Saying Goodbye

As the Holiday Season is upon us, our school district must unfortunately say good bye to a young teenager that unexpectedly passed away.  While saying good bye is never easy, it becomes especially difficult for any teen to process how their friend is no longer with us.  As a teacher, I cannot imagine the pain and suffering the family and friends are going through. While I can't even come close to having the right words, I know that my role is to be there for them or as simple as an ear to talk to or a shoulder to cry on. Normalcy - whatever that may be - will be tried to be conducted in every class. Undoubtedly, some classes will be easier than others, yet some a struggle to not see that bright smile and hear that laughter.  And as I reflect on my time with this student, their amazing character and joy for others will be truly missed.  As I struggled with words for this time, I decided to write a poem that I only hope can help others in this time of struggle.

Saying goodbye
Can bring such sorrow.
We can only hope
It will get better tomorrow.

Why the Good Lord took her
We will never know.
It's perfectly okay
To let your emotions show.

An amazing student
And even better friend.
It is so sad
Her story had to end.

As we sit here
To say our good byes.
Hug the ones that love you
Before the time flies.

For she is home now
And as a bell rings.
God has given his angel
Her first pair of wings.


Perhaps we should not say Good-Bye.....rather, "Until We Meet Again!"

Learning from our Mistakes

"Mistakes are proof that you are trying!" - a quote on the front of the wall in my class!

When did students become so afraid of making a mistake? Has our current education system and standardized testing policies forced students to be less creative and lack critical thinking and problem solving skills? In a world that is evolving and advancing quickly - our students are going to be left behind in a dust storm that engulfs them. 

As I have reflected on my teaching and instructional practice, I have found that I am slowly beginning to transition to exploratory learning. Students need to be cut loose and explore problems on their own, develop their own understanding, and share their ideas with others.  Right or wrong, these are the skills that today's students are going to be asked to display in the work force of the future.

One of our favorite class activities has become "Passing the Problem". This activity asks students to explain how they would solve a given problem on their slip of paper.  They only have a short amount of time to come up with a possible solution and explanation. They staple their answer to the back, and then pass the problem to the next person.  When they get the next problem, they ARE NOT allowed to look at any of the previous solutions.  Students should create their own solution and process.  After about 4-5 problems, students then switch problems one more time. However, this time they look at all the possible solutions and choose one that they think would best solve the problem or is most clear.  We then share our problem and solution with small group and the class.

This activity is usually done between chapters as we are trying to transition from one unit to the next.  The amount of Critical Thinking, Problem Solving, and Mistakes that occur are invaluable to student growth. Illustrating that having the correct answer isn't always important has helped students grow in math. They have become more willing to try and explore before complaining about not understanding. I can only hope this will help them in the world that awaits their future!

Meeting Their Needs

The first quarter of the school year has officially ended, and with that end came the dubious task of administering our WKCE State standardized test. Although the students highly dislike this test and teachers don't like taking away instruction time, it does provide for an ample amount of time to reflect and plan for the second quarter.

After some discouragement with how the first quarter ended and students not giving their best effort, I knew I needed to take a long hard look at how I was meeting ALL of their differing needs to be successful in my math class.  Many students knew what was required and were able to perform very well on unit assessments.  Yet, too many students were far lower than expected and their assessment scores were less than desirable.

Therefore, students needed to be pushed a little harder to complete tasks in class so that I can help guide them through the learning process.  Thus, I have created leveled learning in my math class to help differentiate my lessons and meet with struggling learners on a daily basis.  While my classroom still operates as a Flipped Class, many students are unable to watch the video outside of school, or just choose not to.  These students are automatically put into a "Basic" group that works directly with me throughout the set of practice problems.  We review skills required for each particular lesson, and then proceed to the lesson itself.  After 2 weeks, students seem to be grasping the concepts much better and even worker much harder - maybe they actually know what is going on.

The rest of the students choose which level they think they are ready for after watching the video lesson - average or challenge.  If at any time, students feel they are struggling, they can come over to the basic group and watch or ask questions.  As I have observed, many students will work together and help teach each other what is happening.  The amount of math conversation with in my classroom continues to grow on a daily basis.

On our second day of each lesson, students continue to take a mini-assessment from the lesson. Again, dependent upon how they score, the students are broken into these three groups to extend their learning or re-teach the lesson to obtain the required material.

I am very excited with the possibilities of this differentiation piece.  Students seem to be engaged more in their math and willing to help each other out.  The struggling learners are getting some guided instruction that they so desperately need.

What is an A?

The debate over Traditional Grading and Standards Based Grading is continuing to heat up across education.  Too many expectations are tied to traditional letter grades - grade point averages, class rank, scholarships, college acceptance, and parental expectations. While the system in place does very little to adequately rely how much knowledge a student has in a given subject, standards based grading can more accurately show and measure what a student does and doesn't know.  However, the transition to standards based grading will not only be a transition to educators, but parents as well.

With the increase in demand for differentiation in the classroom, teachers continue to struggle with marking a grade for students that work hard but fail to meet the grade level expectations.  For example, this year I have 5 math classes with class sizes ranging from 14 - 28 students per class.  In any given class, I have 4 - 7 students that fall below grade level according to NWEA MAP testing data.  Therefore, how can it be a realistic expectation that these students perform anywhere close to average work, or a C grade.

My ability to differentiate each lesson for these students has put immense pressure on myself to carefully select what the students need from each lesson to be successful.  In the meantime, their deficits will only continue to grow as they struggle with remedial math facts and competencies. Yet, parents want to know, "Why is my child failing math?" As I try to explain, they are not able to illustrate through summative assessments (i.e. Unit Tests), that they understand a given skill or task.

A standards based report will clearly tell parents what their child does and doesn't know pertaining to the material that I am teaching.  While it will not give the student a letter grade, it does indicate what strengths and weakness the student has.  Thus, parents and teachers alike might be able to pinpoint the root of a struggle more easily.  Creating grade level standards will help to hold all more accountable for what is to be learned each year.

While this process is not an easy process, I believe it is a necessary process.  Tests need to be recreated, assessments redesigned, and thinking shifted.  Teachers and parents must be willing to work together to understand that letters are nothing more than letters, while standards are a clear indicator of the expectations required!

I Make a Difference

"Jimmy" is a new student to our district this year. "Jimmy" is much more mature physically than his peers, which makes many afraid to talk or even acknowledge him. But "Jimmy" is very soft-spoken, polite, and a respectful young man that is struggling to fit in. One particular day at lunch, I witnessed "Jimmy" sitting alone at lunch on the opposite end of his peers.  I decided it was time to step in and help a guy out. After asking for permission to sit with him, I began a very detailed conversion with "Jimmy" about his school history, travel history, and what he likes to do with his free time.  Meanwhile, other students slowly started to drift over and join our conversation.

Although I wish this scenario was make believe, it helps to pinpoint my main reason for choosing the teaching profession - I want to make a difference in the life of students and help them grow into respectful young-adults.  Almost every teacher can pinpoint that teacher in their life that helped them see the potential they had to become a great teacher and mentor.  And if you ask teachers why they chose this profession, most will respond, "to make a difference in the life of students!"

Why then has our teaching society thrived on the "IT'S NOT FAIR!" culture? Since when has anything in life been fair.  Yes, the teaching profession has taken some major hits - loss of wages, increased class sizes, scrutiny from communities and parents, and the list goes on. Add to the pile the 'in-house' arguments over teaching loads, duties, prep hours, and compensation and we have created a school that pits teachers against one another, instead of working together. 

My district recently made quite a few changes that require teachers to do more.  Elementary teachers now teach health in their classroom, while Middle School and High School teachers are required to pick up a 0.5 hour duty assignment. For some a study hall, others hall monitor, yet others lunch or detention duty.  And yet, quite a few of the teachers have taken it upon themselves to complain that they do more work than the next teacher.  REALLY???  I would be hard pressed to find any teacher that works harder than an Elementary Teacher - teaching all the subject areas, wiping noses, playground rules, tying shoes, and so much more.

I am quite frankly sick and tired of hearing the complaints and whining. As I see it, my extra duty gives me the opportunity to connect with more students, thus raising the chances I have to make a difference in one of their lives. I am grateful for the opportunity to lead students and help them see the potential they have and what they can do. Perhaps it's time to sit back and reflect in the mirror at the teacher we are compared to the teacher we wanted to be.

This reminds me of the following story...a lawyer, a doctor, and stock broker are sitting at a bar enjoying a drink after a long day at work.  All three are marveling in the accolades they have accomplished.  The lawyer points out the fancy sports car he drives and how fast it goes.  The doctor stoically points out the mansion he lives in and all his fancy gadgets than decorate his abode. The stock broker marvels at how much money is in his bank account and his private jet that he uses to travel around the world. As the three are gloating to each other, they notice a man at the end of the bar sheepishly grinning at them and laughing.  "What do you do?" they asked the man.  " I am a teacher," he responded.  The three men erupt in laughter and ask, " and what do you make?"  The teacher simply grins and replies, "I MAKE A DIFFERENCE!"

Moving Education Forward: WE not Me and OURS not Mine!

Off and Running...

While the beginning of the school year requires routine, class policies, and school rules, the start of this school year has been nothing short of crazy and hectic. Between adopting and implementing a new school BYOT policy, transitioning students to a Flipped Math Class, and Technology Rep. duties, I have found myself eager to fine tune the learning environment for students in my math class.  After a great year of math with a new textbook and Common Core State Standards under my belt, I have hit the ground running and will continually look back to reflect.

I continue to be amazed at how responsive the students have been to a dramatically different learning environment. Being able to talk and discuss math, listen to music to focus, and write on desk tops have provided a unique learning environment for students that they too often don't get. One might say my classroom resembles more of a college commons or Internet Cafe shoppe.  Maybe it matches my personality as a teacher and human being, but I want my students to have fun while learning.

Don't get me wrong, the objectives for learning are very clear for students.  I monitor their progress every other day through mini-assessments and differentiate their learning based on their results.  But I have sensed more ownership from students in their own learning by giving them the freedom to learn in an environment that is comfortable to them.  Giving students options as had a tremendous affect on the quality of work being done.

For example, in the first week of school alone I received four emails regarding questions on practice problems and three photo submissions of practice problems.  Students are using the technology available to them and thriving while using it.  While there are still those "old-fashioned" learners showing they are learning, many students are using the desks to write on and show their work.  I have never seen more math work being done in a given period than I do now.

As I continue to try and shift from Letter Grades to Learning Objectives, I am slowly beginning to see the power of student ownership. True learning begins when the student takes ownership in his or her learning environment and wants to be successful because they want to learn. While I know I have a long way to go, I am grateful for the progress students have made and their willingness to work hard and try a technique that might not be so popular!

"Mistakes are proof that you are trying!"

Why I Flip

With the new school year around the corner, my district completed our staff inservice and meetings for 2013-2014. To my surprise, I was approached by several of my colleagues to explain why I chose to Flip my Math Class, and how it works. I was encouraged that they wanted to learn more, and even perhaps try some of the techniques in their class.  That led me to thinking about this blog post and sharing with all WHY I FLIP!

My flipped experience started as a means to meet ALL of my students at their level of academic readiness. I felt my drill and kill method of instruction just wasn't reaching enough of my students and I needed something different. Thus, you will see many different groups in my class, as well as much noise and discussion. I frequently assess where students are in their learning of the content, and require some to go through guided instruction and practice with me. Likewise, I can push excelling learners to try enrichment activities that require critical thinking and problem solving skills. As I noted to my colleagues, the greatest benefit of my flipped classroom has been the ability to push students where they didn't think they could go and differentiate my instruction for their learning.

As many educators do over summer, I found myself reflecting on how I could make the learning experience even greater in my classroom. What changes could I make that benefit all students and push them to want to excel even farther? In collaboration with my colleague at the 7th Grade level, whom is also flipping his classroom, we decided on the following practices that would enhance student learning in our class.

The first change we made is to include Google Write-Up problems for each chapter. In trying to help our students prepare for the Smarter Balanced Assessment, we knew we needed a format that would encourage students to construct a response and explanation to a given problem. By using a Google Form, students are going to be required to construct their response and submit for a grade.  Not only do we help them develop the skills necessary for the SBAC, but also teach them technology skills that we hadn't in the past.

The second change we made was to include a technology project for each chapter. They will vary by chapter, but be based around creating a review for the chapter material learned.  Students can using anything from Prezi, Piccollage, Evernote, Wordle, Tagxedo, and the list goes on.  We are trying to expose our students to a wide variety of Web 2.0 programs, all the while helping them review.

The third change we made centers around our districts use of the NWEA MAP testing series.  We base many of our school goals around student achievement and closing the gap on these tests, but have never really done anything to help students in these areas. We decided that as students have flex time, they should practice skills in their weakest area of MAP testing. Through various websites and our textbook resources, we will be able to provide students with countless opportunities to improve their testing scores.

The last change we made allows students to show us their practice problems in a variety of venues.  In our attempt to transition to a paperless classroom, we wanted to show students many different ways to complete practice problems and turn them in for credit. Students can use Educreations, Piccollage, Evernote, Google Docs, and more to show how they worked on their practice sets.

As the school year starts, we are very excited to provide many learning opportunities for our students.  We are eager to see what results occur because of our changes.  Likewise, we are always open for suggestions, ideas, and comments, so please feel free to share.  Best of luck to you on the start of your new school year.

"MISTAKES ARE PROOF THAT YOU ARE TRYING!"

Team Flip Teaching ???

* Weekly Reflections of a Flipped Math Class (Week of February 11 - February 15, 2013)

That time of year has come again were planning and scheduling for next school year is upon us. In the grand state of Wisconsin (like many other states), that means doing MORE with LESS. Yet as I continue the flipped class journey, I am encouraged with the direction that my class experience is headed. As many educators do, I continue to reflect on my best practices and find ways to make them even better for ALL students in my school.

My flipped classroom adventure began upon returning from SLATE 2012 (School Leaders and Technology Education). I came back motivated and eager to find a better way to differentiate for my students and help them grow as learners of mathematics. Upon researching many teachers already flipping and "borrowing" their resources, I started out on my adventure and found great reward in how receptive and responsive the students were to this model of instruction.

Yet, I know there is a small piece missing. While I am able to meet with most students on a daily basis and gauge their understanding of the lesson, I don't feel I get to work with struggling learners enough to build their base knowledge of a concept and help them become successful. My class is set up so that every lesson is covered in 2 days...one day for learning and group collaboration, one day for assessment and enrichment, extension, or re-teaching.

The first day has been great at getting students to communicate and collaborate about a given lesson. Students have worked well together and taken advantage of other learners. The second day needs some work. While some students show mastery of a particular lesson, others show minimal understanding. My goal is to work with that group of students to enhance their understanding through guided instruction. However, have 2 or 3 autonomous groups has been a struggle at best.

Meanwhile, my Middle School Math colleague and I have begun discussing plans for next school and how we would love to team teach all 7th and 8th graders in mathematics. Can you imagine the possibilities? Two teachers in one room with 30 - 40 students, all in small groups working at THEIR level of understanding.

The ability for us as teachers to work with smaller groups of students that haven't yet mastered a skill is critical to moving forward. In having two teachers in one room, we create only one autonomous group that would be independent learners. We are able to meet with struggling learners on a daily basis and use guided instruction to help them become master learners. At the same time, we are able to push the master learners into enrichment activities that show how a skill is used and applied.

While this approach to teaching is not new, doing so in a flipped classroom is uncommon. The time a teacher is available to a student is vitally important to their continued success in a class. Team teaching and a flipped classroom only create more time for teachers to be available. Add in all of the collaboration and guided learning, students are bound to be successful...aren't they???

Can We Go Paperless

* Weekly Reflections of My Flipped Math Class (February 4 - February 8, 2013)

As I continue to revamp, redesign, and rethink about my Flipped Classroom, I am continually brought back to the idea of going paperless. The tools, apps, and means of going paperless are too many to list. From interactive whiteboards, online file storage programs, video software, and even online notebooks, education has an opportunity to contribute the wellness of our environment and go paperless.

I am a perpetual photo copier. I must make close a 1 million copies throughout the school year. At a simple cost of 3 cents per copy (estimate), I have cost my district around $30,000 to make copies. And I am only ONE TEACHER. Why shouldn't I make the move to go paperless and encourage my students to do the same.

As I began to outline the process, I became in love with two apps that I really think will be beneficial in this process. The first was Evernote, an online note taking app that allows users to organize notes in a clear, concise manner. It was only after further investigation that I became aware of sharing notes/notebooks. Talk about euphoria - students and teachers can share their ideas with out every wasting a single piece of paper.

The second app that I quickly became attached to was Educreations White Board. This app allows students to record their work and voices on an Interactive White Board, and even share the video with others. Now students do work on a piece of paper, turn the paper in only to be thrown away when done. With educreations, students can record and share what they've done with teachers, students, parents, and the world. All the while, no paper is ever used.

As my math department colleague and I begin to plan for Team Teaching, we have dug dig into going paperless. We are sure we  have missed many apps/programs that would aid in this tool. We look forward to insight, feedback, and even comments/concerns that would help us in our path to becoming environmentally friendly!

Hook, Line, and . . . Learners???

* Week 4 Reflections of my 8th Grade Flipped Math Classroom (January 28 - February 1, 2013)

Now that my students have completed their first chapter under the newly remodeled flipped classroom, I knew it was time to ramp up the expectations. I was quite pleased with the chapter assessment results and the collaboration that occurred, but I knew my students were capable of MORE! I knew I needed to push the envelope a little bit further than they thought they could go.

As I created the new videos for our next chapter, I began to implement a HOOK question at the beginning of every video lesson. This HOOK is being used as a means to establish a connection between the content in the video and an application in the "real-world". My hope was that the HOOK would be the connecting piece for students.

After students watch a video lesson, they participate in TWIRL groups to discuss the video, any questions they had, and collaborate on the few practice problems they were asked to try. This usually took about 5 minutes, and sometimes was less productive. Thus, I implemented the CHALLENGE QUESTION - a collaborative question directly linked to the HOOK at the beginning of the video.

Each TWIRL group needed to work collaboratively to devise a plan to solve the problem. They would use each other as resources, draw a diagram when necessary, and write up a solution that makes sense to the whole group. BUT, here's the catch that really seems to be activating the LEARNING.

After about 7 - 10 minutes of collaboration on the CHALLENGE, I RANDOMLY call on 1 student from the entire class to discuss their groups findings on the challenge. This student must clearly convey what their group decided as a solution and why their solution makes sense. This step alone has increased the accountability of each member to a TWIRL group and the responsibility of all group members to work together. After all, you don't want to be the one in front of the class with no clue as to what is going on.

 Next, the floor is open to anyone from a different group to refute the solution or the process and provide evidence for an alternative solution. This component has provided students an opportunity to make and hear constructive criticism from their peers. While this step in the CHALLENGE has been slowly evolving, I find that students are very quick to correct each other, but not with valid reasons. Students are slowly learning how to critique each other with respect, as well as accept that critique as a tool for learning.

As I continue to modify my Flipped Classroom, I am encouraged with how far students are willing to go to learn. Too often we "think" they will cut the corner or only go so far. However, I must say that if we as teachers raise the bar, students will continue to reach for that bar and try to exceed it. If that can happen, all the while teaching students how to learn collaboratively, who could ask for anything more?

Results - Do Test Scores Really Matter?

* Week 3 Reflections of my 8th Grade Flipped Math Classroom (January 21 - January 25, 2013)

We have completed our first unit under the new flipped classroom model. With this completion came a unit test. Our unit test is set up in two parts: Part 1 measures the student understanding according to common core state standards. In other words, basic questions with minimal application. Part 2 asked students to apply their knowledge of the content to upper level thinking questions. We have a short class period (43 minutes), and breaking up a unit test into these two parts makes managing time easier for our students.

I am pleased to say that 46 of my 49 students met the 80% threshold we set on Part 1. They were able to show they understood the unit content with 80% accuracy.  This was an amazing score compared to our past units. (Side Note: The three students that did not meet the 'benchmark' took a full period to review their test with me, make corrections, and try practice on the areas they struggled with!) While the test scores have improved, I find myself struggling with their true meaning.  There is more to my classroom than improved test scores.

Anyone that would walk by my classroom would see the chaos in an instant - students are working on different activities or watching videos. For the FIRST time in my short teaching career, I have witnessed students discussing math with each other. Students are beginning to learn how to use vocabulary to discuss practice problems. They are learning what "Explain" means on a test. Students are collaborating with one another to think critically and analyze problems they are working on together.

Never would I have imagined the intensity of the authentic discussions taking place in my classroom. The organized chaos is paying off. Students look forward to coming to math and having a safe environment to converse with their friends. While guidance is still needed, students are beginning to understand what teamwork looks like, sounds like, and feels like. I truly believe I am preparing my students for the 21st century and the jobs they will encounter.

While the test scores are important, minimizing their effect on student learning can only benefit the students. True learning takes place as students want to learn more for the benefit of themselves and the other members of their group. A Flipped Classroom has truly helped authenticate learning for my students!!!

Your Classroom Looks Like What?

Week 2 Reflections of an 8th Grade Flipped Math Classroom (January 14 - January 18, 2013)

As I endeavored into my 2nd week of the Flipped Math Classroom, I made two, small, minor adjustments to the structure of the daily tasks.  Previously, students had too much time left at the end of a class period and were very unsure of how to use that remaining flex time. I knew I needed to do something to keep them engaged in their learning.

Students regularly meet in TWIRL groups to discuss video lessons and the practice problems they are asked to try at the end of a video. Students also write down one question from the video lesson are ask each member of their TWIRL group to discuss possible answers. This has worked very well thus far, but I knew I could expand this collaboration period.

Thus, I now give each TWIRL group an upper level, critical thinking problem to solve together. Their groups (3 or 4 students) are asked to read the question together, formulate ideas on how to solve, write out their solutions, and discuss their solutions together.  After about 7 minutes, I randomly call on someone in their group to present their findings to the entire class. By randomly choosing one person, ALL students in the group must be able to present their findings to the class.

This organized chaos may look like a mess to someone walking by my classroom. Students are busy talking, writing, researching, and thinking together as a team. The discussions that occur are authentic and students use each other as resources. The engagement in math has never been higher in my classroom, and students able to TALK, not sit rigged and silent waiting for notes on a new lesson.

The 2nd, minor change was to the physical structure of my classroom. I have tried to make my learning environment as comfortable as possible. I've eliminated 75% of my individual desks and replaced them with tables, carpet squares, and stools. One might say my classroom looks like a college campus commons area, or even a coffee lounge.  I strive to break up the monotony of the school day for my students. I give them my trust to learn wherever and however they are most comfortable.

This allows my TWIRL groups the freedom and room to discuss their problems in a more natural setting. I have groups sprawled across the floor, some at tables, and even some at my math tables. Regardless of where they choose to sit, the groups have become more productive and more responsive when not isolated in individual desks.

I still have about 8 individual desks for those students that want them. However, they are rarely used. My approach to learning math has always been that students should use each other as resources. As the old proverb says, "Give a man a fish, feed him today. Teach a man to fish and feed him for a lifetime."

What is Going on in that Classroom...

Week 1 reflections of an 8th Grade Flipped Math Classroom (January 7 - January 11, 2013)

As the first week of my Flipped Math Classroom concluded, I am amazed at the immediate results and feedback from the "honeymoon" period.  After completing two video lessons, students seem to be invigorated about learning math and excited to come to class.  Students are eager to take out the laptops and begin working or watching videos.

The assessment results have been nothing but positive.  Out of 50 students, only 3 scored below 80%...of which 1 did not watch a video and 1 chose not to study.  However, I was able to immediately meet with all 3 of these students, correcting their mistakes, and asking them to be prepared to try again on Monday.

On a positive note, my 2 of my students with IEP's scored 100% for the first time all year. After speaking with them, they pointed to being able to go at a slower pace during the video lesson, allowing them to take better/more accurate notes was critical. Likewise, they felt they got more practice time in class on the content.

I have noticed that I need to help my students find ways to use their flex time more appropriately.  After speaking with my math colleagues, we found an easy, yet practical solution. Our math series, Big Ideas Math, gives all students journal exploration activities. Starting next week, I am going to ask my TWIRL groups to discuss the video lesson and go over student questions, and then work on the journal exploration as a group. These explorations are a great way to continue our collaboration and encourage students to use each other as resources.

While we are still in the honeymoon stage of the process, I can already see the benefits of the flipped classroom for my students. I will continue to push students to be engaged in their video lessons, to probe and ask questions of their TWIRL group, and not be afraid to take chances.  I do not worry about the stares my classroom gets from other teachers walking by...if you dare to stop in, you'll notice the noise is productive, mathematical geniuses at work!

Until next week...the only thing we have to fear is fear itself!

Ready, Set, Here We Go...

After meeting with my Administration Team, I got the reaffirming nod to move full speed ahead with my Flipped Math Class. In hind sight, all members were actually very supportive and excited to experience this movement with me and offered me nothing but positive encouragement.

And so I sit here the day before the implementation begins and ponder where this experience as taken me already and imagine the possibilities of where I can go - all in the name of helping my students experience my classroom in a different light. While we spent the previous three class periods modeling how our new classroom experience will work, I know there will be bumps along the way.

Most of my students seem very eager to use their class time more freely. Most are encouraged by how much time will be available for help, not only from me but classmates as well. Yet, I know I must be consistent in my expectations for their free time. I did find a unique resource that suggested having students write down 3-4 tasks they wish to complete each day to help them remain focused. A radical idea that works for me all the time.

So as I begin this experience (for a 2nd time but with a new school), I look forward to sharing my experience with anyone that will listen or read. I know I have become much more active in sharing my knowledge and experience via Twitter and my PLN network of teachers. Don't hesitate to contact me with any questions, comments, or suggestions.

Afterall, OUR goal for ALL students ought to be the same - pushing them to limits they never knew they could reach and encouraging them along the way.

Presenting To Administration

After a wonderful, long, relaxing Winter Break, I returned to school today geared and excited to begin the Flipped Classroom process with my 8th Grade Math students. I am fully committed to making my Flipped Classroom an experience that my students will not only enjoy, but also become better math students with. Likewise, I know the ground work that must be done in order for my lofty ambitions and goals to come to fruition. I have three days to help model to my students the expectations of a Flipped Classroom, how we watch video lessons and take notes, how we work in Cooperative Learning Groups to discuss math problems and questions, and how students can push themselves to limits they never knew they had in a math class.

I cannot begin to type how excited I am about the experience in my classroom, at my school, and in my community. I truly hope that my students will appreciate the hard work it has taken to get the material ready, video lessons recorded, and assessments carefully planned. I hope that my colleagues see that this approach to teaching, as radical as it may seem, is only to benefit student learning objectives and changes in Common Core State Standards.  As education continues to make changes, we must make changes as educators as well.

Which leads me to presenting to my administration team. I have the privilege of being invited to speak with our district's Instructional Leadership Team to discuss a Flipped Classroom, and my hopes for what it can provide the district in the future. Imagine the PR possibilities this can attract. I also look forward to sharing how this approach, in conjunction with Team Teaching, can benefit all students taking Math in our district. I am encouraged by their support and eagerness to learn about the Flipped Classroom.  As a cousin once stated, " Incredible change happens in your life when you decide to take control of what you do have power over instead of craving control over what you don't!" Very prophetic in education today as we look to improve our schools and our teaching methods.