Reflections on Week 9 (The Halfway Point!)

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Week 9 of the Spring Semester is now over - we are now to the halfway point!  It is amazing to look back and see the growth and development of my flipped class over the last 9 weeks, both for me as the teacher and for my students as learners.  I can't wait to see what the next 9 weeks hold!

All Reflections from This Year can be Found Here. 

*Each week, I spend some time personally reflecting on the week - what I did, what worked, what didn't, what I liked, what I didn't, etc.  I try to organize my reflections in a similar manner each week, since they do get pretty long: (1) Math Analysis; (2) Algebra; (3) Sharing and Collaboration; (4) Other Thoughts; (5) Running lists (Things I've heard this week that I love; Characteristics and qualities of my flipped classroom that I want to keep; Changes I've made this week that I like; Ideas I'm still contemplating and experimenting with).  I hope these reflections give you insight into my classroom and give you some ideas to try in your own flipped classroom.  I appreciate any comments, feedback, ideas, and follow-ups that you provide, so please comment and join in on the conversation! 

For those of you who read my weekly reflections consistently, you will notice a change this week compared to the past.  These posts will be shorter with links to more detailed external posts on specific topics.  I was finding (for myself) that it was hard for me to go back and find a previous post on a specific topic because it was hidden among a huge weekly reflection.  So, hopefully this will alleviate that problem.

I posted about several other topics this week, including:

1. Great student quotes from Math Analysis on Wednesday ("They just make me smile..."  post here)

2. Parent thoughts on the Flipped Classroom (post from Open House Thursday night here) 

3. #flipclass chat - Biggest Risks (thoughts from the chat archive from Monday night  since I wasn't able to participate in the live chat here)

4. Initial impressions (thoughts from 2 teachers and an administrator that visited my Flipped Classroom a week ago here)

Math Analysis

It has been another fabulous week in my Math Analysis flipped class.  I love the relationships that I am seeing my students develop with one another and the comfort level they have in working with each other and asking each other questions.  A true community is forming, and I really think that every student feels they add a valuable piece to the learning that happens every day.

I think that having the students begin creating their own content was a GREAT idea because it gave them one more level of ownership with the material.  I don't know how often/how many I want them to make them because with anything, "too much of a good thing is a bad thing".   With some continued feedback from my students over this week off of Spring Break, hopefully I'll have an idea of how to continue this throughout the year.

We tried A LOT of new things this week, including:

1. Online WSQ submissions (see new post here) I still have a lot of pros and cons with this idea - I'm not sure how to merge what I want with what I'm given under my current way of doing it.

2. My videos made using a new software on iPad (see new post here) This was basically an "epic fail" (in the words of one of my students). I'm going back to my usual way.

3. Continued student-created videos (see new post here). This turned out amazing. And, from my students' comments, they really understood the purpose and reasoning behind making them.  Definitely a keeper!

4. First "take home test" for trig identities (see new post here). Student feedback on the process was positive. I won't be grading these tests until later this week during spring break, so I'll have to post again later about that. Students liked the ability to use all available resources and having as much time as needed (some students spent 8 hours on the test!) to work through the trigonometric proofs.

I was talking with one of my students casually this week after school and they described class time as "chaotic but productive".  I would agree. It does get pretty crazy with students doing so many different things, but yet 95% of the students are on task throughout the whole period.

There were several instances this week where I wanted to take another "360" look at my classroom.  However, my iPod, cell phone, and two digital cameras were all being used by student groups to make their own videos that I couldn't.  If I could just freeze time and look around my classroom, it is seriously NOTHING like it has been in years past.  It is truly a student-centered place where learning is happening every day.

One issue I am encountering is just making sure all content is available for students in a variety of places.  So far this year, I have been uploading all videos to both YouTube and SchoolTube.  Honestly, it's a bit annoying having to upload videos to more than one place but here are my issues:

1. YouTube streams well on all devices, especially mobile devices...but doesn't work on campus
2. SchoolTube works on campus... but doesn't work on all mobile devices, doesn't stream as well, and is more prone to upload errors

The solution? I don't know. I wish YouTube would just be unblocked, but that is not an option (already asked about it). 

Thoughts? Ideas? Suggestions?

Algebra 1

I think I say this every week, but my Algebra 1 kids are "coming along".  I love what I am seeing from my top kids, my middle-of-the-road kids are making progress in the right direction, and I am still trying to find a way to motivate my low kids and have them at least learn SOMETHING every day.

One of my low-but-almost-middle-of-the-road students came in one morning earlier this week for some remediation and retaking, and said something to me that I immediately had to write down...

"I finally realized how lazy I was when I watched the videos. I was just wasting my time! Now I understand what you mean you say to actually watch it"

He was re-watching some videos from several weeks ago and I think it finally clicked with him that when he actually really watched the video and tried to make sense of it, he understood it!  He realized how much time he had wasted just going through the motions for most of the semester thus far.  I only hope that his epiphany lasts for the rest of the year and it rubs off on some of his classmates.  It is such an important discovery for the students to make, and I really think it is THEM that has to make it.  I can tell them over and over again the importance of watching a video and actually paying attention and learning from it, but at some point they have to realize the value of it and learn that lesson themselves.

We also tried A LOT of new things this week in Algebra 1, including:

1. up to a "3 minute WSQ"

2. Differentiation for "super-low" students (see new post here)

3. Daily Goals with Weekly Deadlines (see new post here)

I am getting happier as time goes on with the timed WSQ process in class.  I increased the time to three minutes this week without any issues - students still stayed focused and talked through the whole time period.  I feel like they are getting more comfortable with each other as well as with the process.  One of my favorite parts of these times is walking around the groups and hearing them ask questions of each other.  Normally, one of them will look up to me for the answer and before I have the chance to answer, their group member will jump in and answer it or at least begin talking about it. 

 I love the ability to NOT SPOON-FEED. If they are stuck on a problem, I do one of several things:

1) Ask them a probing question to get them thinking and try to trigger something.

If that doesn't work,

2) Ask around the room for a student who understands it or one who I remember helping with it earlier in the day or the day before.

If that still doesn't work,

3) Give them the first step or two of the problem and then set them out to work it out on their own/with their group.

 In the past, I would find myself working out the whole problem for them and showing them step-by-step how to do it.  At that point, they had the problem "done" but they hadn't done much learning. I did the amazing math, and they watched.  I don't think that is the way a student learns.

In sad/frustrating news, I had four students caught cheating this week in one class period of Algebra 1.  Two on the Chapter 9 test on Thursday (a student turned around and asked a question of the person behind him and later on the student tried to whisper the answer back), and another two today (a student took a classmate's homework assignment off her desk, erased her name, put his on it, and tried to submit it as his own).  It is so incredibly disappointing to me when those things happen.  Besides teaching my students about math, I hope I am teaching them about life and the value of responsibility, respect for themselves and others, and most of all INTEGRITY.  It takes a second to lose someone's trust, and a whole long time to earn it back once it's been lost.  Besides that, it is so sad to me that these students still think school is about "earning points" or "avoiding punishment".  The student who cheated on the test needed the answer to a simple division problem for a factor tree that was worth 2 points, but now he may have cost his entire test grade (school policy) in addition to receiving severe consequences.  The student who stole the homework assignment was trying to avoid a school-wide homework punishment, of which he is currently up to receiving a Saturday School because he has missed so many assignments in my class.  He stole an assignment that he had a week to complete on his own, but was too lazy to do so.  So now, he will be receiving a Saturday for that and another one for plagiarism.  Above all, it's just so disappointing that all four students involved are good kids.  They are kids I have seen progress in this year.  They are kids with so much potential.  They are kids who show me glimpses of greatness in both work ethic and math skill. Maybe it is good we have a week off from Spring Break and they can be ready to have a discussion about their actions when we come back.

Sharing and Collaboration

An AP Bio teacher at my school is seriously considering flipping for next school year and it is so awesome to have someone on campus to chat with about the flipped classroom.  His excitement is contagious and he has such great ideas already!  I'm hoping to have some comments from him on my blog soon, I'll link here when I do!

Speaking of connections, via my Flipped Class Survey that was sent out last Monday, I was able to get connected with a teacher about 10 minutes away from me that is also flipping Math Analysis Honors!  We are going to get together next week to chat and share ideas.  Super excited!

Lastly, I was able to have a UC Berkeley student come and observe me on Monday.  She is graduating this June and going to work with Teach for America in the fall.  It was great to be able to show her a completely different type of classroom and chat with her for quite a while on teaching methods, philosophy, and ideas.  I am hoping to get some feedback and questions from her on the flipped classroom soon, and I'll link here when I do!

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!

Every Monday there is a #flipclass chat on Twitter (8pm EST).  Check it out and join in.  Connect with @bennettscience to find out more.

Other Thoughts

Plans are in place for me to be able to go to the ISTE conference this summer with a small group of teachers from my school and I REALLY hope that it goes through.  I looked through all of the presentations and sessions at the conference and there are so many that interest me, including several on the Flipped Classroom.  Thank goodness for a conference close to home!

THINGS I'VE HEARD THIS WEEK THAT I LOVE: 

"They just make me smile..."  post here
From their mouths... Comments and thoughts from my students for this week here.

CHARACTERISTICS AND QUALITIES OF MY FLIPPED CLASSROOM THAT I WANT TO KEEP (this list is now kept on a separate page here and is updated weekly)

CHANGES I'VE MADE THIS WEEK THAT I LIKE: 

1.  Online WSQ for whole class?
2.  Daily Goals with Weekly Deadlines for Algebra 1

IDEAS I'M STILL CONTEMPLATING & EXPERIMENTING WITH (running list each week with updates):

1. Coming up with a list of "key questions" myself for each concept to have handy to ask students, to have students discuss in groups, and to show students what "good, HOT questions" look like and sound like (modeling)... This will be tied in with the "Guided Summary" I will be starting to try out.  I think this is going to be put off in its entirety until this summer.

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.

Thoughts, comments, ideas, your own experiences? Please share!!!

All Reflections from This Year can be Found Here. 

My Goals for the Flipped Classroom

I think it's about time I actually verbalized the goals that I hope to accomplish (for myself and for my students) by using the Flipped Classroom.  Then, in June, I will have a measuring stick to see if my goals were actually met or not.  This is list still a work in progress and I will be adding to it as needed.  I will be starting a new tab on the top of my blog titled "Data" that will track the progress of these goals.

For Students:

Using the Flipped Classroom ideology will increase student understanding of the material as shown by:

• An increase in the percentage of students receiving A's and B's on my Chapter/Unit Tests by an average of 5% over my 2010-2011 students (taught with a Traditional Classroom)
• A decrease in the percentage of students receiving F's on my Chapter/Unit Tests by an average of 5% less my 2010-2011 students (taught with a Traditional Classroom)
• An overall class average increase of 5% over my 2010-2011 students on each individual Chapter/Unit Test

Using the Flipped Classroom ideology will increase student motivation in math as shown by:

• A decrease the number of homework cards students receive by 20% for the entire semester. (1st semester - 219, 230, 206 = 655 HW cards in 3 Algebra 1 classes; 113, 156 = 269 HW cards in 2 Math Analysis classes)
• A consistent decrease in the number of homework cards students receive each week as we continue through the flipped classroom model.
  

For Myself:

Using the Flipped Classroom ideology will allow me as a teacher to:

• Interact with every student (ALL of them) on a daily basis in at least a short math-related conversation.
• Be able to more easily and readily assess student mastery of the content on a daily basis and provide the immediate support they need to succeed.

What are your thoughts on these goals?  Do you have similar goals for your students?  What are some goals I may be missing that I should consider setting?  All ideas and feedback welcome :)

TWRLS

I was able to go to a three-day SIOP training this past summer and took A LOT from it. One of the biggest points was getting our students to do "TWRLS". I had an epiphany earlier this week that my flipped classroom is finally allowing my students to do so.

Thinking
Writing
Reading
Listening
Speaking


Thinking
My students have to think about the content individually before coming to class. They have to try to make connections and ask HOT questions (see link on right) about the material.

Writing
My students have to write a summary at the end of each video lesson. We talk in class about what a "great", "good", and "bad" summary are and have them self-evaluate their summaries daily. They add information in that they realize they missed and challenge themselves to put their learning in their own words in writing.

Reading
My students have to read about math on a daily basis. They read their summaries and they read their group members summaries, offering critiques, questions, and additions to what they wrote.

Listening and Speaking
My students have to listen and speak to each other on a daily basis. They work in small groups of 3-4 students and are forced to work together and talk about the material. Oftentimes, if a student calls me over to ask a question, I ask the group what they think about it first and we are able to have a discussion.

Previously, I would be the one doing most of the Thinking, Writing, Reading, Speaking, and Listening, while my students would be passive participants in my daily display of knowledge. Now it is in their hands, and I love the conversations, thinking, and growth that I have seen!!!

I have this vision...

It has only been 2 weeks since I started the WSQ version (see previous posts) of my Flipped Classroom (last 2 weeks of the first semester), and I am already beginning to see a vision of what I want my classroom to be. I am seeing students hunched over working together, explaining problems in their own words to each other. I am seeing students of multiple achievement levels working together. I am seeing myself walking around and getting asked a question, but before I am able to answer it, someone in the group does. I am seeing students re-watching videos when they need it explained again, freeing up my time to work with more students.

I hope to continue to see this vision become fuller as the students get used to the different type of classroom. I have a lot of goals and visions, but I think this one is a big one:

I WANT A CLASSROOM WHERE STUDENTS ARE DOING THE LEARNING, THE TALKING, AND THE PROBLEM SOLVING.

I'm kind of sick of being the teacher standing up front teaching for 40 minutes and only giving my students 10 minutes to actually work on it before they are sent home to do it on their own.

So far, having a "flipped classroom" is helping me to accomplish that vision.

What does my Flipped Classroom look like? (letter to parents)

I have updated the letter I will be sending home to parents at the beginning of the next school year about what my flipped classroom looks like.  It is edited from an earlier version (January 2012) and is still under construction until I hand it out next August!
 Updated letter link here:

January 2012 letter below:

Dear Parents,
Starting in 2012, things will be a little different in your student’s math class than you may be used to. We will be fully implementing a teaching model known widely as the “flipped classroom”. What is a “flipped classroom”? Please take a few moments to watch the presentation I have put together for you, which can be found at http://prezi.com/8wuzpv14scke/flipped-classroom-instructions/ .

In short, a “flipped classroom” switches around the traditional order of teaching with the purpose of creating a more in depth and supportive environment in the classroom when the teacher is present and able to help students. It allows for students to receive a more individualized math education, thus resulting in them understanding the content at a higher and deeper level than before. In addition, it challenges students to learn how to take charge of their learning, becoming resourceful learners. Lastly, it provides time for more discussion and questioning during class time, helping students to become reflective communicators and to think more deeply about the subject.


What does homework look like now?

For homework, students will be required to watch video lectures created by me, where I will teach them the lesson and give examples in the same way they would receive it in class. However, because the students are watching the lessons on video, they can pause, rewind, or re-watch any segments of the video at any time. This allows students to learn at their own pace and become more self-directed, having to know when they need to go back over a certain concept they did not fully grasp the first time it was explained. Each lesson is specifically designed to be around 8 to 15 minutes long.
These videos can be accessed at www.youtube.com/crystalkirch for home viewing, on SchoolTube for school viewing, or students can get the videos on a flash drive in order to watch them without internet access. All direct links are also accessible at the class website, www.edmodo.com . Because the videos are online, they can be accessed on any internet-capable device, such as a cell phone. Videos can also be uploaded to iTunes from a flash drive and synced with a student’s iPod to watch offline. Other options are also available by request, such as getting the videos on DVD to watch on a TV instead of a computer.

While watching the videos, students are taking copious notes of important concepts and examples in their SSS packets that are provided for them. When they are done watching the video, they write a summary of the concept they learned about. The quality and depth of their summary informs me of how much they truly understood what they watched and what misconceptions they may have that need to be further explained. After the summary, students write at least one question regarding the content. This may be a question that they do not know how to answer and need explained, or it may be a question that they do know the answer to, but is an important piece of the concept from the video. Students are challenged to make their questions “HOT” questions (“Higher Order Thinking” questions) and have been provided with question starters on Edmodo to help deepen their thinking. This process is called a “WSQ” (pronounced wisk), and stands for “Watch – Summary – Question”. Underclassmen (9th-10th graders) are also required to add a “V”erification portion to their “WSQ” (making it a “WSQV”, pronounced wis-quiv) where a parent or guardian signs their summary and question, along with the time frame in which the student watched the video. Upperclassmen (11th-12th graders) parents can request that their students be put on a required “WSQV” contract if their students need more monitoring in finishing the homework.

There will still be a few nights where homework will look like regular “homework”... students will be doing review worksheets and practice problems. This generally occurs the few nights before a test. However, now students have access to the lesson online and can re-watch it if they don’t remember how to do the problems assigned in the homework.


What does classwork look like now?

When students come into class, we begin by reviewing their “WSQ’s” in a variety of ways. We may go over a few sample summaries as a class, or students may discuss their summaries either in partners or in small groups. This time allows the class to refresh their memory on what was watched last night as well as to clarify anything that was not clear during the video lesson. We also go over the questions that students have asked. Similarly, we may go over a few questions as a class, but most often students work in their small groups to ask and answer each others’ questions, whether they know the answer or not. If no student in the group can answer the question, or the group needs more clarification, I am there to be able to answer the question and explain anything that needs further clarification.

After the “WSQ” portion of class is over, students work in small groups on a set of practice problems or activities to help them practice and develop full understanding of the concept. Students are encouraged to work with each other and help each other out and are constantly reminded that one of the ways they can really find out if they understand a concept is by explaining it to someone else. I am constantly walking around from group to group, helping explain things and clarifying confusing parts.
In the “flipped classroom” model, we still take short quizzes on each concept a few times a week and still practice learning concepts by using the songs and chants I have developed. In addition, there is still the opportunity for whole-class teaching and review if the large group needs to go back over a concept. However, most of the teaching is now focused on smaller groups of students who need help on certain concepts, leading to fully differentiated instruction and support.


What does a “flipped classroom” require of you as a parent?

The “flipped classroom” enables you as a parent to be more involved in your student’s math education. Most parents tend to agree that they do not remember much from their high school math classes and do not feel they can support or help their student at all when they are home doing homework. However, with the “flipped classroom”, there are several very easy ways you can help your student:

(1) Provide your student with a quiet place to watch the lecture video (preferably with headphones to limit distractions) each night. If internet access is not available at your house, provide your student with the time to stay after school to watch the video in the school library or my classroom.
(2) Ask your student questions about what they watched and have them read their summary out loud to you.
(3) Read their summary yourself to make sure it sounds complete and makes sense.
(4) Read the question they asked and see if they can answer it.
(5) Encourage them to take their time while watching the videos, which means they pause, rewind, or re-watch portions of the video when the teaching is going too fast or when students need a minute to
make sense of what was taught.
(6) Watch the videos with them so you can learn along with them and help them when it comes to doing regular practice at home the night before the test!


What does a “flipped classroom” require of your student?

In reality, a “flipped classroom” does not change the fact that students are expected to go home and do “math homework” for 30-45 minutes a night. The only thing that is different is the type of “math homework” that they are doing. Instead of doing mindless practice problems where they can do the problems without really thinking about them, get stuck on the problems or do them incorrectly, or simply not do the problems at all because they think the problems are too difficult, students simply have to watch a video, take notes, and reflect in a summary and question. Students are expected to come prepared to class each day with the background knowledge of each concept, ready to learn it better, deeper, and faster. Students are not expected to have full mastery of the content before they arrive in class, although many students will be at that level.

The “flipped classroom” requires your student to take responsibility for their learning in several ways:
(1) Students must plan time to watch the video when they are still fully awake and able to make connections between content. (Before 10pm is highly suggested).
(2) Students must take initiative to re-watch videos they need to see again.
(3) Students must make sure that if they are absent, they still watch the required videos and come to class prepared.
(4) Students must make sure that they take initiative to communicate with me either online or in person if there are issues with watching the videos. This includes coming and seeing me before school, during seminar, or during lunch to watch the videos before class begins as often as possible.


What if your student watches the videos every night but still does not understand the content?

Individualized or small group tutoring and support is still available for students before, during, and after the school day. During that time, I can sit down with them and go over more examples and try to explain it in a different way. Students can contact me anytime via www.edmodo.com to ask when I am available, although I generally have a consistent schedule that is posted in the classroom.


How does the “flipped classroom” work with the Fundamental Structures at [our high school]?

Students will still be held accountable for completing the “WSQ” on a nightly basis, just like a regular homework assignment. Failure to do so will result in the progress discipline policies of the Missed Assignment Cards (“Homework Cards”). The policies listed below are subject to change.
• “WSQ” charts (see sample at end of letter) will be collected on a weekly basis, and students must have a minimum of 60% of the available points to not receive a homework card. Students will receive differing amount of points based on if the assignments are completed on time.
• If a student does not have the video watched before class begins twice in one week, they will receive a homework card automatically.
• The assignments that correspond with the WSQ’s must be fully completed by the next class day. Students are given plenty of class time to finish these assignments working with me and other classmates; however, if they are off task or absent they will have to make it up on their own time and make sure it is fully completed before entering class the next day.

Students will receive points in the HW/CW category of their grade for each week based on the percentage they have completed, so it is very important that students strive to reach 100% of the boxes filled with two points each.




STUDENT NAME: ___________________________________________ PERIOD: _________

[ ] I understand the changes that will be taking place and the expectations for my student. We have internet access at home and watching the videos nightly should not be a problem.

[ ] I understand the changes that will be taking place and the expectations for my student. We do have a computer at home; however, we do not have consistent internet access at home, so please make accommodations for my student.

[ ] I understand the changes that will be taking place and the expectations for my student. We do not have a computer at home, so please make accommodations for my student.

Parent/Guardian Name: ________________________ Relationship to Student: ____________

Parent Signature: ___________________________________________

Best way to contact me from 8am-2pm during the week
[ ] Email: ____________________________________________________________
[ ] Phone: ____________________________________________________________
Questions, comments, or concerns:

Letter to Admin and Counselors about the change

Hello everyone,

I just wanted to make sure you were informed on some changes that will be taking place in my classroom next semester that will affect the students you will be seeing from my class. (Which will hopefully be a lot less than last semester!)

After struggling last semester with a lot of students not completing homework, I began thinking of what I could do differently to help support them at home. After much research and trial during 1st semester, I have adopted a flipped classroom approach that I will be keeping in place for the 2nd semester. My goal is that we see a huge decrease in the number of students receiving homework cards because their homework will now entail (1) watching a video lesson created by me, (2) writing a summary and question, and (3) coming prepared to discuss, ask questions, get help, and work on the problems that formerly would have been "homework" in class where there is support available. I found that a lot of my students would not do homework because they would go home and have no idea how to start even though they thought they understood it in class.

If you would take a minute to read through the letter I have put together so you are informed of what is going on and the purposes of utilizing this teaching method, that would be great. The end of the letter indicates how this method will integrate with the homework card system we have in place at school. ("FLIPPED CLASSROOM LETTER updated"). If you would like any more information or details on the Flipped Classroom, please ask as I have a plethora of resources (blogs, articles, videos, etc) that I have collected during my research period.

A letter has already been sent home to all of my Algebra 1 students and has been returned signed by their parent/guardian indicating their access to technology at home (all but a few have computer and internet access at home). Accommodations have been made for all students without full access to technology. The shortened version of that letter is also attached. (this is the one just titled "FLIPPED CLASSROOM LETTER" and does not include as many details).

Thank you for your support - I really appreciate all that you do! Please let me know if you have any questions or concerns about the new method that will be used next semester. I am excited to see positive changes by the end of the semester that will inform me if I should continue using this method of teaching.

Thanks,