I think I finally have all my "intro" videos done. I am going to be modeling for students how to watch a video for learning, how to take guided notes, and how to complete a WSQ. We will be starting off with videos focusing on important parts of the class.
To see my previous intro videos on the Flipped Classroom in general for students and parents, click here:
Students
Parents (English) and Parents (Spanish Captions)
The ones I've recently completed are:
KIRCH strategies for success (kind of like my class rules/expectations/etc).
I'm still going to do one more edit on this (if I have time) and add some more callouts or graphics to it to make it more engaging. It's not at the top of my to-do list, but I'd like to get it done in the next week if possible.
How to succeed in Mrs. Kirch's Class - from former students
Technology in Kirch's Class (a brief synopsis of the six websites students will need to be familiar with)
The six websites are (in order from the video):
Class Blogspot
Edmodo
ThinkBinder
Google Docs/Forms/Spreadsheets
MentorMob
Student Blogpost
All of the introduction videos and assignments will be organized on this Sophia playlist.
Note; It is very incomplete right now (I don't even think most of the videos are uploaded yet!), but in the next week it will be complete. Students will be doing WSQs for all the videos as we practice and learn how to succeed in my Flipped Classroom this year.
Sunday, August 12, 2012
Thursday, August 9, 2012
A post about me and a Guest Blog Post...what a great birthday :)
I've been on a twitter/blog fast for the last 3 days, and I have to say it's been quite nice. I've been tempted to get on and procrastinate or waste time, but I've held firm!
I go back to work on Monday for a week and a half of teacher meetings, and then school starts on the 22nd. Lots to do, lots to sift through... I've got a busy 3 days ahead of me before Monday!
I woke up this morning (on my birthday, at that!) to find two things:
I go back to work on Monday for a week and a half of teacher meetings, and then school starts on the 22nd. Lots to do, lots to sift through... I've got a busy 3 days ahead of me before Monday!
I woke up this morning (on my birthday, at that!) to find two things:
- A post about me on the MentorMob blog for being one of the MentorMob innovators! (post here)
- My guest blog post on the Sophia.org blog! This blog post is entitled "The Flipped Classroom: WSQing into TWIRLS" and talks about the purpose of the WSQ in my classroom. (post here)
And then I logged into twitter and found a ton of birthday wishes from some of my #flipclass tweeps. You are all too awesome :) I had a wonderful relaxing day with my hubby and friends!
Sunday, August 5, 2012
Amazing things with Google Forms! (IMPORTRANGE)
This tutorial is the second of two parts and covers how to use the IMPORTRANGE feature of Google Docs.
The first part (coming soon!) covers the VLOOKUP feature of Google Docs and is a pre-requisite to this tutorial. CLICK HERE
I utilize the IMPORTRANGE feature in my Flipped Classroom to help organize the submissions of Online WSQs.
In the past, I would have to sort through all the WSQ submissions and try to figure out who had submitted it and who hadn't. Then, I would have to constantly open spreadsheet after spreadsheet since there were 3-5 spreadsheets eah week! It was a pain in the butt and took a ton of my time!
Then... here comes the power of Twitter! I made a quick screencast of the problem and what I wanted to be able to do and tweeted it out. That afternoon, I heard back from an amazing new "tweep" who worked on a formula and taught me how to use it via Google+ Hangout.
Since then, I have now applied this formula to merge together needed data from well over 25 spreadsheets and am excited to use it once school begins.
The IMPORTRANGE feature can be used for more than what I show below, but this will show you the basics of what the formula includes, what the pieces mean, and conceptually what is actually happening.
Feel free to leave comments on my blog (I've blocked comments on the YT video itself) if something is confusing. It makes sense to me because I've been playing around with it for a month or so... if it's not clear, please let me know!
The first part (coming soon!) covers the VLOOKUP feature of Google Docs and is a pre-requisite to this tutorial. CLICK HERE
I utilize the IMPORTRANGE feature in my Flipped Classroom to help organize the submissions of Online WSQs.
In the past, I would have to sort through all the WSQ submissions and try to figure out who had submitted it and who hadn't. Then, I would have to constantly open spreadsheet after spreadsheet since there were 3-5 spreadsheets eah week! It was a pain in the butt and took a ton of my time!
Then... here comes the power of Twitter! I made a quick screencast of the problem and what I wanted to be able to do and tweeted it out. That afternoon, I heard back from an amazing new "tweep" who worked on a formula and taught me how to use it via Google+ Hangout.
Since then, I have now applied this formula to merge together needed data from well over 25 spreadsheets and am excited to use it once school begins.
The IMPORTRANGE feature can be used for more than what I show below, but this will show you the basics of what the formula includes, what the pieces mean, and conceptually what is actually happening.
Feel free to leave comments on my blog (I've blocked comments on the YT video itself) if something is confusing. It makes sense to me because I've been playing around with it for a month or so... if it's not clear, please let me know!
Amazing things with Google Forms! (VLOOKUP)
This tutorial is the first of two parts and covers how to use the VLOOKUP feature of Google Docs.
The second part will cover the IMPORTRANGE feature of Google Docs. CLICK HERE.
I utilize the VLOOKUP feature in my Flipped Classroom to help organize the submissions of Online WSQs.
In the past, I would have to sort through all the WSQ submissions and try to figure out who had submitted it and who hadn't. It was a pain in the butt and took a ton of my time!
Then... here comes the power of Twitter! I made a quick screencast of the problem and what I wanted to be able to do and tweeted it out. That afternoon, I heard back from an amazing new "tweep" who worked on a formula and taught me how to use it via Google+ Hangout.
Since then, I have now applied this formula to well over 25 spreadsheets and am excited to use it once school begins.
The VLOOKUP feature can be used for more than what I show below, but this will show you the basics of what the formula includes, what the pieces mean, and conceptually what is actually happening.
Feel free to leave comments on my blog (I've blocked comments on the YT video itself) if something is confusing. It makes sense to me because I've been playing around with it for a month or so... if it's not clear, please let me know!
The second part will cover the IMPORTRANGE feature of Google Docs. CLICK HERE.
I utilize the VLOOKUP feature in my Flipped Classroom to help organize the submissions of Online WSQs.
In the past, I would have to sort through all the WSQ submissions and try to figure out who had submitted it and who hadn't. It was a pain in the butt and took a ton of my time!
Then... here comes the power of Twitter! I made a quick screencast of the problem and what I wanted to be able to do and tweeted it out. That afternoon, I heard back from an amazing new "tweep" who worked on a formula and taught me how to use it via Google+ Hangout.
Since then, I have now applied this formula to well over 25 spreadsheets and am excited to use it once school begins.
The VLOOKUP feature can be used for more than what I show below, but this will show you the basics of what the formula includes, what the pieces mean, and conceptually what is actually happening.
Feel free to leave comments on my blog (I've blocked comments on the YT video itself) if something is confusing. It makes sense to me because I've been playing around with it for a month or so... if it's not clear, please let me know!
Friday, August 3, 2012
My resources from #CUEfliptour - California Flipped Learning Tour!
Had an amazing time the last two days being a presenter at the CUE Flipped Learning Tour, in conjuction with the Flipped Learning Network (flippedlearning.org). We presented in San Jose on Thursday and in Orange County on Friday. See some tweets from the two days at #cuefliptour.
It is amazing to be surrounded by such passionate, "rock star" educators who share my philosophy/mindset of education and are so willing to learn, grow, and share.
I presented two break-out sessions each day, one on technology and the other on how I actually flip in my classroom. You can see the presentations below. We also did an "edcamp" style session where I presented on Camtasia for Thursday and iPad whiteboarding apps for Friday.
"Tech in the Flipped Classroom"
I learned about several other tech tools throughout the last two days, so at some point (before I present this again), I will update it.
Noteworthy new additions would be:
1. Annotation tools - Wacom Bamboo tablet, Jarnal, OmniDazzle
2. iPad whiteboarding apps - Doceri (free on the iPad)
3. Cool Tools - Apple TV to project iPad onto screen (needs wifi)
Links for tech:
See sample videos here:
Math Analysis (Pre-Cal) - kirchmathanalysis.blogspot.com
Algebra 1 - kirchalgebra1.blogspot.com
YouTube Channel - youtube.com/crystalkirch
Tech Websites, Tutorials, and Info
Techsmith products (Camtasia, Snagit, Jing)
Screencast-o-matic
Screenr (Demo/Tutorial)
Sophia.org
IPad apps: Educreations, ShowMe, ScreenChomp (tutorial), ExplainEverything
Many more tech tools and tutorials on Ramsey Musallam's site, Cycles of Learning.
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Take a look inside my flipped classroom - what my flipped classroom philosophy is based on (Focus) and how I have gone about incorporating the philosophy into what I do (Basics).
It is amazing to be surrounded by such passionate, "rock star" educators who share my philosophy/mindset of education and are so willing to learn, grow, and share.
 |
| Me, Will Kimbley, Jon Bergmann, Lisa Highfill, and Danny Silva at OCDE for #cuefliptour day 2. |
I presented two break-out sessions each day, one on technology and the other on how I actually flip in my classroom. You can see the presentations below. We also did an "edcamp" style session where I presented on Camtasia for Thursday and iPad whiteboarding apps for Friday.
"Tech in the Flipped Classroom"
I learned about several other tech tools throughout the last two days, so at some point (before I present this again), I will update it.
Noteworthy new additions would be:
1. Annotation tools - Wacom Bamboo tablet, Jarnal, OmniDazzle
2. iPad whiteboarding apps - Doceri (free on the iPad)
3. Cool Tools - Apple TV to project iPad onto screen (needs wifi)
Links for tech:
See sample videos here:
Math Analysis (Pre-Cal) - kirchmathanalysis.blogspot.com
Algebra 1 - kirchalgebra1.blogspot.com
YouTube Channel - youtube.com/crystalkirch
Tech Websites, Tutorials, and Info
Techsmith products (Camtasia, Snagit, Jing)
Screencast-o-matic
Screenr (Demo/Tutorial)
Sophia.org
IPad apps: Educreations, ShowMe, ScreenChomp (tutorial), ExplainEverything
Many more tech tools and tutorials on Ramsey Musallam's site, Cycles of Learning.
-----------------------------------------------------------------------------------------------------
Take a look inside my flipped classroom - what my flipped classroom philosophy is based on (Focus) and how I have gone about incorporating the philosophy into what I do (Basics).
Direct links to embedded videos and documents from presentation
- Video: What do you get to do in class with the Flipped Classroom?
- Sample Sophia.org tutorial (see my profile page here)
- Sample video clip (see more on my class websites kirchmathanalysis.blogspot.com and kirchalgebra1.blogspot.com
- Sample SSS (guided notes) packet
- Sample WSQ chart (please contact me directly for template)
- Videos: In my Flipped Class
Other resources you may be interested in:
Thursday, July 26, 2012
#flipclass webinar: Tuesday, August 14th 4pm PST
Join me in a webinar about the Flipped Classroom!
Free registration here: http://www.eventbrite.com/event/3915100170
Hosted by Sophia.org
Flipped Learning Network Tour coming to California!
Please join me in this one-day Flipped Learning PD Workshop in either San Jose or Orange County! Details Below...
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The Flipped Learning Network ™ presents the Flipped Learning Tour – Summer 2012 in California AND you are invited.
Ready to head back to school with your class flipped? Sign up for a one-day workshop now and get ready to flip! The Flipped Learning Network (FLN) has partnered with the ISTE affiliate CUE to host these summer training events.
These workshops are highly-participatory; not the traditional “sit & get” events, come ready to dive right into the discussions, help create the agenda, and share your stories. Prior experience in flipping your class is NOT required, but a willingness to be open to increased job satisfaction, increased student learning, and some classroom chaos is mandatory!
Thursday, August 2 --Krause Center for Innovation, San Jose, CA
Friday, August 3 -- Orange County Department of Education, Costa Mesa, CA
Join us for this exciting event with keynote and training by Jon Bergmann,one of the pioneers of flipped learning and co-author of best-selling Flip Your Classroom: Reach Every Student in Every Class Every Day (ISTE/ASCD, 2012). California flipped educators – Crystal Kirch, Lisa Highfill and Will Kimbley – will also participate on panels and sessions.
Ready to head back to school with your class flipped? Sign up for a one-day workshop now and get ready to flip! The Flipped Learning Network (FLN) has partnered with the ISTE affiliate CUE to host these summer training events.
These workshops are highly-participatory; not the traditional “sit & get” events, come ready to dive right into the discussions, help create the agenda, and share your stories. Prior experience in flipping your class is NOT required, but a willingness to be open to increased job satisfaction, increased student learning, and some classroom chaos is mandatory!
Thursday, August 2 --Krause Center for Innovation, San Jose, CA
Friday, August 3 -- Orange County Department of Education, Costa Mesa, CA
Join us for this exciting event with keynote and training by Jon Bergmann,one of the pioneers of flipped learning and co-author of best-selling Flip Your Classroom: Reach Every Student in Every Class Every Day (ISTE/ASCD, 2012). California flipped educators – Crystal Kirch, Lisa Highfill and Will Kimbley – will also participate on panels and sessions.
TechSmith, lead sponsor of these events, is providing each attendee with a license for Camtasia 8 and Snagit 11. And Wacom Technologies is providing Bamboo tablets for hands-on demonstrations onsite. Attendees will be sent a website link with a playlist of videos to watch prior to arrival.
Workshop fee: $199 for CUE members or $239 for non-CUE members.
Register for a California workshop now.
Workshop fee: $199 for CUE members or $239 for non-CUE members.
Register for a California workshop now.
Wednesday, July 25, 2012
My favorite things from 6 months of blogging
I spent some time over the last few weeks reading back through my blog. Yes, all 200 something posts. Gosh I wrote a lot.
But it was very good to reflect during, and definitely after, my first year of flipping.
As I went through, I picked out some posts that struck a cord with me still, and here they are:
But it was very good to reflect during, and definitely after, my first year of flipping.
As I went through, I picked out some posts that struck a cord with me still, and here they are:
3 most important things to think about when considering "flipping"
Conversations and Observations - Every Single Student
Truly differentiated instruction...
9 reasons why I'm a flipping convert
John Wooden and the Flipped Classroom
Why I Flip My Class (Student Quote)
What would you tell a student next year?
3 month blog-aversary... What I have learned thus far
A different type of final exam...
Reflections on Week 19... It's finally summertime and I survived!
7/2/12 #flipclass chat: How will you start next year's #flipclass differently?
Today in my flipped class (Pictures and Video!)
Reflections on Week 5 (Freedom...a good or bad thing?)
What would YOU say? (part 1) - MY ANSWERS
Presenting the Flipped Classroom (part 3 - answers to teacher questions)
I also copied some quotes that stuck out to me that I wanted to remember as I start this next year. Most of them represent "key moments" to me in my year of flipping. They are all from different posts, so I apologize if it's hard to follow:
- I WANT A CLASSROOM WHERE STUDENTS ARE DOING THE LEARNING, THE TALKING, AND THE PROBLEM SOLVING.
- more "question and conversation" and less "checking to make sure they got their work done".
- More interaction with WSQs online and reading each others!
- When I presented the remediation, I gave the analogy of running a marathon (finishing the marathon is like passing the test). I told them that if your goal is to run a marathon (pass the test), you have to prepare. You have to train your body and your mind, or you will show up, try to run it, and puke all over everyone (fail the test miserably). I told them we will be in training for the next 7 school days so we can successfully finish the marathon (pass the test). The training will not always be easy. Sometimes they won't want to come because they would rather relax, hang out with friends, etc. But in the back of their mind, they need to remember that if they don't train, they will show up on the day of the marathon (the day of the retake) and it won't be a pretty picture. I challenged them to think about that when their alarm goes off in the mornings (is it worth it to push snooze or will it pay off if I wake up now and get to school for the 'training' session) and after school (is it worth it to hang out with friends and socialize or will it just pay off to go to Mrs. Kirch's room and go to 'training'?).
- I want students to realize that if they do a good job on their WSQs and don't just write crap down (which right now, most of their summaries are simply crap - two sentences that come straight from the first few things I say on the video with little or no thought beyond that), the WSQs can be very helpful for them in many ways.
- REMIND STUDENTS OF THE OPTION TO WORK AT THEIR OWN PACE AND WORK AHEAD, WATCHING VIDEOS IN CLASS IF THEY ARE ON TASK AND FINISH THEIR WORK!! Only required thing in class is participating in the wSQ chat!!!
- before you take a concept quiz, you need to have (1) watched the video because I do convey more important information than basic rote mathematical operations and examples - the stuff I describe and talk about, the connections I explain, etc are all important to the overall understanding of the material, (2) completed the full WSQ to really cement the information in the student's head in their own words instead of mine, (3) tried at least a few of the homework problems on their own to make sure they can do it without my help on the video.
- I made a few important adjustments in the flipped classroom this week in terms of the expectations I have for students and their WSQ's: 1. Students cannot ask "yes/no" questions. I was getting far too many of them and students were not thinking deeply about the concept. So, I took a lot of my class time this week spending at least a few minutes at each group's table reading their questions and answers, probing them to think deeper, asking them follow-up questions, and then having them write their new answers down in their own words. I wouldn't sign off their "Q" until this was done. Students must use at least three math vocabulary words (mine are bolded below) in the "Summary" part of their WSQ and also in their answer to the questions. This would change the previous question and answer to look like this:
- I told them that I understood that things come up and they may not always have the video watched, but they need to show some sort of concern or care for their education and take responsibility for that action by letting me know in person before the tardy bell rings that they are not prepared. I told them it was unacceptable to come into class not having watched the video and to then just sit there and not say anything about it.
- One of my top students in Algebra 1 stayed after class on Wednesday to talk to me. He was frustrated that I had to take class time out every day to lecture the students who weren't prepared and didn't think the "flipped classroom" was working because I just had to get mad every day. He didn't think it was fair to him that I waste class time getting "mad" at the students who didn't care. I appreciated him feeling open enough to come and talk to me about it and offered some guidance and solutions. First, I made him aware that I do look at the clock and no more than five minutes of class is spent on getting the class started and "kicking out" the kids who need to be talked to. Second, I reminded him that the beauty of the flipped classroom is that you can work at your own pace - whether that be slower or faster than the students around you. I told him that he is more than welcome to be working ahead and starting the assignments before I actually tell the class to get started. He needs to participate in the whole class portions (activities, group discussions, etc), but otherwise he can be working on his assignments. I told him that he can even choose to watch all the videos in one night if he wants and then just work by himself on the problems if he chooses. He was (somewhat surprisingly) very happy and satisfied with my responses and very grateful that he sensed that the flipped classroom could really help him. All in a 5 minute conversation! I am hoping to see him start to stretch and push himself next week; we will see!
- I get to spend about 4-5 minutes with each group (I have 9 groups total in my class, 54 minute periods) basically grilling them about the content. I use their summary as a guide, but mainly focus on their math vocabulary words. I ask them everything about them and have them go deep into the content. I ask follow-up questions and continue to probe deeper. The funny thing is, students think they can just carelessly highlight random math vocabulary words, but with this, they actually have to KNOW them, and know them WELL.
- With that whole responsibility thing, I have found it very helpful to keep a visible "task list" on the standing whiteboard in my room to guide my students. It lists out everything the students have to work on (in order by what I feel should be priorities). Students constantly have things to do, and when they are done with one task, they move on to the next one. It is a visible reminder to them of what needs to get done and what they can work on in case they don't feel like doing a certain task at that moment. I am trying to give them as much ownership as possible, but still feel they need to be guided, and this allows them that freedom within my expectations and boundaries.
- On a final note, on Thursday I did something new with Math Analysis. Normally, the classwork assignment for Thursday would not be signed off until Friday, because if a few students didn't finish it for whatever reason, they would have to finish it at home in addition to the videos. However, on Thursday I told the students that they had to finish the classwork and get it signed off before 4pm that day or they would receive a "red line" (late credit) for the assignment. I did this because I really felt a lot of students were not making good use of their time with the excuse "Oh, I'll just do it at home". (Then, of course, they complain that they have too much to do at home and I give too much homework!!). They don't all know how to manage their time or realize that it is more beneficial to get it done now than to have to do it later. Anyways, it went well and I don't think it is something I will do every day, because it did make several students feel very pressured and rushed, but every so often, I think it's good to throw it in there to keep them on their toes and focused.
- I notice that I still have several groups of students in my Math Analysis classes:
1. The kids who are doing really well, get their work done, and keep moving forward to the next lesson/concept.
-I feel these students are fully taking advantage of the Flipped Classroom and it is so exciting to see them working hard and striving to be their best. I am also able to have these students work as peer tutors and help their classmates if they are done with the work they want to complete that day. It's like having a second me to help in class!
2. The kids who are doing really well, get their work done, and then just feel like sitting there doing nothing (and in my opinion, distracting the students who are still trying to work)
-While I'm glad the students are doing well and getting their daily work done, it does frustrate me that they are okay with "getting their work done so they can be lazy". They could easily work ahead and never haveanything to do at home because they could get it all done in class, but they choose not to. At some points, I have to ignore it. However, this week I had three guys who I had to keep after class and talk with because they started to be a huge distraction to the other students. That was Thursday, and today (Friday), they did much better of continuing to work the whole period. I hope this continues.
3. The kids who are working really hard to understand the material and work the whole period, asking questions when needed.
These are the students I feel the Flipped Classroom helps the most. These are the ones who normally got lost in a normal lecture because the pace was too fast or they needed more examples to understand.
4. The kids who are struggling but don't really get it, and will only ask for help if you ask them directly if they need it.
I check in with these students often, and I hope that as we continue this semester, they grow more confident in asking for help themselves, taking full charge and responsibility for their learning.
5. The kids who are greatly struggling, won't ask for help, and will say they are fine when you ask them if they need help.
I really don't know what to do with these kids. I hope they come around by the end of the year...
- 1. Should I require a certain amount of Practice be done before the "waiver" can be taken even if the students feel they get it? This could be as simple as one problem they have to complete correctly on their own before taking the quiz. Today, I did that for Unit O Concepts 7-8 - I put 3 specific problems everyone had to complete. Then, there was the rest of the assignment for those who needed practice, but those who "got it" could take the quiz.
- I still have concerns about how to teach my Algebra 1 students to watch a video to actually learn the material and not just copy the notes. I honestly think only 20% of my students really know how to do this, but how do I teach them this skill??? I talk often about pausing and rewinding (and even fast forwardingafter trying a problem on their own that I work out for them), but how do you teach them to learn material on their own and actually pause it long enough to think about it and actually understand it rather than just copying the notes down. I really think this is the root of many of my students' problems - they don't get the quality lesson I plan for them because they aren't willing to take the time to process and think about it. They don't know how to tough it out and really learn something if it isn't easy.
- My goals for my Algebra 1 students is that they learn that practice and homework is for THEIR OWN GOOD. Their goal is to practice enough so they "get it", then test out and make sure they get it by taking the quiz (which they can retake if they don't pass), all to be ready for the big chapter test. I think that even after just a few days, this is becoming clear to several of my students and I hope I continue to see progress.
- 2. "Ask 3 then me". Emphasize to students the importance of collaborating with each other before going straight to me to answer their questions.
- I tried to make the connection for them between sitting in a traditional class mindlessly taking notes and sitting in front of a video mindlessly taking notes. There is NO DIFFERENCE if that is what they are doing! I find many of my Algebra 1 students will do whatever possible to just "get through" the video but not really think about it, ponder it, try to make it make sense, etc. because that is what they are used to doing in all their years of education. So, I tried my best to describe to them what the purpose of a flipped class is and how the emphasis should be on the fact that we can use class time more efficiently and effectively for their learning than in a traditional classroom. If they don't process the information and do their best to receive and make meaning of the content in the video, our class time can not be used as well as it could.
- Our students these days need so much more than knowledge of the subject. They have to be taught time management, goal-setting, strong work ethic, value in education, motivation, how to focus, how to ask questions and advocate for themselves...
- I don't feel like I can require every student to submit their WSQ online every night, because many students watch it offline. However, if I don't REQUIRE that the WSQ been done online, I can see many students taking the easy way out and just staying with the written WSQ. The only way I can counteract this is by requiring the WSQs be turned in, so those that handwrite them are still held accountable to the same standards. I have heard some teachers (can't remember who, so if it's you, please tell me :)!!) talking about having students submit their WSQ orally like through a Google Voice number or something they could do with a cell phone call instead of needing internet access. I will need to look into that.
- (2) Flipped Classroom Resources
This week I took the opportunity to present additional "Flipped Classroom" resources to my students. After my "I'm sick of the videos" post last week that has been incredibly popular, I decided to look into additional resources I could provide my students and ways I could encourage them to look for resources for themselves. I found several additional online resources (more videos, online step-by-step quizzes, etc) provided by our textbook publisher as well as a few other teachers' YouTube Channels that have great videos for Math Analysis.
Next year I will be putting together a list at the beginning of the year of all these resources so students know from the start where they should be looking for help. There's really no excuse for them not to learn, and there are so many different ways they can learn that they don't have to ever get stuck in a rut and get "sick" of one method or another.
- Also, since my Math Analysis classes have been flipped for a little over 3 months now, there has been a development in what class time looks like. At the beginning the students need a lot more guidance and structure of expectations and good work habits. Over time, I have found out ways to give them more freedom but still have them be on task. I have definitely tried some things that haven't worked, so I am just continually trying to find more "keepers" to add to my list of what is working.
- TRANSITIONING STUDENTS
- 27/03/2012 00:10:48 sundayfunday34 big mistake for me was not transitioning students well enough, didn't follow gradual release formula well enough. #flipclass
- 27/03/2012 00:11:16 DeliaBush @sundayfunday34 start by watching the videos with them to model how to view them correctly #flipclass
- 27/03/2012 00:11:41 Smacclintic @sundayfunday34 need to spend time on front end explaining reasons to Ss and being clear with their responsibilities #flipclass
- 27/03/2012 00:12:20 runfardvs @sundayfunday34 I call it "potty training". #flipclass students need help getting used to expectations.
- My thoughts: 100% going to be one of my most important focuses for next year and I start with a brand new class. I often tell myself "oh they'll just pick it up as they go through the year". To a certain extent that is true. However, I think I will alleviate some unneeded stress off of my plate by just taking the time to do that in the beginning.
- Class time is becoming more useful as the weeks go by because at first I think (not just me but) everyone was happy because they would have "free time" to talk to friends but I have then began to take advantage of that time and do some problems so that way if I have any questions about it I can just ask the teacher and also it gives me a head start on math homework for that day. The point is that I've begun to take responsibility and been productive during math class. I really like the flipped classroom for that reason that I'll have help while doing my math homework during class. In addition to taking responsibility, it definitely has changed me as a student in a good way because I have begun to think differently about education and taking the responsibility to learn the material for yourself.
3 most important things to think about when considering "flipping"
Conversations and Observations - Every Single Student
Truly differentiated instruction...
9 reasons why I'm a flipping convert
John Wooden and the Flipped Classroom
Why I Flip My Class (Student Quote)
What would you tell a student next year?
3 month blog-aversary... What I have learned thus far
A different type of final exam...
Reflections on Week 19... It's finally summertime and I survived!
7/2/12 #flipclass chat: How will you start next year's #flipclass differently?
Today in my flipped class (Pictures and Video!)
Reflections on Week 5 (Freedom...a good or bad thing?)
What would YOU say? (part 1) - MY ANSWERS
Presenting the Flipped Classroom (part 3 - answers to teacher questions)
- I WANT A CLASSROOM WHERE STUDENTS ARE DOING THE LEARNING, THE TALKING, AND THE PROBLEM SOLVING.
- more "question and conversation" and less "checking to make sure they got their work done".
- More interaction with WSQs online and reading each others!
- When I presented the remediation, I gave the analogy of running a marathon (finishing the marathon is like passing the test). I told them that if your goal is to run a marathon (pass the test), you have to prepare. You have to train your body and your mind, or you will show up, try to run it, and puke all over everyone (fail the test miserably). I told them we will be in training for the next 7 school days so we can successfully finish the marathon (pass the test). The training will not always be easy. Sometimes they won't want to come because they would rather relax, hang out with friends, etc. But in the back of their mind, they need to remember that if they don't train, they will show up on the day of the marathon (the day of the retake) and it won't be a pretty picture. I challenged them to think about that when their alarm goes off in the mornings (is it worth it to push snooze or will it pay off if I wake up now and get to school for the 'training' session) and after school (is it worth it to hang out with friends and socialize or will it just pay off to go to Mrs. Kirch's room and go to 'training'?).
- I want students to realize that if they do a good job on their WSQs and don't just write crap down (which right now, most of their summaries are simply crap - two sentences that come straight from the first few things I say on the video with little or no thought beyond that), the WSQs can be very helpful for them in many ways.
- REMIND STUDENTS OF THE OPTION TO WORK AT THEIR OWN PACE AND WORK AHEAD, WATCHING VIDEOS IN CLASS IF THEY ARE ON TASK AND FINISH THEIR WORK!! Only required thing in class is participating in the wSQ chat!!!
- before you take a concept quiz, you need to have (1) watched the video because I do convey more important information than basic rote mathematical operations and examples - the stuff I describe and talk about, the connections I explain, etc are all important to the overall understanding of the material, (2) completed the full WSQ to really cement the information in the student's head in their own words instead of mine, (3) tried at least a few of the homework problems on their own to make sure they can do it without my help on the video.
- I made a few important adjustments in the flipped classroom this week in terms of the expectations I have for students and their WSQ's: 1. Students cannot ask "yes/no" questions. I was getting far too many of them and students were not thinking deeply about the concept. So, I took a lot of my class time this week spending at least a few minutes at each group's table reading their questions and answers, probing them to think deeper, asking them follow-up questions, and then having them write their new answers down in their own words. I wouldn't sign off their "Q" until this was done. Students must use at least three math vocabulary words (mine are bolded below) in the "Summary" part of their WSQ and also in their answer to the questions. This would change the previous question and answer to look like this:
- I told them that I understood that things come up and they may not always have the video watched, but they need to show some sort of concern or care for their education and take responsibility for that action by letting me know in person before the tardy bell rings that they are not prepared. I told them it was unacceptable to come into class not having watched the video and to then just sit there and not say anything about it.
- One of my top students in Algebra 1 stayed after class on Wednesday to talk to me. He was frustrated that I had to take class time out every day to lecture the students who weren't prepared and didn't think the "flipped classroom" was working because I just had to get mad every day. He didn't think it was fair to him that I waste class time getting "mad" at the students who didn't care. I appreciated him feeling open enough to come and talk to me about it and offered some guidance and solutions. First, I made him aware that I do look at the clock and no more than five minutes of class is spent on getting the class started and "kicking out" the kids who need to be talked to. Second, I reminded him that the beauty of the flipped classroom is that you can work at your own pace - whether that be slower or faster than the students around you. I told him that he is more than welcome to be working ahead and starting the assignments before I actually tell the class to get started. He needs to participate in the whole class portions (activities, group discussions, etc), but otherwise he can be working on his assignments. I told him that he can even choose to watch all the videos in one night if he wants and then just work by himself on the problems if he chooses. He was (somewhat surprisingly) very happy and satisfied with my responses and very grateful that he sensed that the flipped classroom could really help him. All in a 5 minute conversation! I am hoping to see him start to stretch and push himself next week; we will see!
- I get to spend about 4-5 minutes with each group (I have 9 groups total in my class, 54 minute periods) basically grilling them about the content. I use their summary as a guide, but mainly focus on their math vocabulary words. I ask them everything about them and have them go deep into the content. I ask follow-up questions and continue to probe deeper. The funny thing is, students think they can just carelessly highlight random math vocabulary words, but with this, they actually have to KNOW them, and know them WELL.
- With that whole responsibility thing, I have found it very helpful to keep a visible "task list" on the standing whiteboard in my room to guide my students. It lists out everything the students have to work on (in order by what I feel should be priorities). Students constantly have things to do, and when they are done with one task, they move on to the next one. It is a visible reminder to them of what needs to get done and what they can work on in case they don't feel like doing a certain task at that moment. I am trying to give them as much ownership as possible, but still feel they need to be guided, and this allows them that freedom within my expectations and boundaries.
- On a final note, on Thursday I did something new with Math Analysis. Normally, the classwork assignment for Thursday would not be signed off until Friday, because if a few students didn't finish it for whatever reason, they would have to finish it at home in addition to the videos. However, on Thursday I told the students that they had to finish the classwork and get it signed off before 4pm that day or they would receive a "red line" (late credit) for the assignment. I did this because I really felt a lot of students were not making good use of their time with the excuse "Oh, I'll just do it at home". (Then, of course, they complain that they have too much to do at home and I give too much homework!!). They don't all know how to manage their time or realize that it is more beneficial to get it done now than to have to do it later. Anyways, it went well and I don't think it is something I will do every day, because it did make several students feel very pressured and rushed, but every so often, I think it's good to throw it in there to keep them on their toes and focused.
- I notice that I still have several groups of students in my Math Analysis classes:
1. The kids who are doing really well, get their work done, and keep moving forward to the next lesson/concept.
-I feel these students are fully taking advantage of the Flipped Classroom and it is so exciting to see them working hard and striving to be their best. I am also able to have these students work as peer tutors and help their classmates if they are done with the work they want to complete that day. It's like having a second me to help in class!
2. The kids who are doing really well, get their work done, and then just feel like sitting there doing nothing (and in my opinion, distracting the students who are still trying to work)
-While I'm glad the students are doing well and getting their daily work done, it does frustrate me that they are okay with "getting their work done so they can be lazy". They could easily work ahead and never haveanything to do at home because they could get it all done in class, but they choose not to. At some points, I have to ignore it. However, this week I had three guys who I had to keep after class and talk with because they started to be a huge distraction to the other students. That was Thursday, and today (Friday), they did much better of continuing to work the whole period. I hope this continues.
3. The kids who are working really hard to understand the material and work the whole period, asking questions when needed.
These are the students I feel the Flipped Classroom helps the most. These are the ones who normally got lost in a normal lecture because the pace was too fast or they needed more examples to understand.
4. The kids who are struggling but don't really get it, and will only ask for help if you ask them directly if they need it.
I check in with these students often, and I hope that as we continue this semester, they grow more confident in asking for help themselves, taking full charge and responsibility for their learning.
5. The kids who are greatly struggling, won't ask for help, and will say they are fine when you ask them if they need help.
I really don't know what to do with these kids. I hope they come around by the end of the year...
- 1. Should I require a certain amount of Practice be done before the "waiver" can be taken even if the students feel they get it? This could be as simple as one problem they have to complete correctly on their own before taking the quiz. Today, I did that for Unit O Concepts 7-8 - I put 3 specific problems everyone had to complete. Then, there was the rest of the assignment for those who needed practice, but those who "got it" could take the quiz.
- I still have concerns about how to teach my Algebra 1 students to watch a video to actually learn the material and not just copy the notes. I honestly think only 20% of my students really know how to do this, but how do I teach them this skill??? I talk often about pausing and rewinding (and even fast forwardingafter trying a problem on their own that I work out for them), but how do you teach them to learn material on their own and actually pause it long enough to think about it and actually understand it rather than just copying the notes down. I really think this is the root of many of my students' problems - they don't get the quality lesson I plan for them because they aren't willing to take the time to process and think about it. They don't know how to tough it out and really learn something if it isn't easy.
- My goals for my Algebra 1 students is that they learn that practice and homework is for THEIR OWN GOOD. Their goal is to practice enough so they "get it", then test out and make sure they get it by taking the quiz (which they can retake if they don't pass), all to be ready for the big chapter test. I think that even after just a few days, this is becoming clear to several of my students and I hope I continue to see progress.
- 2. "Ask 3 then me". Emphasize to students the importance of collaborating with each other before going straight to me to answer their questions.
- I tried to make the connection for them between sitting in a traditional class mindlessly taking notes and sitting in front of a video mindlessly taking notes. There is NO DIFFERENCE if that is what they are doing! I find many of my Algebra 1 students will do whatever possible to just "get through" the video but not really think about it, ponder it, try to make it make sense, etc. because that is what they are used to doing in all their years of education. So, I tried my best to describe to them what the purpose of a flipped class is and how the emphasis should be on the fact that we can use class time more efficiently and effectively for their learning than in a traditional classroom. If they don't process the information and do their best to receive and make meaning of the content in the video, our class time can not be used as well as it could.
- Our students these days need so much more than knowledge of the subject. They have to be taught time management, goal-setting, strong work ethic, value in education, motivation, how to focus, how to ask questions and advocate for themselves...
- I don't feel like I can require every student to submit their WSQ online every night, because many students watch it offline. However, if I don't REQUIRE that the WSQ been done online, I can see many students taking the easy way out and just staying with the written WSQ. The only way I can counteract this is by requiring the WSQs be turned in, so those that handwrite them are still held accountable to the same standards. I have heard some teachers (can't remember who, so if it's you, please tell me :)!!) talking about having students submit their WSQ orally like through a Google Voice number or something they could do with a cell phone call instead of needing internet access. I will need to look into that.
- (2) Flipped Classroom Resources
This week I took the opportunity to present additional "Flipped Classroom" resources to my students. After my "I'm sick of the videos" post last week that has been incredibly popular, I decided to look into additional resources I could provide my students and ways I could encourage them to look for resources for themselves. I found several additional online resources (more videos, online step-by-step quizzes, etc) provided by our textbook publisher as well as a few other teachers' YouTube Channels that have great videos for Math Analysis.
Next year I will be putting together a list at the beginning of the year of all these resources so students know from the start where they should be looking for help. There's really no excuse for them not to learn, and there are so many different ways they can learn that they don't have to ever get stuck in a rut and get "sick" of one method or another.
- Also, since my Math Analysis classes have been flipped for a little over 3 months now, there has been a development in what class time looks like. At the beginning the students need a lot more guidance and structure of expectations and good work habits. Over time, I have found out ways to give them more freedom but still have them be on task. I have definitely tried some things that haven't worked, so I am just continually trying to find more "keepers" to add to my list of what is working.
- TRANSITIONING STUDENTS
- 27/03/2012 00:10:48 sundayfunday34 big mistake for me was not transitioning students well enough, didn't follow gradual release formula well enough. #flipclass
- 27/03/2012 00:11:16 DeliaBush @sundayfunday34 start by watching the videos with them to model how to view them correctly #flipclass
- 27/03/2012 00:11:41 Smacclintic @sundayfunday34 need to spend time on front end explaining reasons to Ss and being clear with their responsibilities #flipclass
- 27/03/2012 00:12:20 runfardvs @sundayfunday34 I call it "potty training". #flipclass students need help getting used to expectations.
- My thoughts: 100% going to be one of my most important focuses for next year and I start with a brand new class. I often tell myself "oh they'll just pick it up as they go through the year". To a certain extent that is true. However, I think I will alleviate some unneeded stress off of my plate by just taking the time to do that in the beginning.
- Class time is becoming more useful as the weeks go by because at first I think (not just me but) everyone was happy because they would have "free time" to talk to friends but I have then began to take advantage of that time and do some problems so that way if I have any questions about it I can just ask the teacher and also it gives me a head start on math homework for that day. The point is that I've begun to take responsibility and been productive during math class. I really like the flipped classroom for that reason that I'll have help while doing my math homework during class. In addition to taking responsibility, it definitely has changed me as a student in a good way because I have begun to think differently about education and taking the responsibility to learn the material for yourself.
Tuesday, July 24, 2012
#flipcon12 Notes/Reflection table of contents
Figured I should finally publish this, since I've watched most of the sessions... still have several to get to at some point, but here's what it is for now!
See this agenda (in more detail) as well as find out how to register for virtual access to all these sessions here.
I also just found the link to the (free) YouTube playlist of some 2011 #flipcon sessions here.
Monday:
Pre-Conference, MentorMob Meet/Greet, and live #flipclass chat via google hangout
Keynotes:
Brian Bennett
Brian Gervase & Panel
Jon Bergmann and Aaron Sams
See this agenda (in more detail) as well as find out how to register for virtual access to all these sessions here.
I also just found the link to the (free) YouTube playlist of some 2011 #flipcon sessions here.
Monday:
Pre-Conference, MentorMob Meet/Greet, and live #flipclass chat via google hangout
Keynotes:
Brian Bennett
Brian Gervase & Panel
Jon Bergmann and Aaron Sams
- Jerry Overmyer University of Colorado jerry.overmyer@unco.edu
- Ryan Curtis Fort Smith Public Schools, Fort Smith, AR rcurtis@fortsmithschools.org
- Steve Kelly St. Louis, MI xcountry@me.com
- Troy Cockrum St. Thomas Aquinas School, Archdiocese of Indianapolis, IN staenglish78@gmail.com
- Marc Seigel Middletown HS South, Piscataway, NJ marcseigel@gmail.com
- Andy Schwen Roosevelt Middle School, Blaine, MN andyschwen@gmail.com
- Kim Duncan Flint Hill School, Oakton, VA KDuncan@FlintHill.org
- Kim Darche Tarkington School of Evidence, Chicago Public Schools (CPS), IL kdarche@gmail.com
- Anthony DiLaura Zeeland East High School, Zeeland Public School, Zeeland, MI adilaura@zps.org
- Creating Interactive Flip Class Content with iBooks Author
- Mark Carlson Valley View Middle School, Edina Public Schools, Edina, MN marcarlson@edina.k12.mn.us
- Joe Liaw Hinsdale Central High School, Hinsdale, IL jliaw@hinsdale86.org
- Mastering the Mayhem: Using Moodle to Manage and Leverage the Flip
- Brett Clark Evansville-Vanderburgh School Corporation, Evansville, IN mrbrettclark@educationdreamer.com
- Heather Witten Elizabeth High School, Parker, CO hwitten@esdk12.org
- Kristin Daniels and Wayne Feller Stillwater Area Public Schools, MN kadaniels@gmail.com, fellerw@stillwater.k12.mn.us
- Eric Watt and Suzanne Huntemann Carmel Catholic High School, Bolingbrook, IL ewatt@carmelhs.org shuntemann@carmelhs.org
- Ellen Dill Bellingham, MA edill@ashland.k12.ma.us
- Anna F Brown Chicago, IL anna.f.brown@pepperdine.edu
- Jennifer Gray Falcon High School, Falcon District 49, Colorado Springs, CO jgray@d49.org or grayflippedchemistry@gmail.com
- Assessment in the Flipped Classroom
- Amy Larrison Gillan, Ph.D. Saint Mary’s College at Notre Dame, Notre Dame, IN agillan@saintmarys.edu
- Encouraging Student Teachers to Flip Out – Out in Their Placement Classrooms
- Dalia Zygas West Leyden High School, Northlake, IL dzygas@comcast.net
- Dan Spencer Jackson Intermediate School District, Jackson, MI runfardvs@gmail.com
- Flipping Professional Development
- Dr. Sally Lindgren Great Prairie Area Education Agency, Burlington, IA sally.lindgren@gpaea.org
- GPAEA TV- Iowa AEAs in Motion!
Laurie Aaronson ISD 197, Mendota Heights, West Saint Paul, Eagan, MN laurie.aaronson@isd197.orgIf You Flip it, They Will Learn- Crowd-sourcing session with Brian Bennett
- Jac de Haan TechWithIntent.com, Seattle, WA jac@technologywithintention.com
- Invite your Students to Interact with Videos
7/16/12 #flipclass chat: In Class activities
I found this in my drafts folder... guess I never finished it! Here are some great tweets that stood out to me from the 7/16/12 flipclass chat
 |
| I need to make a video on "how to make a video". lol :) I'll put it on my to-do list! More importantly, I think when we start making them it will be important to have discussions about the video quality and what could be done to make it better so they are continually learning and improving. |
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