* 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???
Tuesday, February 19, 2013
Wednesday, February 13, 2013
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!
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!
Tuesday, February 5, 2013
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?
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?
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