It's hard to believe there are officially 3 weeks left of school (and then finals week). I say this every year, but this year flew by! This is the point of the year right now that I get to every year - I am excited about finishing strong, but my mind is constantly bombarded with new ideas and what I want to change or try for next year. I have been able to have some good conversations with some of my students about the Flipped Class and come up with some good thoughts for next year. I am VERY excited to start a school year flipped from the beginning!
I had three visitors from our District Office come and visit one of my class periods on Monday, and it was very exciting to share with them what I have been doing. They were very excited and impressed with the level of engagement of the students and the focus/on-task behavior that they saw. It is really cool to me to think "that's just normal" now for my classroom. Students are generally engaged, focused, and on-task for the majority of the period and classroom management is not that big of a deal. I am hoping they might do some district-wide training on the flipped classroom next school year that I will be able to be a part of! Yay!
Also, I will get to present my flipped classroom at our next Department Chair meeting in June! I am doing a "flipped" presentation - the other chairs will be watching my webinar before the meeting and send me questions they have. Then, the 20 minutes I would normally have to present/discuss the flipped classroom will be spent all on discussions, questions, and ideas! I'm excited!
Oh, and speaking of my webinar, if you missed my first one, I will be doing another one on June 12th at 4pm PST. It will be the same presentation, but if you missed it the first time, hopefully you can join in this time live!
2. Some more end of year thoughts and reflections here.
3. My weekly #flipclass chat random musings post... things that stuck out to me and what I want to think about further. This week's chat was on incorporating reading and writing strategies into every content class. Post here.
4. A post about a speech I gave to my Frosh/Soph Algebra 1 classes about self-assessment and evaluation. Our new phrase in class is, "Oh yeah, I get it now". Post here.
5. Round 1 of "End of Year Student Interviews". I am having all of my students interview on video answering 9 questions about the flipped classroom. The questions they are answering are here and the first student video is here.
6. What will you miss the most about #flipclass? What part did you enjoy the most? Student answers here.
7. Three types of students that struggle in my #flipclass. Do you have any of these students in your class? Post here.
I continued to require WSQ resubmissions for incorrect and incomplete answers. I really like how this makes the WSQ an even greater accountability tool for students. Here is the general process.
- Students submit their WSQ electronically. The WSQ includes their "summary" (answering specific questions I ask), their own HOT question (with what they think the answer is if they have an idea), and their answers to the "Secret Questions" I have them answer. I have started to ALWAYS give the students between 2-5 problems to try on their own after each video as a way to self-assess.
- After submitting, students are given the link to the spreadsheet that will show all student responses, in addition to my "perfect" response at the top of the page. There are also sometimes links to short video explanations of the "Secret Question" problems in case they got them wrong.
- Students can read through their classmates responses and figure out where they might have had misconceptions or did not fully answer the question. I am able to make comments immediately on student responses, and color code their names to let them know their "level" (Green = clear, Pink = wrong answers, Yellow = incomplete answers).
- Students must resubmit their answers to any box that is not Green as soon as possible (by the end of the Unit is my deadline). They can do it in two ways: in person by explaining it to me during class or by sending me a note on Edmodo. Regardless, when they resubmit, they must also explain their answer in more detail and explain their misconception or where they went off track the time before. This is because they basically have the right answers in front of them now so they have to do more than just copy the correct answers that are already there. I add a column called "corrections" where their corrected answered are copied into.
This is the point of the year where my seniors in Math Analysis have major struggles with senioritis. They have less than 3 weeks of school left and none of them need my class to graduate. So, they would much rather slack and not watch the videos at home and then not be productive in class. I remember how I felt my senior year when graduation was so close, so I do feel for them a bit. But, at the same time, I wish I knew a cure for senioritis...
My students already took the first part of their Final Exam before our State Testing at the beginning of this month. So, they are just supposed to take a "mini-final" at the end of the year covering the last 6 units of the year. Because our seniors take finals a week early, it completely throws off the schedule because my class is mixed juniors/seniors. In the past, we have always had the seniors take the finals on their day, and the juniors do so during the real "finals week". I really want to do something different this year and have the juniors and seniors take the final on the same day, and do something different with the juniors for the 2 hour "final exam" time period.
So, I've been running some ideas through my head for what to do for the "final", especially since it's actually the seniors last day on campus and I usually do a big "farewell, good wishes, share about your future" sendoff day. They still need to take some sort of "final" exam though.
Any ideas for "non-traditional" final exams? I don't have any ideas fully formulated yet to share, but I'd love to hear if you have tried anything "different"
See my "speech" here. This is one of my biggest frustrations/concerns with my Algebra 1 kids. They seriously just lie to themselves and they don't realize it. If there is one thing "non-math" I really want my students to learn from my class, it's how to self-evaluate correctly and how to learn. A lot of my students really seemed to get a lot from my "speech", as they have talked to me about it every day. However, changing their mindset and the way they've always gone about doing things is not a one-day or one-week change. It's going to take a while. I only hope I provide a step in the right direction for them.
I love my #flipclass and blogging community. Have I said that lately? You are all amazing and so valuable in my professional development as a flipping teacher!! THANK YOU!
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!
From my student's weekly reflections:
- Just want to say that you're so awesome Mrs. Kirch! You're starting a revolution!
- XD thank you for caring and being like a chittah! :) can be rough but you do it cause you know its for our own good. thank you for a being a great teacher! ^_^
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.