Week 3: Finally getting started!

This was our first full week of actually learning new content in the flipped classroom.  Routines are slowly being put into place and students are coming along at different paces.

Every day when students come in, I have an agenda for the day that looks something like this.  I edit the HOT questions right before class based on what I saw in the online WSQ.

We also review the WSQ expectations.  They were given to them in detail here, and summarized on this slide:

~-~-~-~-~-~-~-~
My big focus for this year is having variety in the WSQ chats.  Here is what we did this week:

Mon - Students had a WPP for this concept, so their WSQ chat was to partner up with someone in class and to go over their problem, work with each other to make sure they solved it correctly.  They then had to post it on their blogs.  Below are links to the MentorMob playlist that they embedded on their blogs.
SAMPLES OF FINISHED WPP'S (I just picked 3 random ones of varying performance) 

Create your own Playlist on MentorMob!

Create your own Playlist on MentorMob!

Create your own Playlist on MentorMob!

Tues - Another WPP
SAMPLES OF FINISHED WPP'S (I just picked 3 random ones of varying performance) 

Create your own Playlist on MentorMob!

Create your own Playlist on MentorMob!

Create your own Playlist on MentorMob!

Wed - We had the "Polynomial End Behavior Dance" (I'll have to post a video sometime, but I am still waiting to get it from my student) and then students were given 16 polynomials that they had to categorize, describe the categorization on a sticky note header, and then answer some questions when I came around to them. (Gosh why didn't I take pictures!!).  I'll just say the dance was to Daft Punk's "Harder, Better, Faster, Stronger" and it was pretty hilarious.
POLYNOMIAL END BEHAVIOR CARD SORT ACTIVITY


Thurs - We did a form of "Peer Instruction".  I picked two problems and gave students time to solve the first one.  Then I had them vote on answers A-E (A-D were real answers, E was chosen if they didn't yet have any of the answers.  In two of the classes, 90% of the students got the correct answer to the first one within the time frame.  So, the students who didn't were told to come to the U after the WSQ chat time (which they did and we went over it together).  In the third class, it was still split about half and half so the students who chose the correct answer were told to get out of their seat and go help an "E".  It was awesome!  Students were up and moving around and found someone to help and they were explaining it.  (Again, I should have taken pictures!)
The second problem I purposely chose to be tough and require something I didn't go over explicitly the night before.  I gave the students two minutes and then purposely had them vote.  100% of the students were at answer E, which gave me the opportunity to explain that imaginary and irrational zeroes have to come in conjugate pairs.  Then I gave them a few more minutes to finish the problem and had them vote again.  Students who had it right moved on to the practice work, and students who were still struggling got help on finishing it correctly.
PEER INSTRUCTION PROBLEMS (I chose several in advance and then based on their WSQ responses chose the two - one from each concept - that I knew would be most beneficial to students.

Fri - We did a whole class activity on sketching polynomials based simply on their zeroes/multiplicities and end behavior.  I put up a problem and students worked in groups to draw it.  For the first problem, I purposely left out the end behavior and let students struggle for about a minute until a few raised their hands and told me I needed to give them more information.
Then, students had to create their own 4th degree polynomial by starting with the zeroes and working backwards.  They were guided through the beginning and then in their groups had to work together to discuss and finish figuring it out.
SAMPLES OF FINISHED STUDENT PROBLEMS
(it's due Tuesday, so only 1 has been turned in so far)
Example 1

On Monday, they are going to do a card chain activity with polynomials.  You can see that activity here.

~-~-~-~-~-~-~-~
I am having students submit their HOT questions both on the google form and write it on their SSS.  So, in the morning I skim through and pick out 2-3 questions that are repeated often to decide on what needs to be focused on that day.  Because they have them also written on their SSS, as I walk around that day, I can glance at the questions and make sure we have discussed them and students don't have any further questions.  Many students are still not writing it on their SSS, but I keep emphasizing it so hopefully they will get in the habit soon.

If there are a few questions that stand out, we will go over them as a whole class before beginning the small group WSQ chat.

Their online WSQ form says this:
The part I’m most confused about is... - use this space to write your HOT question. OPTION 1: If there is something you are confused about, phrase it in the form of a question and write it here. OPTION 2: If there is nothing you are confused about, write a good discussion question for class tomorrow and write out a detailed answer to it. OPTION 3: A final option is to write your own example problem from this concept and solve it verbally step by step.

I've asked students to label their question as either "CONFUSION", "DISCUSSION" OR "EXAMPLE", and then I have some automatic color-coding going on so I can quickly and easily see how many of each I have and which questions are really the "confusing" ones I need to focus on.
~-~-~-~-~-~-~-~
For students who don't come prepared, I have a roster tacked to the wall called the "not prepared" list.  If students are not prepared, they simply put today's date next to their name and get on a computer.  If they do that without asking, no worries, no consequence.  If they wait until I find out they didn't do it, then there is a consequence.  I have told students as long as it doesn't become a habit, it isn't a problem.  Out of my 107 students, I have one who has been on the list 4 out of the 6 days and another 3 out of the 6 days.  I've had individual conversations with those kids and hopefully they will figure it out soon that it's more beneficial to them to come to class prepared.  We will see how the next week goes.

Many students have figured out they can finish their work and start the next video in class with the iPods if they manage their time well.  Hopefully more and more students will realize this.
~-~-~-~-~-~-~-~
In terms of adjusting to the flipped classroom, students are coming along.  The biggest struggle they have is with the technology... not the WSQ part, since they did that over the summer for their review work, but in terms of creating their blog, uploading pictures, creating MentorMob playlists, etc.  For some students, this is overwhelming.  I don't know how I am going to adjust it for next year, but I need to.  50-60% of the students did it without any help beyond my instructions (see bit.ly/kirchblogsetup1 and bit.ly/kirchblogsetup for the instructions they are given).  So, I don't think it's a good use of time to have the whole class go to the computer lab to learn how.  I had a few days after school and mornings where I was available with computers in my room to help, and that put us up to about 80%.  The remaining 20% (approximately) aren't really coming in for help and are complaining and then staying up hours upon hours at night trying to figure it out.  I have tried to be explicitly clear in class that they are NOT to stay up struggling with the technology; if they can't figure it out then wait until the next day to do it together in class, but some students are refusing to do so and continue to stay up hours working on it.  I'm not sure how to alleviate this issue, but I'm still working on it!

I ran into two of my students last year who are now in AP Calc and asked them about the blog stuff.  They agreed that the first couple weeks is really hard but then it gets easy and it's not an issue for the rest of the year.  I was glad to hear that from students who have actually experienced it because that is my perspective; it's just hard to get the current students to understand that.
~-~-~-~-~-~-~-~
I have really tried to amp up my Parent Communication this year.  I am sending out a weekly newsletter update.  I don't know how many parents are reading at this point, but at least I am trying to keep them informed.  You can see my parent newsletters so far here.
~-~-~-~-~-~-~-~
I'm looking forward to the next couple of weeks as students get used to the way things work in my classroom!

Intro to #flipclass for the new year

I decided to make some changes to my "Intro Packet" for this year.  In years past, I have had:

• Syllabus
• Student "checklist"
• Flipped Class Letter
• Student Information Survey
• ... probably more!

Talk about crazy overwhelming stack of papers for students!

So, this year, I decided to put it all in one 3 page (Front and back) packet.  I struggled with deciding if it was too much, but with all the consolidation, I'm happy with it for now and will see how the feedback goes this year to make changes for next year.

So, here are some links!  Feel free to utilize any of this as a resource for making your own.
(I do ask that you don't just copy this word for word though...just like we would teach our students :))

• "Intro Packet" - includes #flipclass "letter" for parents and students as well as syllabus info, student checklist, links, etc!
• First week of School WSQ chart for Math Analysis
• Intro Video for students - same as last year
• Intro Video for parents - same as last year
• Another general intro video to use as a resource
• Other intro videos I used last year 
• ADD YOUR INTRO VIDEOS AND LETTERS to the collaborative spreadsheet.  
• Add your info
• See other's resources

Should I "jump right in" next year?

One of the biggest questions I have for myself is HOW I am going to introduce the flipped classroom to my students next year.

Should I just jump right in from day one and start flipping lessons the first week, just expecting students to come on board and figure it out?

 Or, should I slowly get them used to it, transitioning them from traditional to a fully flipped class?

Before I say what I am thinking right now, I wanted to share what my students had to say.  I asked them this question:

How should I present "Flipped Classroom" to my students next year?  Jump in from day 1? Slowly teach them how it works?  What do you think would be best?



From My Algebra 1 Students:

• I think you should slowly teach them how the flipped classroom works because if you do it on the first day, they will get overwhelmed and it will be confusing to them. This is a hard decision because I think both ideas are good. If you jump in on the first day, it will help breaking the habit of the regular classroom. Also, the students might be excited to be doing something new.
• I think you should tell them about it on day one but begin it after school has been going on for a while. Show them the difference and they will most likely like it better because they can go at their own pace. Not only that you will be able to see who can take responsibility for their own actions.
• Show them some of your videos from this year to give them an idea of what to expect and slowly teach how it works.
• Yes from day 1 so by the end of the year they can keep up with the program. 
• Talk to them what is a flipped classroom and tell them the purpose of the flipped classroom. You can show them examples on your computer or take them to the lab and show them on school tube.
• I would tell them like you told us. only because it helped. BUT you should also teach them more on how to do it. (watch the video, do the W.S.Q)

From My Math Analysis Honors Students:

• In all honesty the best, I feel, to do would be to slowly teach them how it works for Algebra classes but for M.A.H classes jump right into it and give them a little explanation on how it works.
• I think you should just teach Flipped Classroom like it is the normal thing to do because that way, there is no transition, just something they would feel is normal.
• Slowly teach them how it works. Its a huge change.
• I think you should jump in from Day 1, but go through the process with them each day, just so they know exactly what to do. I think it'll be easier that way, because the videos and WSQ have gotten much more easier and simpler to do than our old methods (summary in notebook). 
• Teach them how it works explain procedures and be flexible for about the first week but from then on you can't give much room so that they stick to the schedule and so they can be accustomed to the new system as quickly as possible.
• I think you showed slowly teach them about flipped classroom because they might not be used to a flipped classroom being taught traditionally the previous year. You should slowly enforce the flipped classroom by giving them the easy concepts to do at home and so they get used to being taught through a video.
• I would say jump in from day 1 and teach/introduce "Flipped Classroom" there. That would be best, I think, because it gives them no reason to compare traditional to flipped. Personally, I have been comparing my experience from your traditional to our flipped teachings. If you had started flipped right from the start, I would be more aboard (It's because I liked your traditional teaching).
• Slowly teach them how it works. The first few units do not require a flipped classroom; therefore, it would be more beneficial for them to get used to the idea that they will be using this system from that point on out.
• I think it would be best to slowly introduce the "flipped classroom" so that students get used to the idea the way we did. I think it helped us get used to the idea of a flipped classroom and to learn the different things required of us.

Right now, I am thinking about jumping right in.  The comments in RED above are the ones that really resonate with me.  The expectations would be in the syllabus and from day 1, students would understand what this class would be like and what they need to do.   There would be no comparison to traditional, and all the routines and procedures taught at the beginning of the year would be in line with the Flipped Classroom.

With that, I would start the year with a lot of modeling and training - more for my Algebra 1 kids than for my Math Analysis kids.  I need to model HOW to watch a video and learn from it, how to take good notes, how to write a good summary, how to ask a good question, how to participate in "5 minute WSQ chats", how to manage their time in class, how to self-evaluate and know when they are ready to assess and move on, etc... lots and lots of modeling!

I'm hoping to not change as much next year as I did this year.  Because this was all new to me, I did keep trying new ideas, tweaking things, etc. this year, which did cause some confusion (on the part of me as well as the students) and some frustration.  While I do want to continue to tweak and adjust next year to best meet my students' needs, I am hoping to have a better idea of what I want to do and how I want it to look so my students don't get so overwhelmed with constant changes to the system.

I'm thinking things of doing things like this to teach/model:
1. Watching a video on the projector together as a class.
2. Taking the class to the computer lab and having the students watch them during class time while I walk around to monitor, model, and guide students.
3. Modeling WSQ chats similarly to how I did at the beginning of the year this year.

From the beginning of the year, I want to start:
1. Involving parents and gaining their support by having students call home when they do not show up to class prepared. [Idea from Tom below: Create a student/parent contract that clearly outlines the expectations for all involved - teacher, student, and parent].
2. Trying to figure out schedule-wise how to avoid assigning videos on the weekend.  Or, really emphasizing the fact that students need to be responsible, plan ahead, and work at their own pace.  Just because I suggest that a certain video be watched a certain night doesn't mean that video can't be watched ahead of time if the student doesn't want to watch a video one night due to any reason.

Do you have any thoughts, tips, or advice?  Please share in the comments!

The power of using Parents in the #flipclass

I guess this post should probably be titled "The power of using parents...anytime" because I probably should have used this tool even before I started flipping my class.

Our school has somewhat of a "parent phone call policy" where teachers are pretty much required to call home once a student has missed two or three assignments in the class.  This generally gets annoying, as it takes time from my conference period making phone calls for irresponsible students.

Here's what I've tried this week, and in one week, it's worked wonders.  I'm highly contemplating doing this from the beginning of next year, and then hopefully it won't really need to be done that much anymore!

I posted last week about what I had done last Friday, and I continued doing that all week.  Any student that did not complete their WSQ (Watch the video, answer the Summary questions, and write their own Question) had to call home and tell their parents this:

"Hi _____, this is ______.  I'm calling from my math class because I am not prepared for class today.  I didn't ________________ (watch the video, complete my WSQ, etc).  I didn't do it because _____________________.  I could have come in during the morning, during seminar, or during lunch to watch it in Mrs. Kirch's class before class began, but I didn't"

The parents usually have questions at that point, and I can get on the phone and clarify any concerns, talk about the student's grade, behavior, or any other concerns that I have.  The student has to stay right next to me when I am talking with the parent.  Sometimes, the parent asks to talk to the student again after I am done.

I was a little concerned about doing this at first because of the time it takes me away from the students who actually came prepared and need my help.  However, the students have gotten very good at working with each other and asking each other questions.  Also, although the first two days I did this I had to make 8-10 phone calls in some classes (make a call, walk around and help, make a call, walk around and help, etc), by the end of the week it was 1-2 students a class and really didn't impede on supporting the other students.

I chose to do this because when my students come unprepared, it is 95% of the time not because of access to technology - it is because of laziness and the choice to not do it at home because "I'll just do it when I get to school".   One student does not have consistent internet at home and we had to call on Friday because he did not have the video watched.  So, we set up a plan for him to borrow a flash drive on Monday from me to get the videos for the rest of the chapter.  He forgot to ask for the flash drive.  So we called again on Tuesday, and he had to explain how it was his responsibility to ask for the flash drive and he forgot.

So, what about those parents who aren't available by phone during the class period?  The student had to write a letter home during class, show it to me, and bring it back signed the next day.  Depending on the student, we may have followed that up with a phone call as well.

I really liked this for several reasons:
1. It puts the responsibility on the students for everything, like it should be with homework completion.
2. It doesn't take away from my planning time to make discipline phone calls.
3. It makes the students admit to the parents what they did and have that conversation immediately (and sometimes right in front of me)
4. It encourages the students to do their homework instead of being lazy and putting it off because they don't want to get in trouble with their parents.

Sometimes we forget that our students are still teenagers, and getting parents involved is a great way to keep them on track.

Here are some student comments on having to call parents:

• I actually like this because it informs the parent that the student didn't do their homework.  Now, the parent will keep an eye on the student if they do their homework
• yikes. Please don't pull such mean tricks on us again. Though I was not affected because I continuously try to complete the WSQs to the best of my ability.
• Well I did not have to call my parents, but I think this affected me just to always do my homework and stay on task.  I think it is a good idea for students who don't do their homework to call their parents because it lets them know that their child isn't doing what they need to be doing.  In that case, now parents can ask what is for homework every night. 
• I didn't have to call home but I think this is a good thing to do that way students are forced to do their homework...unless they want to call home which i know no one wants to do
• I believe this motivated me to finish homework on time, but luckily I already do that.  This just showed me the consequences and made me realize that I should never slack off.
• If i had to call my parents, i wouldn't like it but i guess that could also set me straight.
• It didn't affect me much in the work ethic part of class, because I am usually on top of my work, even if I turn it in at lunch. It did show me how much you care for us to succeed in you class though, well on top of what you already do.
• It scared me every time I thought I forgot something at home. :)  I thought it was very effective though because it meant people couldn't slack off without getting some kind of consequence.
• It made me learn my lesson. I actually like it.
• It made me want to complete my WSQ/Hmwrk no matter what! i don't want to stress out my parents or have them worry, or worse get in trouble. BUT it is good that they do get more involved.

What does my Flipped Classroom look like? (Updated Letter to Parents)

Here is an updated letter I will be sending home to parents at the beginning of the school year about what my flipped classroom looks like.  It is edited from an earlier version (January 2012) and is still under construction.

Dear Parents,
Your child has an exciting year of math coming up in my classroom!  Things will be a little different in your student’s math class than you may be used to. We will be implementing a teaching model known widely around the world 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 5 to 15 minutes long, which should take your child between 15-30 minutes to watch, take notes, and reflect on what they learned.

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.  If you have concerns about your child having access to the videos, please let me know and I will make accommodations.

While watching the videos, students are taking 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. This summary will sometimes be a paragraph, but other times will be answering questions I have posed to them to think about and answer.  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 samples as a class, or students may discuss 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 either as a whole class or in small groups. Similarly, we may go over a few problems as a class, but most often students work in their small groups and get assistance from me in a smaller group as needed.

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, students 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 or late.
• If a student is missing any TWO assignments by the end of the week (this includes Watching, Summary, Question, or corresponding Assignment), they will receive a homework card.
• The assignments that correspond with the WSQ’s should  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:

Students Slacking Off

We are hitting the point in the year where students are starting to slack off a little bit.  More and more students are showing up to class unprepared and with the attitude "I'll just watch the video in class".  Not because they don't have technology access, but just because they don't feel like doing homework.  (Well, I do have one student without internet at home, but he has been told repeatedly to bring a flash drive in, or to ask to borrow mine and bring home, but he has refused to do so.  He just likes to be able to use the excuse of "I don't have internet" so he doesn't have to do his homework)

My daily, friendly reminders to the students about the importance of watching the video before class are usually taken to heart.  The majority of the students know that they will get the most out of class if they have already watched it, and they want to be able to participate in the discussion and in getting their questions answered.  They want to work with each other and solve problems together.

However, there are still many students who will find any excuse to not have to give any effort at home.

So, today I decided to get the parents involved  (I have called many parents in the past, but today it was time for a total "takeover").  Every single one of my students who did not watch the video last night called their parents DURING CLASS to tell them that they came to class unprepared.  Then, I spoke with the parents for a minute or two.  Between 20 and 30 parent phone calls were made today.  I plan to continue this daily throughout the next week or so, and longer if possible.

The students were in shock when I told them to go get on the phone.  Most of them were embarrassed because they knew they didn't do what they were supposed to and were now going to get in trouble with their parents on a Friday night.  But, I'm pretty sure they will come to class prepared on Monday.

If not, we will call again.  If anything, I hope the parents finally get so annoyed with daily phone calls that they start monitoring their student's homework completion like they should be in the first place!  I've mentioned before that I realize I'm not a parent, but I'm pretty sure that when I do have that privilege, I am going to make it a priority to make sure my students are getting their work done and check up on them.  I hate it when I hear parents say "they said they did it", or "they said they didn't have any".  You REALLY believe everything your teenage son/daughter tells you?  You don't actually ask to see it?

I started the phone calls during 3rd period today basically out of frustration because 3 of the students have already come to class unprepared this week once or twice before.  Then, I decided to just do it all day to make a point.

We'll see how it goes the next few weeks, but this might be something I implement at the beginning of the year next year.  Students need to know that even though their WSQ charts are turned in at the end of the week and they do have "weekly deadlines", their "daily goals" are still expected to be met ON TIME!  There are very rare circumstances that would allow otherwise (hence the need for a few computers in class, but honestly I would love those computers to be used for students working ahead or re-watching, not for the initial watching).

Students must learn to take responsibility for themselves. They must realize that they are the ones responsible for their learning and their success.  I love how the flipped classroom helps to mold that.  However, on days like today, there are still times for the "adult" to step in and guide the students along to understanding how and why to take responsibility for their learning.

These are the excuses I got today: (ugh I hate excuses!)

1. "My internet didn't work last night" (but this student was in 3rd period and we had an hour long homeroom period as well as an hour before school that he could have watched it)
2. "I had a track meet until 8pm last night" (and you are telling me you didn't know you were going to have a track meet and didn't want to plan ahead...or that you couldn't come in before school or during the hour long homeroom period to watch it?)
3.  "I forgot" (Don't believe that excuse when they have a video 3-4 nights a week)
4. "I watched the video, I just didn't know the WSQ had to be submitted online" (ummm... we've done this for the last 3 weeks straight now and talk about it/show it on the screen every day.)

Overall, it has been a really great week in the flipped class and today is just a reminder that all students of all levels need a little push in the right direction every so often to make sure they stay on track.  My Week 11 reflection will be coming sometime tomorrow :)

Parents and the Flipped Classroom (part 1)

Tonight was Open House, so I had all the parents who came fill out a short survey on the flipped class.  I had 33 parents come out of 180 (18%).

I sent out the survey to the rest of the parents via Edmodo, so hopefully I will get some more responses soon.  However, here's what we have after Open House:

Do you see your student watching math videos at home?

yes 28 85% no 5 15% Do you think the flipped classroom has helped your student in math class? Has not helped at all 0 0% Stayed about the same/haven't noticed a difference 7 21% helped a little 9 27% helped a lot 17 52% Haven't really paid attention 0 0% There was also some open-ended questions, and parents said things such as: (Student) enjoys flipped class. I think this concept should be utilized in more classes. She stays up to late watching the videos, BUT this is better than her doing all her problems that late. I like the new system a lot. Because my daughter is always doing interesting things on the computer.  I want to Congratulate You,  Thanks for always sending me the Text messages  and always keeping in touch about my daughters education, and I hope i keep counting  with your help I have very good comments from my daughter about you. Thank You so  Much and God bless you. No, but I have noticed that (student) has actually been practicing and doesn't stress so much  like she was during first semester.  From what I've seen and what my student has told me about her expierence to this point,  I think its a great tool for teaching. And it appears to be successful in my opinion.  it helps students to do better in class As far as areas that (student) still doesn't understand, I always encourage him to come to you for help. With the flipped class is this taking the place of in class learning to move  on to other areas more quickly?  How has this helped and have you noticed a major  improvement in other students? I think the videos are good and help (student) learn the concepts.  i see him watching and writhing notes  I really think it has helped (student) my son loves it. has not complained about the class. loves math what is the reason for which flipped classroom is used