All Reflections from This Year can be Found Here.
-I do feel that I have become a more responsible student because of the flipped classroom. I learn the concepts required, but I also learn the important skill of time management. If I have 54 minutes to talk about WSQs with my group, answer the "HOT" questions, do homework, and take four quizzes, I have to set priorities for myself to get everything efficiently done. This really is my favorite part about flipped classrooms because I have some freedom to make these decisions for myself.
Student comments on this week from Algebra 1
Still working on getting all the data collected from my Flipping Teachers Survey... It's been a crazy week and haven't had time to look through it all and decide how I am going to share it all. I will get it done soon :) If you still haven't filled out your info, please do so! It is still open.
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After reading through their responses, there were 7 main concerns that were brought up by students multiple times. I shared them with all my classes on Wednesday.
Here they are, along with my responses to them that I presented to each class:
1. Students desired whole-class review at the beginning of each lesson.
A: I think this usually ruins the most positive & productive aspects of the flipped classroom. While there are definitely times to go over stuff as a whole class in the classroom, I would much prefer to do this in small groups with the students who need it, similar to the review lesson I did on Thursday for the students who needed it. I also think that students would begin to depend on this and not actually watch the videos to make meaning on their own before class.
2. Students request that more examples be done on each video
A: More examples = longer videos. See Question #4 and you'll see the contradictory messages students wrote in their surveys. They wanted more examples but they want the videos to be shorter. I try to keep my videos between 8-15 minutes (generally between 10-12 minutes) and try to provide a few of each type of examples. I then do a Part 2 or even Part 3 video that covers more examples for students who need them. This, of course, makes them take initiative in watching a second, optional video.
3. Students requested that "step-back" forms be brought back
A: This is a process I used last semester for students who missed so many homework assignments to basically "earn" the punishment back a step on the progression our school uses. Basically, they want a way to get out of doing even the minimal amount of homework I require of them. They only receive a "homework card" (schoolwide disciplinary process for missing assignments) for every TWO assignments/videos/WSQ's etc that they don't complete each week. I am already cutting them way too much slack.
4. Students requested that the videos be shorter.
A: See #2 above. Students complain they spend too much time on homework. However, since September I told them to plan on 30 minutes a night for my class for homework. During the first semester, hardly any of them actually spent that amount of time. With videos, they are forced to spend a certain amount of time. A 10 minute video is usually a 20 minute time frame, then 10 minutes for reflecting and processing via the summary. I don't see that as being too much. They are just used to being lazy.
5. Students requested a "Processing activity" other than a summary every night
A: I talked about this above and how I am trying out a "Guided Summary" option where I provide them with questions to answer instead of just coming up with a summary on their own. I did like the way it guided our discussion in class on Thursday for Math Analysis, and I hope to try it with Algebra 1 this next week. I really hope this helps them make more sense of the important parts of the lesson.
6. Students requested that the pace of the videos be slowed down
A: I teach my videos at the pace of the average to high learner. I think it is much easier slow me down than to speed me up. I don't want my fast learners to be bored and not want to watch the videos because I teach too slow. I would rather teach at their pace and allow the slower learners to pause me and rewind me as much as possible.
7. Students request more jokes or no jokes at all.
A: It is funny the two sides I have to this - students are so passionate! I like to include facts from weirdfacts.com in my videos to incorporate some humor. Some students love them and want more. Some students hate them and want me to get right to the math. I was so surprised from this survey the passion that some students have on both sides of the fence! I try to balance it and do "jokes" every other video or so to keep it fresh. Too funny that this was actually a big issue on the survey...
3. Options for the summary other than a paragraph
All Reflections from This Year can be Found Here.