* 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!
Wednesday, February 13, 2013
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?
Monday, January 28, 2013
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!!!
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!!!
Monday, January 21, 2013
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."
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."
Saturday, January 12, 2013
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!
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!
Monday, January 7, 2013
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.
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.
Thursday, January 3, 2013
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.
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.
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