Two Upcoming Webinars!

I have two exciting events coming up that I hope you are able to join in on!

Please share with your friends and colleagues!

Wednesday, March 20, 2013 - 1pm PST
Hosted by Schoolwires.com and the Flipped Learning Network
Engaging and Informing Parents in the Flipped Learning Process
Presented by Crystal Kirch and Katie Lanier
Free Registration here!

Wednesday, March 27, 2013 - 4pm PST
Hosted by Sophia.org
Flipped Classroom Webinar - Implementing the Flipped Classroom
Presented by Crystal Kirch
Free Registration here!

Wed March 27th - FREE #flipclass webinar

Sign up here for FREE to attend my webinar on the flipped classroom.  

I will be focusing on what the flipped classroom really is and how I implement it specifically in my classroom using the WSQ.  

Hope to "see" you there! 

Analyzing and Evaluating: Math Mistakes in my #flipclass

I've been following the blog "Math Mistakes" for the last several months.  It is basically a blog site where teachers submit mistakes their students make on math tests, quizzes, practice problems, etc and then open the comments up for analyzing, evaluating, and trying to figure out how to help the student based on what they did wrong.  I think it's absolutely brilliant... I have yet to submit any of my kids' mistakes (I need to have a camera with me when I'm grading!), but I am definitely going to start doing so.

So, as I get new posts daily/weekly from Math Mistakes in my Google Reader, I keep thinking... I want to do something with this in my classroom.

As an experiment this semester (and since I'll only be in the classroom another 7-8 weeks, I'm just testing the waters to see what I want to do for next year), I put together an "extra credit" opportunity for my Math Analysis students to play around with the Math Mistakes blog posts.

Here are their instructions:
Students have to choose the Math Mistakes post they want to work with (I have them all organized by Unit on the Google Form) and write a blog post (they all have their own blogs) like the following:

FIRST:

Title of Math Mistakes problem HYPERLINKED with the actual link to their blog page

NEXT:

Describe the mistake that was made fully, completely, and in detail. Be very specific. If possible, it would help to annotate their picture with what was wrong (many ways to do this, you can ask in class)

LAST:

How should they have solved it instead? A picture of your work would be helpful.

EXTRA:

--If there is a question posed in the Math Mistakes blog post, answer it.

--If there are comments on the blog post, respond to a specific person's thoughts

--Add your own comment to the blog post and mention that so I can check it out!

I think this is a great way to have students analyzing and evaluating math work.  I want to start collecting more problems from my own tests and quizzes as I see them and build the library of "mistakes" that we can analyze and work with.

What I'm liking best so far (I've had four kids do it in the last week) is that they have to not only FIND the mistake and explain what was wrong, but then they also have to solve it correctly themselves.

Two of the submissions I've gotten so far can be found here and here.  Feel free to comment on their posts!

What would YOU do with "Math Mistakes" in your classroom?  Share in the comments...

Willing to share? Help a teacher new to #flipclass

I'm leading a workshop next Wednesday (2/20) for about 40 teachers in my district new to the idea of Flipped Learning as well as new to teaching (they are in our BTSA induction program).

While I am quite experienced with high school math "flipping", and have had many conversations about flipping in other subject areas and grade levels, I'd love to have some concrete places to send my attendees to for examples and answers.

The workshop is mainly grades 6-12 from all subject areas, although there are a few elementary.  We are in a low income district - my school is 75% Free and Reduced lunch, but the other schools in my district are upwards of 80-90%.   They are concerned about having a flipped classroom where most students don't have technology at home (yes I hear that a lot, and I have answers!) but also where most students do zero schoolwork outside of school and how that would work in their subject area.  They also want examples of flipped lessons (both the "at home" part and the "in class" part for their specific subject area... and that's what I don't have :)

Thanks for your help in filling out what works for YOU in hopes that it will inspire someone else!

CCSS and Student Blogging

Love this post on student blogging and how it is connected to the Common Core Standards for the Mathematical Practice. I'm excited to explore blogging more with my students next year now that I have a few kinks ironed out.  I might even try to incorporate some of these ideas in the remaining months.

Just wanted to share :)

What's the Point?

My students have really made me think this year about "What's the Point?"... meaning, what is the purpose of what I have them do?  Why do I have them make student videos (which they either love or completely loathe)?  Why do I want them to take quizzes every day or two instead of waiting until the end of the chapter?  Why do I "make" them write a summary and ask a HOT question?

These are all valid questions.  I haven't done a great job thus far of communicating the purpose of every assignment, and it's my goal for the rest of the year to do that.

Today as I was chatting with one of my classes, I explained the purpose of student videos.  From the first semester survey, many students don't like them and see them as a pain because "I don't need any more practice, I already understand the concept good enough from the PQs".  They have seen the purpose of the student videos as practice work for them, which turns into busy work when it's just something they do to get done.  Those comments really stood out to me because the purpose (to me) of student videos is not for "more practice" - I use them as an assessment tool of a students' ability to create their own problem (usually) and explain verbally using proper mathematical vocabulary, notation, etc.  Can they actually explain what they are doing?  That is an important skill I want my students to have.  I assess them with that using student videos.  When I explained that to my last class today, most of their eyes were like, "Oh... that makes sense now!".  Now, will they still complain about having to use technology and stuff... yes.  But, I think knowing the purpose behind their work will really help the quality of their work and their attitude towards it.

I also had similar conversations with my classes about quizzes.  I explained the difference between "summative" and "formative" assessment (in as simple terms as possible).  I said that "formative" assessment is used to inform both them and me of their progress.  Do they need more help?  Where are they getting stuck?  What mistakes are they making?  What connections are they missing?  All of these can be answered by them taking quizzes the day after the lesson to see if we need to re-teach something before it gets too late.  Again... eyes wide open... "that makes sense!"

So, I decided to put together a Google Doc of all the assignments/activities I have my students participate with.  What do I have them do... and WHY do I have them do it?  It's a work in progress (first draft of Friday night thoughts, but pretty close to being complete), but I thought it would be good to share...

I notice that most of my assignments are somehow used as an Assessment tool.  And, most of them are formative (informing) assessments.  Most of them are continually resubmitted until students show proficiency, with no "deduction" on grade for needing to submit it again.  It's pretty clear that one of my goals is to constantly be "informed" about my students' needs and progress by continually assessing them in a variety of ways.

The struggle between freedom and responsibility

This is a 9pm one take post.  It kind of rambles.  Hopefully it makes sense. I'd love your thoughts.

In my honors class, I'm struggling with the balance between asynchronous "work at your own pace" and "here's the deadlines, you need to meet them".

Here's what I'm doing now:

Students have their WSQ chart with "deadlines" for when certain WSQs need to be submitted and when we are going to have our discussions for certain concepts.  They are expected to be keeping up with the pace of the class in terms of being introduced to the content...

However, I try to be flexible with the students and understanding if they are a day behind or if they just couldn't get the WSQ done for some reason.  My mantra is, "You can work ahead, but you can't fall behind", but I definitely have students who are a day behind here or there.

The problem is that they don't catch back up. 

I want to give them that little bit of freedom.  I want to relieve a little bit of stress in their lives if they have a lot going on one day/week.  But I also expect them to take responsibility and make sure they get caught up instead of always being a day behind.

Because of the freedom I give my students, I'm already sensing some students are starting off the 2nd semester taking advantage of that freedom.  They aren't working 100% in class, they are very unfocused, and there is no drive or desire to make sure to get their work done... they'll "get it done later". (That doesn't mean they aren't doing ANYTHING in class... it just means they are behind and aren't making any effort to catch back up, they are just going with the flow at a slow pace).

Tomorrow is the first test of the 2nd semester.  Students have known for 2.5 weeks that they must:

• Finish 6 PQ assignments
• All PQ assignments were supposed to be completed by the end of class on Friday.  On Tuesday when I saw my students again after a 3-day weekend, I had some students who hadn't even begun PQ6
• Submit "Collaborative Answer Key" (a picture of ONE of their PQ problems to share with classmates)
• Collaborative Answer Key submissions could have been submitted for over a week and a half as students worked out problems.  I had received less than half by class time on Tuesday.
• Take 6 Concept quizzes
• Concept quizzes are supposed to be taken the day after they practice the assignment to assess their true knowledge, comprehension, and application.  I had at least 40% of the students on Tuesday who hadn't even started them.  I used to "demand" that certain quizzes be taken certain days, but again I like giving them the freedom (and thus responsibility) to take the quizzes when they are ready for them.  However, when they wait until the last day to take the quizzes, they (and I) don't get the formative feedback needed to make corrections and provide support before the test.  Most of them don't see it that way, so I need to do a better job of explaining purpose (like most things).  However, it also causes me stress because I'm sitting here the night before the test seeing horrible errors that should have been caught way beforehand.  However, students do great when they are working in groups, able to ask questions, and able to refer to their notes.  They think they don't need the help.  That is why the quizzes are so vital - can they really do it on their own?  If not, where are they struggling?  If they never take the quizzes with time for feedback, how can we discuss that?

I don't want to "enforce" quiz days because it goes against one of my goals of relieving student anxiety and, again, giving them freedom and responsibility for their learning.  But if they can't manage it on their own, do I need to re-think that?  Also, it's not all kids, so how do I enforce it with some and not with others who don't need it?  I have to do this with my lower Alg1 kids, but I feel like my honors 11th-12th graders should be able to handle it.  Have I gotten too lax??

Maybe I'm just tired and frustrated tonight.  Maybe they will surprise me greatly on the exam tomorrow.  Honestly, from what I've seen, I highly doubt it.  Regardless, we need to talk about "you can work ahead but you can't fall behind" and talk about what that really means.  Making no progress is not an option.  For example, I have a student who consistently is behind but consistently blames it on going out of town for extracurricular events many weekends... but this student does nothing during the week to try to get ahead or caught up.  Once in a while, that is okay... but when it becomes a consistent habit, it just doesn't cut it anymore.  This student is taking advantage of the "freedom" I am giving and not taking "responsibility" for him/herself, his/her actions, his/her commitments, etc.  The excuses have to stop and responsibility must be taken.

~~~~~~

That comes to students not taking tests with the rest of the class, which was a total bust first semester.  Those students never ended up catching up and were my only F's.  Pretty much all A's and B's with a few C's... and then some F's.  Only 10 total I believe out of 95 - but still way too many when these students were capable of passing but just didn't have the inner drive and dedication to succeed.

When students don't take the test with the class, they are given a make-up date.  It's on my schedule and my calendar, usually about a week later.  However, I did nothing to hold the students accountable between original and make-up test dates.  They had to start the new unit with the class (so they didn't fall further behind), but tested with a new version on the make-up date.  The only reason they would not be prepared is if they didn't take advantage of all the time given to them in class and tutoring opportunities available.  For example, we have done nothing new all week - just practice and review... test tomorrow.  If a student isn't ready, then what were they doing the last 2 days to get ready?  I did not see a lot of urgency during class time from any of the students who have contacted me saying they don't think they'll be ready...

My only thoughts is something like, "If you don't test on the class test day, you must come for ____ outside of class tutorings before the make-up day".  I might try that and see how it works - tutoring is big at our school anyways so it's not something new for the kids.

~~~

Okay, I need to get to bed.  If you got through this, I'm impressed.  And wondering if it made any darn sense, so please let me know your thoughts.   

I want to give my students that freedom.  But I also want them to take responsibility for that freedom and not take advantage of it.  I think that is the line that is not clear right now.

Remember... these are my Honors kids.  Juniors and Seniors.  Great kids, smart kids,... busy kids..., but totally capable kids.  But, like most teenagers, I'm giving them an inch and they are taking that mile...

The only question is - how do I make it more clear?

Flipped Classroom in the News!

I was excited to find last night that the article I was interviewed for a few weeks ago was published!  It is AP, so you can find it just about anywhere (including USA Today!!!), but here is the link to it in my local paper, the OC Register.

Arranging a room for #flipclass

I finally remembered to take some pictures (and a short video + aerial view at the bottom) of my classroom so you could see the layout of how I have it organized.  

I am VERY happy with the layout this year and the changes I made from last year until now (plus, some awesome new acquisitions in the form of tables and computers helped a bit :)).  It's must more efficient but more importantly, conducive to the collaborative, somewhat asynchronous classroom environment I want.  It allows the students to do everything they need to do during class time, and there is space for individual, large group, and small group work - or anything else we need to do!

(By the way, yes I am lucky to have a large classroom, one of the largest on campus.  And the fact that I took these pictures today in my smallest class of 28 kids (the rest are between 33 and 38 students) makes it seem like there is a TON of room!  I have seating for 49+ students between the tables, rows, and stations.  Thank goodness the largest class this year was 39 at one point, but I love having the flexible space.)

There are basically four "areas" to my classroom:

1. Groups - I have 6 tables (or groups of chairs) each for 6+ students.  This is where students are most of the time during class.  They have their discussions in these groups and then are free to move to other tables to work with classmates when doing practice problems.

2. Small Group "U" - This is set up for easy small-group teaching, remediation, support, etc.  Sometimes I will bring a standing whiteboard to the opening and actually go over a problem while the students sit around it (they pull up their own chairs).  Other times, I just sit in the middle in a rolly chair and can easily get around to all the students who need a little extra help or re-teaching one-on-one. I love it!

3. Quiz/Test area - These rows of chairs are used for anyone taking concept quizzes or tests.  On test days, the three tables that are made up of chairs also turn facing the whiteboard so everyone has a spot as needed.  On most days, there are never more students than what the rows have right now.  This makes it easy for me to see who is quizzing.

4. Computer "lab" - I have 3 desktop computers, 2 laptops, and then a half-class set of iPods for students to use.  The desktops are all together and then the two laptops are on desks throughout the room.  iPods are (obviously) portable to wherever students want to use them.  Students can use computers whenever they want/need to in order to watch a lesson, submit a WSQ, or otherwise check something out on the internet!

The view from my desk area.  Here you can see several groups of students working, a student using an iPod (lower right), some girls on the computers, and the small group "U".  This view used to face the "front" of my room and I had a screen that pulled down in front of the whiteboard so it couldn't be used efficiently.  The screen is now moved (you'll see soon...) so we can use that whiteboard space for whatever we need to.

The rest of the previous picture, still from my desk (lots of papers on it and the "U"... that's what happens during finals week!). A few more groups working (you can see these groups are self-chosen of 3's, 4's, and 2's... there's even a girl in the far corner using an iPod with her feet up but she's blocked from view).  Another whiteboard that can be used for... whatever we need!

One of my "computer lab" laptops, as well as where I moved the screen so now it covers a small piece of wall in between two bulletin boards instead of half a whiteboard!

Students LOVE the new iPods. I have 15, but only 4 available right now as I'm still waiting for the color-coded cases to come in (I ordered them from Amazon and they are shipping from Hong Kong... guess that takes a while!).  It's funny how there will be computers available but they will prefer to use the iPods.  I'm still figuring out the system for all this, since I just got them in December.  Not sure how I'm going to do the check-in, check-out process, etc.  Hence why this student is sitting how he is with the iPod plugged in - the iPods were all dead from last week but none of the students mentioned that so I didn't have them charged!  I'm hoping to figure out how to manage all of it once the rest of the cases come in.

The "Quiz/Test Area". Students come here whenever they are ready to take quizzes, which are completely self-directed and self-paced.  They are not on a computer (I check too much of their work in math!), but everything is organized on the side wall (right where the picture cuts off) with a different version of the quiz every day (I love Kuta Software!) and I hardly have to do any management at all.

My "U". Empty now, but well used, enjoyed, and appreciated.  This is so great for small group teaching and help.

My mini "Computer Lab" of desktops.  Thank you to the school for providing them!!

A view from the back door of the classroom.  Here, (from left to right), you can see my desk, the small group "U", the screen for daily announcements or any whole-group information, some groups working, and the front door. 

And, for you visual readers... here's what it looks like all put together:


A quiet day during finals week... but you can see the room arrangement :)



And, an "aerial" view.  See bigger document here.

Hope you enjoyed a glimpse into my classroom!

Flipped Learning Network Podcast #28 - Collecting Student Feedback

Had a blast on Monday talking with Troy Cockrum about how I collect student feedback on the flipped classroom (oh, and some other stuff, like Survivor!!!!).  You can see my first semester student feedback posts listed here.  

Why collect feedback?  Oh there are so many good reasons.  Just a few that come to mind right now...

I think we all have the goal of helping our students succeed to the highest level, and hearing their thoughts on the positives and negatives helps us to see it from a new perspective.  Sometimes the suggestions they make are things we would have never thought of, and sometimes just the smallest tweak will make a huge difference for the students in ways you wouldn't have considered.  Giving them the opportunity to have their voice heard gives them ownership of the classroom and builds a deeper, more trusting relationship between teacher and student.  While constructive feedback must be taken with professional discretion (i.e. when I have students say "We shouldn't have to take quizzes anymore because they are hard"), it is very eye-opening.

So my challenge to you as the semester ends is... have YOU collected feedback from your students yet??  If not, DO IT. Then share. Blog. Reflect. Analyze.  Think. Modify.  Do it.

Listen to the podcast episode here, 

or find it in the iTunes store under the 

Flipped Learning Network Podcast.