tag:blogger.com,1999:blog-3826033856235063878.post1223760850977861156..comments2024-03-27T21:47:21.816-07:00Comments on Flipping with Kirch: #flipclass 2012-2013 Week 4 Reflections: long week, but still some progress!Crystal Kirchhttp://www.blogger.com/profile/12701759790348069890noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-3826033856235063878.post-7055010400679052842012-09-22T22:42:58.498-07:002012-09-22T22:42:58.498-07:00I like your thoughts on having the students in &qu...I like your thoughts on having the students in "clumps" based on their pace. I am keeping most of them at the same place right now, but I can see that changing as the year goes on and some kids need to go slower and others are ready to pick it up. I already have a group of kids who could probably be on the next chapter already... I just don't have the videos ready yet :/. I think I will be exploring asynchronous more next year once I'm fully organized and mostly happy with things :)<br /><br />Thanks for reading and sharing :)Crystal Kirchhttps://www.blogger.com/profile/12701759790348069890noreply@blogger.comtag:blogger.com,1999:blog-3826033856235063878.post-88123999371900301902012-09-15T17:44:15.238-07:002012-09-15T17:44:15.238-07:00Reading your thoughts on Algebra 1 (what to do abo...Reading your thoughts on Algebra 1 (what to do about those not ready to take ch 1 test, not ready to go on to ch 2, etc.) is similar to my reflecting on what I'll do differently starting Alg 2 next year (and Geom if I flip it). <br /><br />I'm still waffling on keeping everyone at the same pace for the reasons you do (ahead okay, behind not) and encouraging them to pace themselves as needed. This year and the past several, we've had SO many classes changed up to and including this past 5th week of school. We have a new school in the district and I don't see that changing next year. It borders on criminal to change students' classes the way they do, but I would bet it will happen as the guesses as to how many will end up at each campus appear to be just that. <br /><br />So I'm thinking of keeping them on the same pace through chapter 1 and 2, and possibly not even starting to officially flip until chapter 3. (Put videos up, but maybe watch more in class...I did some modeling but know I need to do more next go-round). Chapter 1 and 2 in Alg 2 and Geom (and every other math class I've taught) are the foundations and mostly review (theoretically). I'm thinking that you can go on from 1 to 2, but you can't go on to 3 without everything being 'good' (whatever I determine that to mean) on chapters 1 and 2. Why have you graph systems if you can't solve or graph an equation? Why have you try to deal with alternate interior angles if you can't name an angle and you don't get linear pairs? <br /><br />I'm starting to see clumping of students at different paces. I started out dragging behind my colleagues (spending more time in ch 1 and 2) and now my pace has us finishing ch 3 ahead of many. So I'm backing off and letting those who need to catch up do so. I'll keep on pace so that those who want to work ahead can. <br /><br />Sound reasonable? MathDifferentlyhttps://www.blogger.com/profile/05585414577687256349noreply@blogger.comtag:blogger.com,1999:blog-3826033856235063878.post-16903180259032133192012-09-15T16:42:04.307-07:002012-09-15T16:42:04.307-07:00Ha, "training a puppy". That's a gr...Ha, "training a puppy". That's a great analogy and I think it will be on the front of my mind!<br /><br />I have group leaders, but the other group members don't have roles. With my seating change Monday, I think I may assign the group leaders (maybe change each week?) and clearly define the "small groups" of 3 they are supposed to have their discussions with. I didn't provide enough structure at first (then again, I learned so much in the 1st 2 weeks about how I wanted to structure it, so it wasn't structured at first!!). <br /><br />I might be off to Costco for a bag of candy tomorrow....Crystal Kirchhttps://www.blogger.com/profile/12701759790348069890noreply@blogger.comtag:blogger.com,1999:blog-3826033856235063878.post-4595169999931095192012-09-15T16:38:46.781-07:002012-09-15T16:38:46.781-07:00What is you grouped the freshmen and had group lea...What is you grouped the freshmen and had group leaders who helped with the "inventory" stuff? You could rotate leaders or select leaders as a reward for having their assignments completed. Think of how to scaffold the students so you don't have to do all the "dirty" work. Also, giving each person a defined role in the group will help the process. I wouldn't avoid the collaboration or punish them by withholding groups. <br /><br />As far as asynchronous goes, I don't think my freshmen could handle it either. Some would be ok, but most would struggle. I'll be able to asynchronous on some units, bit not all. <br /><br />I know, I know about the intrinsic motivation, but developmentally the freshmen aren't there yet. You probably won't have to do the rewards for long to establish the behavior. Don't make the rewards too big. Small pieces of candy go a looooooong way. Think of it like training a puppy. Biscuits definitely help in the process! And freshmen definitely are puppies. <br /><br />More wag, less bark! :-DKate Bakerhttps://www.blogger.com/profile/17916823276653301714noreply@blogger.comtag:blogger.com,1999:blog-3826033856235063878.post-9349565089264886892012-09-15T12:19:02.762-07:002012-09-15T12:19:02.762-07:00Hey Kate,
Thanks for your thoughts. I agree that ...Hey Kate,<br />Thanks for your thoughts. I agree that some of the freshmen really don't know how to balance so many changes, #1 being the transition to high school. My main frustrations come from when I only do give them 1 or 2 steps to follow (like I started with) and they can't (or won't) follow directions. In addition, not only are our classes so huge, the level of students in there varies so much that it almost feels like I am teaching 3 different classes. Some kids I still have to teach how to get out their packets every day because they haven't even figured out that simple routine. Others are already done with Chapter 2 and we just started it 2 days ago. I don't feel comfortable at all with allowing for asynchronous in my Algebra 1 class because it would be utter chaos (in a bad way).<br /><br />I might need to go back to some of the extrinsic rewards for the freshmen. I have gone away from it with my older kids (just giving EC on the test if they PASS all their quizzes). I also just hate that feeling I get like they are doing it to win a prize not because they actually want to. Some of them just aren't there yet, I guess.<br /><br />One other thing I'm already thinking about for next year is that students earn the right to work in groups. I hate the thought, because I want them to learn to collaborate from the get-go, but I think some of them have taken advantage of the fact that we work in groups as a "social" time. If they were better trained and disciplined from day 1, that might not be the fact.<br /><br />Overall, I think I started the year in Math analysis and Algebra 1 too closely aligned to one another when in reality, I needed to start my flipped class in two different ways because they are 2 different groups of students. Everything I am doing is working wondering in Math Analysis, but I need to break it down MUCH MORE for my Algebra 1 kids and I don't think I did that great of a job of it.<br /><br />We'll see how it continues :)Crystal Kirchhttps://www.blogger.com/profile/12701759790348069890noreply@blogger.comtag:blogger.com,1999:blog-3826033856235063878.post-54689597135942429472012-09-15T11:19:50.678-07:002012-09-15T11:19:50.678-07:00Kirch,
Too bad you're not on the East Coast, ...Kirch,<br /> Too bad you're not on the East Coast, we can commiserate on the process of evolving freshmen into responsible students who can manage freedom during some "social development" sessions (the fun version of professional development).<br /><br />I admire all that you do, but reading your reflection, I kept thinking that you need to simplify-- All the acronyms and steps seem overwhelming! <br /><br />While most are testing their boundaries to see what they can get away with, maybe some of the students are overwhelmed and are trying to skip steps to keep up. Try simplifying your steps or at least the number of things you give them at once. I get it that the flipped classroom is concerted chaos and an organized three-ring circus, but freshmen in the beginning of the year may only handle 2 of the 3 rings. Just a suggestion! <br /><br />My other suggestion is that yes, at least for the beginning of the year, you have to check that they are doing their work. What about some positive motivation/reward for getting their quizzes completed daily: bonus points on the test or silly prizes like pencils or stickers or candy (seems elementary, but they eat that up!)? I avoid using negative reinforcement. The ol' adage of catching more flies with honey than vinegar works.<br /><br />I love reading about what you do! You amaze me! <br />-KBKate Bakerhttps://www.blogger.com/profile/17916823276653301714noreply@blogger.com