#flipclass 2012-2013 Week 1 Reflections: Off to a good start!

I blogged a lot this week because I needed a place to process and reflect on everything that was happening.  The first few weeks are always crazy and hard to remember with everything going on.  It was actually really helpful for me to review and talk through what I did and my thoughts on it... so, if you are interested, enjoy :)


Pictures of my classroom on the first day!

Reflections and thoughts from the week:
Day 1 - Algebra 1
Day 1 - Math Analysis Honors
Day 2 - Algebra 1 and Math Analysis Honors
Day 3 - Algebra 1
Day 3 - Math Analysis Honors

Initial thoughts from my students on Wednesday night (first day of school)


So, after week 1, let's briefly talk about the Good, the Bad, and the Ugly.

The Good:

• Overall it seems like most students are positive towards the change.  None of them have had to do the full video/WSQ at home on their own yet, so we will see how that goes later next week.  I really enjoy my schedule and the flow of classes, which always makes things nice :)
• Several students who watched my videos for the summer work but ended up not in my class have already come and asked me if they will still have access to my videos this year even though they aren't my student.  That made me feel great and encouraged.
• Student discussions in Math Analysis have been pretty good for the first couple days and are showing improvement. I'm excited to see where this leads!

The Bad:

• Freshmen irresponsibility and immaturity, but that's to be expected... they'll grow out of it (I hope). I blogged earlier in the week that I don't think many of them are actually used to having to complete homework nightly... so hopefully the routine will come!

The Ugly:

• I can't think of anything that has been ugly this first week...I'm actually fairly satisfied with how it's coming along.  I just hope the transition to modeling/training to actually having the students do it on their own goes smoothly... that's what I most nervous about!

Day 3: Math Analysis Honors

Today was Day 2 of "WSQ chats" and my kids did a really good job! I was overall very happy and impressed.  They may have the "freedom" to choose who they work with a little sooner than I may  have thought.  I have to learn all their names first... then they have to show me they are able to make good choices :)

I gave them two tasks for their second "summer review day".  
#1: In their "small groups", discuss the WSQ questions.  When they are discussing (since they submitted their actual answers online), have out their SSS and PQ problems to go over it.

Note 1: Yesterday we did large groups (of 6) and today was small groups (of 3).  I liked the focus much more.  While they still interacted a little bit cross-group (6 of them were at a table but they were split in half), everyone was much more involved.  I think I may keep the WSQ chats that way.

Note 2: I was also able to do some small group teaching on Piecewise functions.  I love the ability to just say "who needs to go over this?" and have the 8-10 kids that need it to come to the side and then re-teach.  It was really great and I really feel like they learned and understood afterwards.


#2: Work on whatever they need to from Unit A or B or the PT.  Most of them, of course, chose the PT.  I am nervous/anxious/excited to see the results of the test on Wed/Thurs of next week from their summer assignments.  It will be a huge eye-opener to where everyone is at and who I need to focus on more.

My students also have their first WPP assignment this weekend on MentorMob.  I will be posting them to the student work blog.  I am going to have them make their own blogs in about 2-3 weeks once things slow down a bit with the beginning of year learning curve.  Then they will do all the embedding and posting there and I will keep track of it via a Google Reader folder.  With this, they will also be doing their first student-created video... so it should be fun!

Day 3: Algebra 1

Whew. They are coming along. I do have to say I love my schedule so far this year.  2 classes of Algebra 1, seminar, prep, lunch, and 3 classes of Math Analysis.  It gives my day good spacing and a nice break.

I am learning even more every day with my freshmen that MODELING IS KEY!  Like more than what I even think is needed.  Also, I am not sure if they really don't know what to do, if they didn't listen to hear what to do, if they are just lazy and don't do it, or if they just don't realize that this is high school and when your teacher asks you to do something she expects it to be done.

Today we continued watching a video together in class.  Instead of being the "bad model", I was the "good model" and paused it often, thought about what I was hearing to myself (out loud of course), and took some time to process before moving on.  I had the kids do most of that in groups and then share out so they understood that every single student is accountable for every assignment and they can't just depend on their group members to do all the work. We had a few students learn this the hard way.  After each group had 30-60 seconds to talk about a certain question, I went around and had each group share out.  However, instead of a random person speaking up, I specifically pointed at a student in the group and that student had to answer the question.  There was one group where the boy I called on said, "I don't know, they were talking about it". So, we got to have a nice discussion about participation and accountability.  The classmate next to him wasn't listening either.  Of course, being freshmen, they thought it was funny, but we used it as a learning experience.  We did it again near the end of class and I called on the same first boy and he was able to answer, so I felt that was a nice way to "redeem himself" from being somewhat embarrased in class.

The overall attitudes I am sensing right now in Algebra 1 are about half and half.  First of all, my 1st and 2nd period are completely different and I have a feeling once our CST scores come in I'm going to see much higher scores in 2nd period.  They just seem to be a bit brighter.  Regardless of that, some students are having a hard time understanding that it is expected they are active and engaged in their learning because they are so not used to having to do anything but sit there, lean back, and chill out. Some students didn't even take notes during the video as we were watching it together and pausing it, so I had to have a few conversations with those students.  Some responded very positively and seemed to "get it", whereas I still have a few ones who don't seem to want to do any learning or give any effort.  I hope it improves as time goes on.

The most frustrating thing for me right now is I know there are students who are so annoyed that we have to spend time in "training" because they are ready to move on.  However, I know that if I don't spend this time now, I am setting myself up for a year of frustration.  So, I keep reminding them of the goal: Think about how you will be able to learn at your own pace once our "training" is done! Won't it be nice to not have to wait for others, or to go slower if you want?

I also showed them how to complete an online WSQ and their first one is due on Monday.  We actually went over all the questions together, so all they have to do is actually type in the answers.  This will be the first assignment submitted electronically for all students so I will have a better idea who is turning stuff in.  All the other papers I am trying to get recorded but there are so many of them it is hard to keep up the first week of school.

Also, I am going to have to burn some DVDs for a few students who don't even have computers at home. I didn't have to do this at all last year, and I was hoping flash drives would do.  However, I guess in a way I was expecting this.  So now, I need to figure out what is the easiest way to do this - ideas are welcome!

I'm looking forward to a restful weekend and an improved second week. I'm hoping by the end of next week we will be ready to watch videos at home and actually spend our class time the way I want - students demonstrating TWIRLS rather than me doing most of the instruction, getting that one-on-one help, and making progress towards proficiency in Algebra 1.

Day 2 - Algebra 1 and Math Analysis

Now I know why I blogged on my prep yesterday. I seriously can't remember what happened this morning!  Maybe I can gather up some of it.  I really want to document the first few weeks in detail so I can look back for next year.

Algebra 1 (to the best of my ability!)
In 1st period, hardly any students watched the intro video but it was kind of my fault - in the craziness of the first day, I didn't do a great job of showing them where it was at and where to find it.  In 2nd period (which I taught a little differently yesterday), about 75% of the students watched it.  I decided to postpone our "Flipped Classroom WSQ" until tomorrow when all the students are supposed to have watched it.  At this point, students who don't have it watched (after 2 days and a friendly "reminder" today) will probably receive a consequence.

Instead, I focused the first part of class on my KIRCH strategies for success and really talked about why they are important and tried to have a little discussion.  Overall, I think it went really well.  I think it is actually better for me to do that in person and just have the video I had made as a resource to send students and parents to throughout the year as needed.  One of the biggest thinks I emphasized was the "I" - Initiate Communication.  I really wanted my students to understand that they need to communicate with me in all circumstances, whether they are having trouble with the technology, with the class, or with the content.  I hope with all the ways they can communicate with me (with the addition of GoogleVoice this year) it will open up those doors even more.

We also did our first "model lesson" today where I acted like a student watching Chapter 1 Concept 1. They were also taking some notes as if they were watching it, but I basically talked out loud and whatever I was thinking, I said out loud.  I left the video playing while I "went to the bathroom", I texted my friend about the "cute boy I saw at lunch", I didn't pause it when the video said to pause and just copied down the right answers, etc.  It was actually pretty funny.  First period just went along with it, but in second period, when I said "Oh I have to pee!" and walked away, I actually had students yelling at me to pause the video! I loved it! (and ignored them).

We only got about halfway through so we will continue that tomorrow and start the next one.  We will also have our first WSQ chats.  I think I am definitely going to have them do "small groups" for their discussions.  They are in groups of 6, but can be easily broken into groups of 3.  They  need to start small so everyone is involved.

We're a little behind where I planned, but I very happy with how far we've come in two days.

Math Analysis

I only had a total of less than 15 of 100 students NOT watch the video last night, so we were able to have our first WSQ chat today.

I explained what a WSQ chat was (a structured discussion) and explained the role of the group leader:

1. To read the questions out loud
2. To make sure that everyone participates
3. To make sure the group stays on task

I also guided them as to what they need to talk about:

1. Discuss the questions provided from the WSQ
2. Follow along in your SSS packets and add questions, comments, or notes to the discussion that apply to the conversation.
3. Look through the problems you tried on your own and make sure any misconceptions were clarified.

Lastly, it was important to clarify what a discussion was.  

In one class, the group leader just had everyone go around the circle and share their answer.  That was not a discussion.  I mentioned that a discussion means that yes, someone starts, but then someone else jumps in, comments, asks a question, bounces an idea around, etc.  Everyone is involved and joining in at random moments and it's not just "I'll talk when it's my turn"

Tonight, they are watching my "Technology in the Flipped Classroom" video, which will introduce them to the websites we'll be using, including the Blogspot/Sophia, Edmodo, GoogleForms, ThinkBinder, MentorMob, and Student Blogs.  We'll have a short discussion on that tomorrow and then another review day from their Summer work.  I think I will have them work in "small groups" tomorrow just to see the change.  It is nice only have 5-7 groups of 6 students (much easier to walk around to all the groups), but I want to see how the discussion goes in smaller groups.

We shall see! :)

"How are you feeling about the flipped classroom?"

I asked a one-question survey of my students after they watched my intro video.  So, at this point, they have about 10-15 minutes of me talking about it in class, and a 10 minute video explaining it with comments from former students.  Here is what they have to say.  I am publishing it with only 13 responses, but it should auto-update as they come in... right now they are VERY positive (and I'm very happy).  I'm putting myself out on a limb here publishing it before I know how it will turn out, but I guess that is a part of being transparent!

Day 1 - Math Analysis

My afternoon classes went great. I modified a bit of what I did in the morning so I was able to go over everything in time.  Then again, I think it may have just been that they are junior and senior level honors students and I just don't have to wait as long for them to get things done.

Overall, they seemed to react positively to the flipped classroom. I was big on explaining WHY as well as the basic WHAT'S to get them off the ground.  I'm hoping the transition is smooth.  I can already tell that several students will have trouble with the transition, but I hope they will come around.

Tomorrow we start discussing our summer work and so we will be having our first "WSQ chats".  I'm planning on:

1. Having a "group leader" to guide the discussion
2. Having the groups fill out a "group evaluation" at the end of the period to rate how they did as a group.

I'm excited to see how the discussions will go. That will show me a lot as far as how much teaching and modeling I need to do for them.  I still need to think through how much structure I am going to put in place tomorrow since it's such a huge amount of material we are reviewing and not just a normal flip class lesson.

Wow, it doesn't feel like the first day is already over!  Did I have a summer?

Day 1: Algebra 1

I just finished my first 2 sections of Algebra 1. They were okay :).  It's my prep now and I need to debrief for myself and make plans for tomorrow, so I thought - why not blog about it?

First of all, my Algebra 1 classes are the largest ones I have at 38 apiece.  Quite a lot of freshman in one room!  I realized I planned a little too much for the first day and didn't account for how long it might take them to do simple tasks.  I'm in my 6th year of teaching, you would think I would know that by now... but I really thought I planned it out well!

I started the day by introducing myself with pictures and stories to get them engaged.  It took about five minutes and I warned them "they might want to pay attention".  Then, I had them introduce each other to their group members and put their names on the seating chart.  I know absolutely NO names after today... usually I know at least one or two.  It was just crazy, I guess!

Then I gave them their first quiz.  It was a 3-minute, 20 question quiz on me - all of which I answered in my little intro.  I had one "writer" per group, but the paper had to rotate every 30 seconds or so, that way all the students were involved.  I definitely have some students who stick out to me as disengaged, but hopefully we can get them off on the right foot!

Then I asked them one question: "Wouldn't it be nice to rewind me and listen to me again?"  First, they asked, "Does this count for points?" (of course), but I asked them to think just in general in terms of if it was a math test.  I would say 75% of them raised their hands and said YES.

Then I told them that my classroom was going to be different than any they had had before.  I said that at first it's going to seem strange and they may not like it, but they will get used to it and it will really help them.  I explained the basics of the Flipped Classroom to them (just the basic flip of what they would recognize in terms of CW/HW flipping for right now - the other stuff is over their heads for the time being).  I could see some kids eyes light up as I explained the "traditional" way of teaching and how they wouldn't have to feel bored, lost, or overwhelmed anymore.  I really think the first impression was pretty positive (we'll see once they actually have to work and think!!!).

I briefly explained what a WSQ was and then they watched the KIRCH Strategies for Success video (6 min).  In 1st period, I had the students split into their 7 groups with 7 computers (5-6 per computer) and honestly, it was a bad idea.  It took the kids so long to figure out how to open the internet, and then six kids crowding around a computer just didn't work.  So, in 2nd period we just put it on the projector and I was in control of the video.  Either way, I did it as a learning experience for how frustrating it is for someone else to be in charge of your learning and they seemed to get it.  We didn't make it through the whole video, so we will continue to review it tomorrow. I wanted them to write their first WSQ as well, and that didn't happen.

So...
Tonight they are watching their ten minute "intro to flipclass" video and taking notes. They are supposed to complete a WSQ (option for handwritten or online) and ask at least one question.

Tomorrow's plans:
1. Go back over their "hw" for the week, the supplies they need to get, have them put the Google Voice # in their phone, show them quickly how to sign up for Edmodo, etc.

2. Review the FC intro video and answer any big questions.  Discuss expectations for the flipped classroom for students, parents, and teachers.  Talk about how to watch a video for education and not entertainment.  For both of those, I have a live Google Doc I will be adding to every period and it will update on the Sophia tutorial.   Students can turn this in today or go back home and watch it again and turn it in the next day.

3. Review the KIRCH strategies for success (maybe re-watch)?  Have students complete summary individually and ask one question.  Turn this in.

4. Emphasize some important things:
-You must READ
-You must COMMUNICATE if you have questions

5. Watch first "math" video together (5 minutes) on Linear Translations.  Model as a class

goal:
Write a WSQ together (handwritten)
Start PQ1 together

Most likely:
Show how to do WSQ online; have them do at home (already planned)
Do PQ1 at beginning of class on Friday.


Whew! I've got 3 classes of Math Analysis all afternoon.  Most of those kids will already know what is going on because of their summer work but I still need to make sure I cover what I want and get them ready to go.

Anyone else feel like Day 1 just goes way too quick?

FIRST DAY OF SCHOOL...Here's my classroom!

All ready to FLIP from day 1!  Welcome to my classroom!

Students are in groups to facilitate discussion and collaboration

Huge whiteboard used to have screen in front of it (notice where screen is in previous picture).  Now the whole board can be used!)

Desks in rows on side for quiz retaking!

My new front "table" - using the old table as student desks, and took a bunch of random cards to put together for my "stuff"

Flipped Learning Network Podcast

Last week, I was honored to be interviewed by Troy Cockrum for the Flipped Learning Network Podcast.  Check it out here!

Flipped Classroom "Flow Chart"

One of my goals today was to make a "flow chart" of how my flipped class works to help students understand the expectations and what they are supposed to be doing.  Here's what I've come up with so far!

If you go to the live document, most of the boxes have links to external docs that describe the step in more detail.

Link to live document: