How does my Flipped Classroom operate? This page will help explain what students do in my classroom and how my Flipped Model helps create an individualized learning environment.
Chapter Checklist and Calendar
* At the start of every chapter, I give all students a chapter checklist and a chapter calendar.
* The calendar is a clear outline of when they should be watching videos, as well as, what tasks we will be working in on class on a given day.
* The Checklist might be the most vital tool to all students. This checklist clearly outlines all of the tasks students must complete by the end of the chapter. In addition to our daily lessons, students must complete:
* Cover Page (entices Creativity)
* Vocabulary Word assignment
* Tic-Tac-Toe Enrichment task list (students choose 3 to complete)
* Last, students must complete a chapter reflection worksheet that describes what they learned, what they did and did not like, and what they could have improved upon.
Here is a link to our Chapter 5 Checklist
Classroom Procedures
I will try my best to outline what happens when students enter my classroom, but it largely depends upon what happened the day/night before class. Our text book, Big Ideas Math, provides 2 days for every lesson.
Prior to Day 1, students are asked to watch a video lesson and take notes using a WSQ Video Worksheet (see below). The last part of the video and the WSQ W/S is to try 3-6 practice problems and write down 1 question - this is the most vital part of the video for class the following day.
DAY 1 (Following a Video Lesson)
1) As students enter the classroom, they are asked to sit with their T.W.I.R.L. group members to discuss the video lesson
Think, Write, Interact, Respond, Learn
* A 5-7 minute timer is started in our classroom. TWIRL groups discuss video, the 3-6 practice problems from the video, discussing solutions and potential mistakes. Last, students ask their group members the question they wrote and each group member takes a turn offering their answer/advice.
2) TWIRL groups are then given a "Challenge Problem". The groups discuss and complete the problem together. ALL group members must know the solution and how the solution was obtained as I will randomly select one student from the class to share their groups results. WHY - This holds all group members accountable for trying and learning the "Challenge Problem".
3) Upon completion of our TWIRL groups, students are assigned a set of practice problems. Day 1 questions are generally at grade-level benchmarks that meet the standard. Students are also given the choice of working on Beginner, Intermediate, or Advanced level problems based on their self-identified understanding of the video lesson and group discussion.
* I offer students a wide variety of methods to complete their practice problems. "Old-Fashioned" pencil and paper, dry erase markers on table tops, PicCollage app, Educreations app for Apple products, Evernote, or a Google Doc.
* Students ARE GIVEN the solutions to their practice problems when they have completed them to check for their understanding. I DO NOT use the practice problems as homework or assessment. The assessment follows on Day 2.
* Students that finish with extra time, "flex time", use the time to work on their chapter checklist.
NO VIDEO on Day 1 for Day 2.
DAY 2
1) Students are given a 6-question assessment from the previous lesson. 4 questions are at grade-level, or measure the standard addressed. The last two questions ask students to extend their knowledge.
* Based on their scores from the assessment, students are placed in 3 different groups.
* Students who score 6 are given an enrichment activity from the lesson - this activity involves 5-7
"upper level thinking" questions. They complete the activity in groups or partners. When done, they
use their "flex time" to work on the chapter checklist or watch the next video. Students know, if
they wish to accomplish an A on the Chapter assessment, they must work diligently on these
enrichment questions.
* Students who score 4 or 5 are given an extension worksheet. This worksheets reviews some of the
basics of the lesson, but also has a few challenge problems to make students think deeper. "Flex
Time" is then used for the chapter checklist or watch the next video lesson.
* Students who score a 0, 1, 2, or 3 are required to make corrections to their assessment, and then
given guided practice with the instructor to make sure the errors are corrected, as well as extra
practice. "Flex Time" is then used for chapter checklist or watch next video lesson.
* Day 2 provides for the opportunity to re-teach the lesson to struggling learners, as well as, enrichment activities to advanced learners. Students must learn how to use their "flex time" wisely on day 2 as it can be a very productive day.
* Students must watch the next video lesson for class the following day.
WSQ Video Worksheet
* This is a note taking guide students are required to fill out as they watch a video lesson. The guide allows students to clearly outline what their learning objectives are, and create an opportunity to write a question to use during their TWIRL group the next day.
Here is a link to a sample WSQ Video Worksheet
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