What I saw this week was phenomenal.
If you walked into my Math Analysis classroom on Wednesday, you would probably wonder "what the heck is going on here?". Out of my 37 students, I had about 15 in my classroom, 15 in the lounge behind my classroom, and the rest in the classroom next door since that teacher was on prep. At one point, I stood in the middle of the three locations (I could stand in one place and see into both classrooms and the lounge) and just took a quick glance around and my jaw dropped. Talk about student engagement! Talk about students doing the learning! Talk about a student-centered classroom!
Several teachers did walk through during 6th period because they were on their conference period and decided to just walk by some of the partner groups and listen in. They came by the next day and said "What your students were doing was awesome! They were talking through the math and using math vocabulary, critiquing each other and their strategies, talking through mistakes, thinking out loud, and just plain looking excited about doing math!"
All Reflections from This Year can be Found Here.
1. Brainstorming and thinking about next year/ how to present #flipclass to students and parents from Day 1 before relationships are built. Would still love your comments! Post here.
2. A Day in the Life of Students Creating Videos - a quick 360 of my classroom when all the students are creating their own content via short student-created videos of problems. Post here.
3. Student-created videos overkill - my learning experience about going overboard in using student-created videos :) Post here.
4. Dealing with students starting to slack off and coming to class unprepared as the year winds down and gets crazy. Post here.
5. Link to all student-created videos here.
- I think it takes the same amount of time, unless it's the last day and everyone needs a recording device, in which case it takes longer. It requires more work however, because it makes us explain the problems, but I think it helps me understand it more. The benefit of of the video is better understanding but the con of it is the feedback may not be instant like quizzes. It's also harder to redo compared to quizzes.
- The videos took about the same amount of time as taking a quiz on the concept. I like making the videos more, because on the quizzes, we don't necessarily get feedback on what we did wrong. On the videos, though, we do get feedback, since the videos are made available to all the math analysis classes. I also like making the videos, because it ensures that we understand the concepts, since we have to give a thorough explanation on how we solved it. I prefer making the videos.
- i think the Videos take a little bit more time than taking a quiz because we have to come up with the problem as well as solve, and a quiz we just need to solve. i think there are times for both, i enjoyed doing the videos and felt like i remembered thinks better because we had to explain and understand how we got the answer not just mindlessly solved it.
- i have watched them when we are given the take home test. they are helpful but i think we should get a list that have all the problems and who did them because if we are looking for a problem with a specific set up we have to go through all of them in order to find the example we need. does it make sense? i dont know how to explain what im trying to say!
- I've watched the videos created by my classmates from time to time. I find that they do help, especially if they are similar to the ones on the PQ or PT.
- I actually haven't watched any of the student related videos because I only watch your videos.
- I think it was kind of useful in that we had to make up problems but usually it was just a modification of one already solved, so it was really just more practice.
- This process was very beneficial because we got to practice and learn from our own mistakes, especially if the problem was written incorrectly. For example, my partner and I made a mistake with our right triangle, and this warned me to not make the same mistake again. Writing our own problems allowed us to think ahead to see if the problem would work out the way we want it to which helped us process the steps to solve the problem in our head. If the problem did not turn out the way we planned, we still got practice.
- Although it was a bit more time consuming, I would say that it was beneficial for me as a student. It made us think more about the potential problems that there were, and the many ways that we could solve for it.
#5 Finish this sentence: The part I understood the most was...
#6 Finish this sentence: The part I am still confused about is...
They also type their HOT question (and answer if they know it), but it gives me the chance to type in an answer to their question THAT NIGHT. I still have concerns that not every student is viewing or utilizing the spreadsheet, and that students who may open the spreadsheet don't actually look at it after I answer their question (they look, close the link, I answer the question later that night, and they never look back).
- I think the online WSQ is good so far but sometimes, questions are confusing (like the question on Unit T intro about how sin/cos is positive/negative and how it applies to tangent). Even so, I like it better because I type faster but there are more questions and is more work than a normal WSQ.
- I love the spreadsheet! At first I forgot to write down my hot question and answer, but usually I was able to recall what I had typed the previous night. I especially like the color-coding system because it points out exactly what needs to be talked about. The placement of some things were confusing, such as the key for the color-coding, but I think that's pretty much fixed now since everyone knows what it is.
- The online WSQ spreadsheet is very helpful, because when I look at some of the other responses, it clarifies any lingering questions that I had. I would say that the online WSQ is going great, and it really helps.
- I thought this week was okay but the video making was a little hectic. Even so, we made it through and this week turned out well so far. I like the little homework problems, which was the best part because it didn't take so long to do.
- This week was pretty hectic and whatnot, because we had to finish filming all the videos. But that was our fault, since we sort of waited till the last minute. The best part of the flipped classroom was learning the concepts, while spending time with Amy! The only part I didn't like was that I had to do my PQ's late because of the time spent doing the videos in class. Also, I forgot to get my WSQ chart signed off for half the week. :'(
- this week seemed a little hectic with the whole videos and pushing everything a day. The best part of the flipped class was when you worked out i believe it was 2 problems with the class. i thought it was the best part because i miss traditional classroom and thought it was fun to learn like that.
This section includes:
1. Group interview
2. Low-low students
- It helps me listen to the other students answers and questions that they ask. The group interviews lets us have the chance to talk to the teacher and ask any questions that we have.
- I like group interviews because it gives Mrs. Kirch a chance to see if we know about the concept. Also, she asks questions so that she could make sure we watched the video an did our homework correctly.
- They help me because i get to remember and actually learn it, they are beneficial because there helpful.
- I think they are going pretty well, i can memorize the songs and chants better now.....i think they are beneficial, i think they can improve if while we were doing the "group interviews" if we could get our question answered maybe...
I have two webinars coming up in the new few weeks - one on May 1st for a group of teachers in Sacramento and one on May 9th for anyone through Sophia.org. I will post the link to register for the Sophia webinar when I get it. I hope you will be able to join in! Both webinars will be an "intro" to the flipped classroom for teachers who are interested in learning more about it and hearing about how I run my flipped classroom.
If you haven't checked out my Blogroll on the right hand side of other flipping teachers, do so! It is only through sharing and community that we learn and grow! Also, be sure to use #flipclass on twitter to join in the conversation. If you are a "flipper" and a "blogger" and don't see your blog on the right, please let me know. I would love to follow you and read up on your experiences!
As we read through these, the one thing that came to mind is having a flipped classroom has enabled me to "meet" these expectations in a way that my traditional classroom never did.
Here they are: (link to full website here)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
2. Timer counting UP for WSQ discussions instead of down
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.