flip. I also presented the whole-class inquiry method and helped a few teachers integrate that into their classrooms. In April of 2014, at the University of San Francisco, I taught a workshop for K-12 teachers on flipping the classroom and how to use time in the classroom effectively. I've given my colleagues all of my teaching materials and work with them on a daily basis to help them be the best they can be. Both teachers use the Teacher’s Pet videos in a flipped classroom model and students really enjoy using the videos to do their homework. They're able to watch the videos as many times as they need to in any place and on any device.
At the end of every year I take an anonymous survey of all my students and 100% of students say to keep making videos and using the flipped classroom because it is effective and conducive to learning. The first year that I implemented the flip I ran an analysis on the data and noticed that not only had the mean test score of my students increased, but the standard deviation was cut in half. My students were able to move together at a similar pace and I didn’t have students falling behind like I had in years past. This was an incredible change! Students also reported that they had more confidence in science and I think that is in part due to the fact that no student felt they were falling behind the rest of the class.