-2 weeks of prepping/finishing content for state testing
-2 weeks of actually taking state tests
-2 weeks of AP testing
-2 weeks to finish up the year with crazy senior/end of year activities mixed in
-1 week for final exams
I have a feeling the next two months are going to fly by. I've only got 3 units in Math Analysis left and 2 in Algebra 1. Every year seems to go by so much faster!
I feel like I have learned so much about how to "run" an effective flipped classroom in the last three months and am excited to see how the last two months go so I can best prepare to start flipping from the beginning of the school year.
All Reflections from This Year can be Found Here.
1. Great student quote from Math Analysis on Monday (post here)
2. My Adventures with NOT flipping for a day (Monday), and then the two days of going back to the flipped class (Tuesday and Wednesday)
- Giving more "short" videos rather than one "long" video. I like that it breaks the video into smaller chunks and gives the students definitive times to stop and think before clicking on the next video.
- I think this is a better idea because I can look at one video which explains one problem and when im done with that video and understood how to solve it then i can solve the other problems in the sss before watching the other 2 videos. once im done I'm able to compare my answers with yours.
- Um I am not really sure... I like having it all in one video because its a hassle to be clicking video after video but, when they are in separate videos I get a little break in between. So I guess either way is fine.
- I think this doesn't really change anything besides clicking pause or clicking the next video. I'm fine with either.
- Right now I like this method because I learned to open all the videos to let them load before I begin. This way I'm not waiting on just one video before I can start my math homework. Also, it's a lot easier to navigate with MentorMob and it's easier to find a piece of information if I need to refer back to the videos.
- Having students continue to make their own videos for Unit S. I am using this as an "assessment" rather than having them take a quiz on the concept. I like that they have to work in partners and they have to explain step by step. I also like that they are learning to use and manipulate technology (oddly enough, I do still have students who don't really know how to work with technology - how to upload a video, attach a file, etc!)
- See all student-created videos (updated as they do more!) here.
- Online WSQ with some handwritten parts. Students still submitted it online after watching via a MentorMob playlist, but they had to bring in hard copies of certain questions so they could participate in the discussion in class. Student have access to all of the submitted answers on a spreadsheet as soon as they finish the survey, so they can see their answers compared to their classmates (it's not editable) and check if they got the "Secret Questions" correct. My students said:
- I thought seeing other people's answers and comparing to mines shows me what i understood about the concept and what i didn't.
- I love having the excel sheet with our online WSQ especially because I can get feedback from you right away. For example, if I have a hot question which won't let me sleep all night, I could have an answer from you right away so I don't come to class discouraged. It's nice knowing I can get reliable answers to my questions right away.
- The BEST part was when we had the whole document at our fingertips when we submitted(: It was Awesome!
- I really did like being able to see the document after we submitted the answers to the online wsq. And having the half written part gave me something to talk about with my group.
I thought this week was really good. I liked having the students submit the WSQ online because I knew before class started what they would need some help with and if I needed to do a small group lesson or even a whole class lesson to discuss a misconception. This gave me time to prepare as needed. I also liked having them handwrite some portions of the WSQ because then they could discuss their answers in groups. I still am going back and forth on how to make this the best - I don't think the way I have it set up right now is the most ideal, but I will keep tweaking it.
I really am liking seeing the students collaborate and work with their classmates to discuss the math. I feel like that is improving every week as they are getting more comfortable working with each other. I have several students in my mind right now who I am thinking of that I have seen improvement in collaboration in the last few days.
- This week is going great! The best part of the flipped class is when we were asked questions by the teacher. It shows that we have answers for the questions and know how to respond. I didn't like learning the concept at school. It took a lot of time.
- This week went okay for me, because I did not understand the concepts as much as I thought I would. Some parts are difficult for me but working with groups helps me alot if i need help. The best part of flipped classrom was working with everyone around me.
- I liked it because we get to work with the teacher and ask questions. It's a good thing because sometimes, people just write random things for the answer just to get their wsq signed off.
- I liked it because that way it's easier for us to remember the chants and songs easier and it will stay in our head better...like for us to remember it.
- Well it was fun to learn a lesson in class again after a long time but I like the videos better because i learn at my own speed
- I didn't like the non flipped classroom because I wasn't used to going back to the old method. It took a lot of time just to learn the lesson. At home, it takes less than 20 minutes. At school, it took about the whole period just to learn one concept.
- On Monday, class was a lot different from what we usually do. I did not like Non flipped classroom because it's hard for me to pay attention in class and I love watching videos on my own time.
I am at a crossroads with what to do with my "low-low" students. The ones who gave up way back in September. The ones who don't watch videos and don't do anything in class despite all interventions. At this point, I pretty much put them on the side of the classroom and focus on the rest of the students. However, these students are going to have to take Algebra 1 (for some, a third or fourth time!) next year. What can I do differently with these kids so they at least benefit a little from the next 8 weeks. No matter how much you tell a kid "You still have the hope of passing", some of these kids just don't. I want to have a differentiated portion of class and have them go back and work on 1st semester stuff so they are more confident next year. I guess I'm just concerned about 2 things: (1) The time to get that organized with everything else on my plate as well as the management of the completely different lesson within class and (2) the motivation of those students to actually try and not just continue to give up, making me feel like any time and effort put into this is a waste. I will keep thinking about it. I want to do something else for them to help support their learning and keeping them at the pace of the regular class just isn't cutting it right now.
2. Daily Goals with Weekly Deadlines for Algebra 1
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.