All Reflections from This Year can be Found Here.
- I have the chance to read EVERY student's WSQ every night, and provide feedback as needed. I am not able to do this in class when the WSQs are written in the notebooks, so some students do get away with not necessarily writing much or doing a thoughtful job on the assignment. The spreadsheets that are created by the Google Forms were made public, so students can log in and see responses to their comments that night and read what their classmates are saying. The two spreadsheets from this week are here and here. I am not 100% happy with letting them read what their classmates say BEFORE they submit their own WSQ, but I don't know how to fix that yet. Any ideas from those of you doing "Online" submissions after watching videos will be greatly appreciated :)
- I can see EXACTLY when the student watched the video and submitted their WSQ, because they are time-stamped down to the second. It tells me a lot if a student is watching my video at 3am, like one student who submitted their WSQ this week did.
- It requires students to submit the WSQ right after they watched the video since it has to be done online and can't just be carelessly written in their notebook at lunch the next day
- I don't feel like I can require every student to submit their WSQ online every night, because many students watch it offline. However, if I don't REQUIRE that the WSQ been done online, I can see many students taking the easy way out and just staying with the written WSQ. The only way I can counteract this is by requiring the WSQs be turned in, so those that handwrite them are still held accountable to the same standards. I have heard some teachers (can't remember who, so if it's you, please tell me :)!!) talking about having students submit their WSQ orally like through a Google Voice number or something they could do with a cell phone call instead of needing internet access. I will need to look into that.
- I am concerned about my students' ability to have the deep conversations in class if their notes and summaries aren't in front of them.
This week I took the opportunity to present additional "Flipped Classroom" resources to my students. After my "I'm sick of the videos" post last week that has been incredibly popular, I decided to look into additional resources I could provide my students and ways I could encourage them to look for resources for themselves. I found several additional online resources (more videos, online step-by-step quizzes, etc) provided by our textbook publisher as well as a few other teachers' YouTube Channels that have great videos for Math Analysis.
Next year I will be putting together a list at the beginning of the year of all these resources so students know from the start where they should be looking for help. There's really no excuse for them not to learn, and there are so many different ways they can learn that they don't have to ever get stuck in a rut and get "sick" of one method or another.
Principal: "What are you doing with the camera"
Student: "We are recording ourselves teaching the math problems"
Principal: "What do you do with the videos after that?"
Student: "We give them to Mrs. Kirch and she posts them online so our classmates can watch"
Principal "So you're creating your own content... hmmm" :)
... I think this Principal really understood what was going on and how technology can be integrated successfully in a classroom - that was awesome!
My Algebra 1 classes are coming along... slowly but surely! I can point out several students in each class that have made A LOT of growth in this last week. I feel like changing the seating arrangement has made a huge difference in that...
I am doing my best to grade concept quizzes immediately after students take them so they have immediate feedback on their progress and we can catch misconceptions right away. One of the best things I did this week is what I will call "Who's an expert?"
When a student would come up to me to get their quiz graded and they got the problems wrong, instead of stopping everything and giving him a re-teaching session myself (I generally had 3-4 kids in line at any given time), I just shouted out "Who's a ________ expert?" For example, "Who's a discriminant expert?" "Who knows when a graph is skinny, fat, or normal?" Students would shout out and be excited to help their classmates understand the material.
I've come to the realization that sometimes students learn best from other students because they can put it into words that are more understandable. I plan to take full advantage of that.
I also found it's important to make sure to check in with both students (the helper and the helpee) after a couple of minutes to make sure it was explained clearly and correctly.
I blogged about this originally on Monday here.
- The full week of having our class divided into separate sides of the room has gone well for me. From sitting on the side with desks facing towards, has made me realize that I must stay on task all the time and there is no time to mess around. If i want to make it to the other side where everybody else is at, I have to show that i deserve to be moved. Also, I don't talk as much as I used to when we were in groups, so this helps me actually spend my time wisely.
- I like the seperated class because it gives me the chance to work with the people that actually do their work. I interact with the classmates asking them questions and getting help from them. I hope we can keep it this way because I like working with people who do their work.
- it's better because we actually get our work done. im on the groups side. and all the people around us can help. its good because we all know eachother and we can ask anyone on the side were on. i like it more like that, even tho most of my friends are on the other side ;( its better for me
- I think this week has been pretty good, I was on the can work side and i tried my best to get all my work done & I pretty much did (:
Interesting comments from the students here:
- The "2 minute WSQ" has helped me as a student because I get to learn from what my partners learned from the video that was assigned for homework. Also, when I have a question, I can just ask the person sitting next to me. We are always on task and focused on what we're supposed to be doing.
- The 2 minute wsq has helped me. It's easier to do this instead of reviewing with the whole class because it takes more time. I learned a lot of information from my friend because they asked questions that were important in the concept. When I'm done answering, My classmates and I go and work on one of the problems from the SSS. It will show us if we know the concept.
- it does help i guess because our groups answer our questions. and since my group is smart it's better for me !!
- Actually Yes, I think the "2 minute WSQ" has helped me because we tell each other what we learned and don´t waste so much time. & Yes it is easy to stay focused do to the reason that we have 2 minutes so we try to make it use full.
Only a few more students made videos this week because we had a District Benchmark for two days and a pretty hard lesson on Tuesday with the Quadratic Formula. But, they are coming along. I actually let two girls take their concept quiz live with an Educreations screencast. So, instead of doing the quiz by hand, I gave them the iPad and they had to work it out and explain it step by step (without any previous work being done).
I am contemplating making student created videos a requirement for Chapter 11 after Spring Break, but I'm not sure yet. I don't feel that I have enough resources (only 1 iPad, and I don't feel 100% comfortable handing over my two video cameras or having them use cell phones in class yet) to make it a requirement. However, I will continue to keep it an option. If I can find a way to make it a meaningful assignment where all 115 of my Algebra 1 students could get it done during class time, I might consider it.
I am still working on getting all the data collected from my Flipping Teachers Survey... It's been a crazy week (or two, or three) and haven't had time to look through it all and decide how I am going to share it all. I am going to spend time looking at it and sharing during my Spring Break the first week of April...so you have until then :)
2. Begin coming up with activities students can do to apply their knowledge or practice their knowledge in different ways once they get the basics. Again, this is something I think may just start to happen over the summer or next year since right now it's just crazy.
All Reflections from This Year can be Found Here.