Failure is Necessary for Growth

Time for a little mental health rant…

We all want our children to be the best they can be, to feel good about themselves, and to reach their potential. Part of this process, however, involves learning to fail productively — understanding and experiencing what it’s like to fall short, knowing that sick feeling in your gut is uncomfortable but necessary, and disliking that feeling enough to do something about it and try again.

I sure hope I’m wrong, but I feel like many of the changes I’m seeing in the way we as a society deal with children is sending the wrong message. These changes are made with the best of intentions — we don’t want anyone to feel left out, and we don’t want children to experience the pain of failure — but we as adults who know better need to recognize that these uncomfortable experiences are important to building up confidence, self esteem, and independence. Kudos that aren’t truly earned don’t teach a child to work hard, they teach a child that showing up is enough.

I’m not saying little ones need to be beaten into submission, or that I should always crush my kid in a game of Connect Four — but I do think they need to learn that they can’t win every time, otherwise there’s no impetus to improve. They won’t always get picked first to be on a team, there will be days when they are left out of activities their friends get to experience, and there will be events when they’ll leave the field and not be the winner of the event. This is OK, it’s an opportunity learn the importance of giving your all, of preparing as fully as possible, and the value of sportsmanship, both on top and at the bottom of the podium.

I think it’s also important for our kids to understand what makes us proud and what is disappointing. Sportsmanship is important, but it’s also important to realize that decisions leading up to events contribute to the success or failure of that event. As a teacher I observe students who work their tail off and struggle for a middling grade… and I try to instill a sense of pride in that work and that grade. I also have students who slack off and are naturally talented enough to earn A’s. I try to explain to these students that they are not reaching their potential, and I don’t find that acceptable. There will be times when our kids may try and try and try, but never reach the level of success that they desire. Recently I’ve dealt with repeated instances of academic dishonesty, from students who are taking shortcuts in their classes, and aren’t recognizing the connection between their integrity, work ethic, and results.

True self esteem and confidence comes from understanding that you can go to bed every night with no regrets, having given your all, not from an external source such as a trophy or a piece of paper with a letter on it. And not meeting every goal just tells you that you’ve set aggressive goals. If you reach every one of your goals, you’re not reaching high enough.

I don’t think it’s valuable to get into specifics, as you can find “opportunity for improvement” in so many of the things we do and say with our kids, from the toddlers to the older young-at-heart — in our homes, in our schools, and in our activities. But I would ask, if some of this does resonate with you, to take a step back and look at what changes you can make, or ways you can support and reinforce those who are instilling these old-fashioned values. And don’t be afraid to speak up every now and then and question what you see occurring.

Just because someone thinks it’ll make everyone feel better, doesn’t mean it’s a good idea. And just like our mothers taught us, popular opinion doesn’t mean it’s the right opinion. Remember the old adage “if all your friends jumped off a bridge would you jump off too?” It’s time for all of us to start thinking for ourselves.

Creating Screencasts (Mac) – 2017 Update #edtech #flipclass

So, it’s been a few years since I’ve detailed how I make my screencasts, and my workflow and equipment have evolved as I’ve added a few bells and whistles in an attempt to make the screencasts look a touch more professional (and more fun).  Some things have stayed the same, and others, well, not so much.  Here’s the basic workflow.

The Computer

27" iMac
27″ iMac

I’m still working on a Mac platform, doing most of my work on a 27-inch 2013-vintage iMac.  I try to keep up to date with the latest version of the operating system, which is currently OS X Sierra.  The iMac includes the higher-end graphics card (NVIDIA GeForce GTX 780M 4096 MB), has an i7 processor, and I’ve installed 32 GB of RAM.  Typically when I purchase a computer I shoot for a five to six year productive life span, at which point I’ll upgrade to a newer model.  This has worked pretty well for me with respect to my Mac laptops (a MacBook Pro), as the last one was in service for about six years, but I’m anticipating this iMac may continue well past that mark.  It still looks beautiful, runs quickly, and with the amount of RAM and the built-in Fusion Drive, its performance doesn’t appear to be in any danger of slowing down in the near future.

Pen Displays

Wacom Cintiq 22HD
Wacom Cintiq 22HD

Attached to the iMac I have a Wacom Cintiq 22HD pen display unit, which is basically an external monitor that I can “write on” with a special pen, allowing me to annotate the screen as I talk through the video.  I’ve previously used a Wacom DTU-1631, and am looking forward to trying out the newly-released Wacom Cintiq Pro 16 with a USB-C enabled MacBook Pro.  Though the Wacom pen displays are a very significant investment, I’ve been very impressed with their quality and longevity.  The DTU-1631 has lasted five years in the classroom with heavy daily use, and the Cintiq 22HD is just shy of five years of service (though a much lighter workload) and could easily pass for brand new.  These monitors also hold their value extremely well over time.

Audio & Video

Blue Yeti Microphone
Blue Yeti Microphone

I’ve gotten a ton of mileage out of my Blue Yeti USB microphone… I’ve tried a number of other mics, including lapel mics, and microphones that cost more than three or four Blue Yeti’s, but I haven’t found anything that compares to the quality of the Blue Yeti, especially at its very reasonable price point.  If you want to upgrade your audio from the built-in microphones, this is a very solid choice, and another piece of electronics that has held up well for more than five years of service.

Canon Vixia HF G20
Canon Vixia HF G20

I’ve put together a small office in my basement to allow for a fairly quick and seamless transition to video creation mode, which includes a foam green screen (and stand).  Especially if you’re just getting started, something as simple as a green flannel blanket can work, though I have to admit, the foam green screen has held up extremely well these past few years (even with the dog sleeping on the portion that sits on the floor at least daily).  They sell rather expensive lighting clips to hold the green screen to the stand, but I found quality clips at a much more reasonable price at the local hardware store.

Genaray SpectroLED
Genaray SpectroLED

For illumination, I use a couple of super-cheap reflector work lights coupled with a Utilitech Pro floor LED and a Genaray SpectroLED SP-E-240D mounted on the ceiling.  With a little bit of playing, I can obtain pretty reasonable uniform green screen illumination.  I also use a couple of desktop clip-on lamps to illuminate the foreground (i.e. — my face) in the videos.

To record my face in the videos, I’m using a Canon Vixia HF G20, saving the digital video file onto an SD card.  Most any digital camcorder or webcam can do the job, however.  While the Canon is recording my face, I’m separately using the iMac and Telestream’s Screenflow 6 (Telestream JUST released Screenflow 7, but I haven’t tried it out yet) to record the Wacom Cintiq screen, as well as recording the input from the Blue Yeti microphone.

Recording

Prior to any recording, however, I create my “slides” for the screencasts using Apple’s Keynote software, and export those slides as a PDF.  I then open the PDF using Zengobi’s Curio software, which is the software actively running on the Wacom screen that I use to annotate the slides.  If you haven’t tried it out, Curio is a pretty amazing piece of software that allows you to do so much more than just write on PDF slides…  if you have a Mac, it’s worth checking out for a variety of purposes!

So, the workflow.  With everything set up, I have Screenflow 6 start recording the Wacom screen while recording the Blue Yeti mic, and simultaneously I start up the Canon video camera.  Once I’ve gone through the lesson, I stop Screenflow from recording and stop the Canon video camera.  I should now have an SD card that contains the digital video file of my face (with sound recorded from the Canon’s rather poor microphone), and a Screenflow 6 file that has video from the Wacom screen coupled with the Blue Yeti-recorded sound.

Now it’s time to put the video all together.  First I export the digital video file from Screenflow 6, taking care to export at 29.97 fps and not 30 fps so that it will match up to the Canon digital video file.  Then, using Final Cut Pro on the Mac (coupled with the Motion and Compressor add-ons), I create a project and import both the recorded screen video file and the video camera file.  Using Final Cut, I create a combined clip from these two files and have Final Cut Pro sync them up based on the audio (although the sound from the Canon camera is poor, it’s good enough to sync the clips together).  Next, I mute the sound from the Canon camera, so that I now have my recorded screen video below my “live action” video, but using only the sound from the recorded video screen, which was recorded with the Blue Yeti mic.

Editing

Chroma Key Effect
Chroma Key Effect

Next it’s time to edit.  First step is to take care of the green screen effect (formally known as chroma key), which Final Cut Pro does quite easily.  I remove the green color from the “live action” file using the “Keyer” effect, and tweak it as needed to get the desired result.  I then shrink the clip down and position it where I want, so that I have the live video taking up just a small portion of the screen, the background green from the video shows as transparent, and what shows through from underneath is the recorded video from the Wacom screen.

The hard part’s done.  Final steps now involve fixing any audio issues, clip editing if necessary, adding any titles, and appending on the opening and closing video sequences, which were created using Adobe Premiere Pro, After Effects, and Audition from Adobe Creative Cloud.  Once I have the video looking the way I want in Final Cut Pro, I use Compressor to export it in multiple formats — high definition video for YouTube, and an APlusPhysics-specific size and quality for viewing directly from the APlusPhysics site.

Next Steps

Moving forward, I would really like to spend some time working with my old iPad to see if I can re-purpose it for use as a teleprompter.  I tend to spend a lot of time up front planning my videos, but still have yet to come up with a slick, efficient way of presenting notes to myself while I’m making a video.  I have to believe there’s a reasonable way to have my notes show up on my iPad and use some sort of remote (perhaps my phone?) to scroll through PDF notes on my iPad as necessary.  Currently I tend to tape my paper notes to the bottom of the camera, which is chock-full of problems, messiness, and opportunity for improvement.

Back to Reality

If it sounds like there’s quite a bit of work involved, you’re not wrong, but don’t think you have to go to anywhere near this level of complexity or expense to make quality screencasts.  My workflow has evolved over the years as I’ve tinkered and gone through a length set of try/fail sequences to learn what works for me and provides the level of quality I’m after.  Much of what I do can be accomplished in a similar manner using fairly basic tools — Techsmith’s Camtasia software coupled with a Webcam, a USB lapel mic, and most any digitizing tablet will get you pretty solid results without a huge investment.

Even though this article is a technical how-to / what do I use, I’d still like to end with two bits of advice I’ve learned from doing things the hard way more times than I can count.

  • First, and foremost, a flipped classroom is NOT about the videos, it is about building more in-class time for active learning strategies such as hands-on activities, group problem solving, deep-dives into a topic, discussions, etc.  The videos themselves are such a tiny part of the whole equation, and are primarily a means to create more available class time.
  • Second, though it can be fun to doctor-up your videos and add all sorts of bells and whistles, realize that these embellishments and investments of time and resources have extremely minimal payback in the form of student learning and performance.  If you’re interested in doing these things, make sure you’re doing them because you want to and think it’s going to be fun, but don’t expect to see any sort of substantial learning improvement with higher quality videos (which brings me back to item one… it’s not about the videos!)

Useful References

New AP Physics C Mechanics Book Release

You may have noticed it’s been a LONG time since I’ve updated this physics education blog.  More likely you haven’t noticed, because it’s been a LONG time since I’ve updated this blog.  This hasn’t been due to a lack of topics to write about, but rather, it’s been a conscious choice to plow full steam ahead on a project that began in June of 2013 and that I’m thrilled to announce is now available, The AP Physics C Companion: Mechanics.  But first, some background.

Traditional AP Physics C

As a teacher of calculus based physics (AP Physics C – Mechanics and AP Physics C – Electricity and Magnetism), I’m faced with a very unique challenge in those courses.  I typically enjoy classes of bright, motivated students who are preparing for careers in engineering, science, medicine, and other technically challenging fields.  And I love teaching the content of these courses — the level of technical challenge keeps me motivated, and I love the highly mathematical nature of the course.

In teaching the class, however, what I found is a very aggressive schedule to fit both courses into the school year, and my students are co-enrolled in calculus (which means they typically need to solve calculus problems in physics before they’ve been introduced to the calculus in their mathematics classes).  Further, teaching in a traditional style, I found that most topics fit fairly well into our 42-minute periods.  Students come in to class, begin with a warm-up question tied to the previous day’s topic, which we spend a few minutes reviewing, then I have time to present a single topic with an example or two each day.  If we don’t take any breaks, and throw in a quiz or test every couple weeks, as well as some fairly straightforward lab activities, we JUST barely get through all of our material in time for the May AP exams.

What I especially enjoy about this class and this method of teaching, however, is the face-to-face time with the kids during the daily lessons.  Class sizes for AP Physics C is typically small enough that we have a very informal style that is warm and inviting, yet challenging for all.  The students enjoy the class, taking notes from their seats each day, and doing book problems and old AP problems for homework in the evenings.  And our AP scores each year are solid.

In September of 2011, however, I decided to try something different.  I wanted to get away from the teacher-centric model, as I realized that I was the hardest working person in the classroom.  This contrasted with the best teaching advice I ever received, when our assistant principal and my mentor explained that I should strive to “Look like the laziest teacher in the building while the students are in the classroom, and the hardest working teacher in the building the moment they leave.”  What he meant was students should be doing the work in the classroom, especially as I continuously espoused my belief that physics is something you do, not something you know.  Although the students were doing OK in their passive roles as notetakers, this was a credit to the strength of these students, not my teaching.

A New AP Physics C Methodology

Instead, I began to imagine a classroom in which students directed their own learning, building lifelong learning skills that would serve them well outside the narrow discipline of future physics courses.  With the blessings of our administration, I undertook a giant experiment in the classroom.  We went through the year with the goal of having zero teacher lectures.  Instead, I completely “flipped” the classroom.  Students were expected to watch video mini-lessons on topics outside of class, as well as read the textbook and take notes, saving classroom time for group discussions and problem solving, hands-on lab activities, and deeper dives into topics of interest.

I ended up going back to traditional lectures on two topics — Gauss’s Law and the Biot-Savart Law, but for the most part the class ran independently.  I built up “packets” of assignments, practice problems, labs and activities for each unit, and students worked at their own pace (within reason) through each unit.  Unit exams were given when students said they were ready, with multiple re-take opportunities.  This evolved into a self-paced course, and at the end of the year, I found AP scores were significantly higher than in past years, which in retrospect shouldn’t have been surprising.  Teaching in this more hands-off manner is very uncomfortable, however.  I “feel” like I’m doing a great job when I’m working hard, presenting great lectures, and interacting with the students.  Stepping back and watching the students work, only getting involved to ask the occasional question or provide some basic clarification and support is extremely challenging.  Given the results, though, I tried it again the following year.  Same result!

These classes were regularly polled for feedback on the course.  General observations were that many students felt more intimidated and lost at the beginning of the course.  As well, there were several points throughout the year in which the students felt quite frustrated.  Polls at the end of the year, however, indicated students felt very confident in their self-teaching abilities, their ability to work through challenges they initially thought impossible, and their comfort level with their preparation for future studies.  The most common opportunity they identified for improvement — learning how to read the textbook.

In an effort to address this, I’ve implemented a variety of changes in my classroom.  First off, we take some time at the beginning of the year and again after mid-terms to talk about and practice strategies for reading a technical text.  We also take some time to talk about how to actively use the video lessons and example problems so that study time is efficient and productive.

The AP Physics C Companion: Mechanics

AP Physics C Companion: Mechanics

Finally, I started work on a “companion” text to the AP Physics C curriculum, focused on distilling down the key points from the text and illustrating them with a variety of applications.  Not really a review book (though it could be used in that sense), but rather a cleaned-up version of instructor notes for the course that could be applicable to any calculus-based mechanics course.  A large focus of the book is trading off technical complexity for illustrated application of concepts, including justifications for problem solving steps in the problems themselves, and well-documented problem solutions.

I’ve been using the notes and draft chapters of this book for several years in my classes, which has allowed me a “test run” of various sections and the opportunity to see what works with students, and what needs further revision.  The final result, I’m excited to say, is now available as “The AP Physics C Companion: Mechanics.”  It will first be available in black and white print editions from APlusPhysics.com and Amazon, as well as a full-color PDF edition on APlusPhysics.com.  Shortly thereafter, print editions (both color and black and white) will be available from any retailer, including Amazon and Barnes and Noble.  Finally, bulk purchases will be available directly from sales@sillybeagle.com (Silly Beagle Productions) at substantial discounts.

Where’s the E&M Book?

I’ve already been asked repeatedly if there’s an E&M version planned.  The answer is rather convoluted, however.  The E&M version is half done — the draft is complete as part of my class work and has been for more than a year.  I haven’t typeset it yet, however (probably a 6-12 month project), or worked on the graphics for a few reasons.  First, it is a huge investment of time to do so, which puts other projects on the back burner.  Second, the market for such a book could be pretty small.  As only 27,000 students took the AP Physics C: E&M exam last year, that’s a very limited market to cater to.  Though the book would be appropriate for an introductory calculus-based E&M course, a very significant portion of students taking the E&M exam would have to purchase and use the book in order to recuperate the costs involved in putting out the book (which are substantial).  As most any science author will tell you, there’s not much profit to be made in writing these types of books, and margins are mighty slim.  It’s a labor of love because you want to help students (yours and others).  I’m already pushing the limits of ‘wise decisions’ in marketing a book to the AP-C Mechanics market (53K test takers last year), and hoping it at least breaks even.

Before making any commitments to an E&M version, I want to obtain feedback from the mechanics version — are students and instructors finding it helpful, what is a reasonable percentage of the market to anticipate, would it at least break even, and how is the new format received (fewer pages, larger format and type, color vs. B&W, etc.)  Given all that, I imagine it’s probably likely at some point I’ll get to work on it (after every book I tend to think I’m done, then eventually change my mind and start on another one).  However, it feels good to “fool myself” for awhile and pretend I’m done while I work on updating the APlusPhysics site, continue work on instructional videos, and perhaps get to bed a little earlier in the evenings.

For now, however, I’m excited to announce the release of The AP Physics C Companion: Mechanics.  Hope you enjoy it as much as I enjoyed putting it together!

*AP and Advanced Placement Program are registered trademarks of the College Board, which does not sponsor or endorse this product.