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!!!