As I reflect upon the past week of school, I can't help but think about one class in particular that seems to be falling further and further behind. Those of you that teach middle school or high school know exactly what I'm talking about. It's that one class you dread to teach each day, not because you don't like the students, rather because you know you know you can't possible help ALL the students in that class get to where they need to be.
While I could throw up a myriad of excuses, the most glaring reason is tied to student to teacher ratio. For me, this class happens to be my largest class of the day, AND it also happens to be the last period of the school day. And while I've tried mightily to connect with every student and encourage them to use their class time wisely, the reality is that I am still struggling to help those students that struggle.
In a 43 minute class period, one set of hands in this class is not enough. There is a huge disparity in this class between students that understand the content and want to be pushed versus those that either don't understand or are unmotivated to learn. Yet, as I've added enrichment activities to push the accelerated learners, I haven't found enough time to meet with those students that need help. Throw in the regular middle-school socialization and you've created a recipe for distraction!
As I continue to fine tune my version of the Flipped Classroom, I have become very curious in co-teaching. Imagine having two sets of eyes and hands in the classroom to be able to meet with students more regularly. I would imagine that having two teachers in the classroom would help differentiate and group students more easily. One teacher could focus all their attention on the low level learners or unmotivated learners and help guide them along the process.
While my concerns are not unique to me or to the flipped classroom, I know many of us a teachers have created unique solutions. The power of teaching is to share those ideas and help build others up. And so I ask for suggestions, ideas, or advice as I continue to move forward in education and look for ways to build treasure chest of hidden gems.
Sunday, February 16, 2014
Saturday, February 8, 2014
Digital Learn Day '14
As Digital Learn Day of 2014 has come and gone, I can't help but reflect on all of the amazing digital learning opportunities that students had within our school. From coding, blogging, and Google Docs to creating videos and avatars, our students were blessed with a plethora of opportunities to learn how technology can be incorporated into their school day. One can only hope our teachers recognized the power of technology.
The highlight of the day, for me personally, was opening up my Flipped Classroom to others to share how we Differentiate Mathematics through Flipped Learning. In attendance was an amazing group of teachers, a principal, a commissioner of CESA, a school board member, and a parent. Their intrigue with Flipped Classrooms and our ability to meet the needs of all students amazed them.
We started out our morning with a short presentation on why I chose to Flip my math classes, and what it now looks like in my classroom. Much intrigue centered around our TWIRL Group Discussions and Challenge Problems. The participants were eager to see this in action...I could only hope our students wouldn't disappoint. (Check out the Prezi - Click Here)
As we entered our classroom, students were well prepared for our guests. A lively discussion about the video lesson was taking place amongst the students, and I chimed in my two cents to help explore "Angles of Polygons" and why the formula uses 180. To my surprise, students were eager to volunteer and didn't shy away because of the 'strangers' in the room.
As students transitioned to their group challenge problem, the open house participants were blown away by how much mathematical conversation was actually taking place. I cannot boast enough about how well the students handled the pressure and worked together to solve two challenge problems. Students even managed to snap pictures and email their work to me via our iPads. One participant even stated through her Twitter account, "Great classroom visit today with @CliffGoodacre in a flipped math class. It's refreshing to see how engaged 8th graders can be in geometry!" Talk about a great compliment for our students.
Upon finishing our class visit, four of our students agreed to join us in our meeting room for a student panel. While I knew these students were nervous, they handled themselves very well, answering each question with poise and honesty. As their teacher, even I learned a little bit more about them as students and their apprehensions about a Flipped Classroom.
Yet, for me, there has been a great deal of reflecting through this open house and the questions participants generated for me. High on my list is the transition to High School math for our students. Does the Flipped Class in 8th grade help or hinder their growth if they go back to a traditional class in high school? This is a deep conversation that I need to have with our High School Math Department.
Likewise, I also need to start collecting data - both student achievement data and student/parent feedback data. Both pieces of information can be critical to the direction my class continues to take!
In conclusion, my Digital Learning Day experience was filled with great pride and joy in sharing what my Flipped Class has become and how we differentiate our learning to help make it more personalized. I also take great pride in my life-long learning and am eager to answer some of the questions thrown my way to back up what I already know and see on a daily basis.
Remember, Mistakes are Proof You are Trying!
The highlight of the day, for me personally, was opening up my Flipped Classroom to others to share how we Differentiate Mathematics through Flipped Learning. In attendance was an amazing group of teachers, a principal, a commissioner of CESA, a school board member, and a parent. Their intrigue with Flipped Classrooms and our ability to meet the needs of all students amazed them.
We started out our morning with a short presentation on why I chose to Flip my math classes, and what it now looks like in my classroom. Much intrigue centered around our TWIRL Group Discussions and Challenge Problems. The participants were eager to see this in action...I could only hope our students wouldn't disappoint. (Check out the Prezi - Click Here)
As we entered our classroom, students were well prepared for our guests. A lively discussion about the video lesson was taking place amongst the students, and I chimed in my two cents to help explore "Angles of Polygons" and why the formula uses 180. To my surprise, students were eager to volunteer and didn't shy away because of the 'strangers' in the room.
As students transitioned to their group challenge problem, the open house participants were blown away by how much mathematical conversation was actually taking place. I cannot boast enough about how well the students handled the pressure and worked together to solve two challenge problems. Students even managed to snap pictures and email their work to me via our iPads. One participant even stated through her Twitter account, "Great classroom visit today with @CliffGoodacre in a flipped math class. It's refreshing to see how engaged 8th graders can be in geometry!" Talk about a great compliment for our students.
Upon finishing our class visit, four of our students agreed to join us in our meeting room for a student panel. While I knew these students were nervous, they handled themselves very well, answering each question with poise and honesty. As their teacher, even I learned a little bit more about them as students and their apprehensions about a Flipped Classroom.
Yet, for me, there has been a great deal of reflecting through this open house and the questions participants generated for me. High on my list is the transition to High School math for our students. Does the Flipped Class in 8th grade help or hinder their growth if they go back to a traditional class in high school? This is a deep conversation that I need to have with our High School Math Department.
Likewise, I also need to start collecting data - both student achievement data and student/parent feedback data. Both pieces of information can be critical to the direction my class continues to take!
In conclusion, my Digital Learning Day experience was filled with great pride and joy in sharing what my Flipped Class has become and how we differentiate our learning to help make it more personalized. I also take great pride in my life-long learning and am eager to answer some of the questions thrown my way to back up what I already know and see on a daily basis.
Remember, Mistakes are Proof You are Trying!
Saturday, February 1, 2014
We Not Me - Ours Not Mine
Why is it that as teachers, we are sometimes the worst role models in the world? We cut to the front of the lunch line because we are limited on time. We chew gum because we drank coffee. We use our cell phone because... and the list goes on and on. Yet, we expect our students to follow the very rules we struggle to follow as adults.
This leads me to my philosophy of education and the drastic change that needs to occur. These are OUR students, not mine, and is about what WE do as educators and schools, not ME as a teacher. I truly fear that as budgets have become tighter and communities urge school districts to operate more like a business, we are going to only further hinder education by creating a greater need to isolate as teachers. Not to mention the adoption of Teacher Effectiveness in Wisconsin and its close relationship to pay increase. Are teachers really going to share what they do in fear that their colleague may become rated better and earn more?
One of the greatest attributes of my Flipped Classroom has been the collaboration and teamwork students have displayed to help each other understand video lessons and challenging questions. For one of the first times in my class, I feel I am adequately promoting the idea of looking out for others! And as I have continued to share my ideas here, through Technology Conferences, Twitter, and with colleagues, I feel I am not unique in saying that I truly care more about what OUR students learn than the paycheck I earn!
Let's face it...odds are we all got into education for generally the same reason, "To make a difference in the lives of students!" It should not matter if I teach students math, my colleagues Mr. Dagit and Ms. Rodig teaches students math, Mr. Booth in Elkhorn, WI teaches students math, or Mr. Johnson teaches students math in Canada. If I can share something with them as teachers that will help students grow, don't I have an obligation to help? Isn't that the greatest impact I can have as a teacher?
Keep fighting the good fight. Always remember, "Mistakes are Proof that you are Trying!"
This leads me to my philosophy of education and the drastic change that needs to occur. These are OUR students, not mine, and is about what WE do as educators and schools, not ME as a teacher. I truly fear that as budgets have become tighter and communities urge school districts to operate more like a business, we are going to only further hinder education by creating a greater need to isolate as teachers. Not to mention the adoption of Teacher Effectiveness in Wisconsin and its close relationship to pay increase. Are teachers really going to share what they do in fear that their colleague may become rated better and earn more?
One of the greatest attributes of my Flipped Classroom has been the collaboration and teamwork students have displayed to help each other understand video lessons and challenging questions. For one of the first times in my class, I feel I am adequately promoting the idea of looking out for others! And as I have continued to share my ideas here, through Technology Conferences, Twitter, and with colleagues, I feel I am not unique in saying that I truly care more about what OUR students learn than the paycheck I earn!
Let's face it...odds are we all got into education for generally the same reason, "To make a difference in the lives of students!" It should not matter if I teach students math, my colleagues Mr. Dagit and Ms. Rodig teaches students math, Mr. Booth in Elkhorn, WI teaches students math, or Mr. Johnson teaches students math in Canada. If I can share something with them as teachers that will help students grow, don't I have an obligation to help? Isn't that the greatest impact I can have as a teacher?
Keep fighting the good fight. Always remember, "Mistakes are Proof that you are Trying!"
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