#flipclass 2012-2013 Week 5 Reflections: loving the changes!

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amazing 
room 
setup! 





Week 5 - Check!

The school year is in full swing and I feel like some things are finally starting to become routine.  Here are the highlights:

• Four new visitors
• The other two Algebra 1 teachers and then two teachers from another school site came on Tuesday to see what was happening in my flipped class.  All of them were really impressed with what they saw - again, with the students interacting with each other and the way they were able to work together.
• The other two Algebra 1 teachers at my site will be beginning to flip their classes soon, and this gave them a great visual perspective of what the flipped classroom actually looks like, and it allowed them to see that it is more than the videos.   They stayed all day so were able to see both Algebra 1 and Math Analysis (two different worlds!). I'm excited to work with them and continue to give them ideas as they make the transition
• Loved the new classroom setup
• U-Shaped small group is amazing. Well worth the hard work of moving those super-heavy tables!
• Algebra 1 students making videos
• First sub day = amazing
• I am out once a week for the next 7 weeks and about 20 times total all year.  I will be having one of my friends sub for me every time and it was wonderful to find out that the first day went AMAZING... even with my freshmen! It gives me so much more confidence when leaving my classes this year that the days will go well :)

• Other Posts this week:
• none. This week was crazy. I'm hoping to breathe a little this weekend

algebra 1.

seating change. It was time to change seats in Algebra 1, so on Monday they got a new seating chart now that I know their names and a little more about them.  So far, it has been really great this week and I haven't had some of the issues I had in weeks past.  

new room arrangement. In addition to new groups, I also utilized the "u-shaped" small group area I showed in last week's reflection and it was really really really awesome!  I looked at the online WSQ responses and recorded how many of the "secret questions" the students got correct.  The students that got 0 or 1 correct I asked to come to the middle table once the WSQ chat was over.  We worked through the PQ problems together.  It was actually really neat! (I know I've already said that a lot, but seriously it went so well!).  I would go over one with them "normal teaching style" with them helping me.  Then, I would have them try one with the people around them while I did a quick walk around the room.  Then, we would go over one again together but with them telling me the steps. Sometimes, I would have the students do it on the whiteboard.  It was just awesome to feel like I was able to reach the needs of the struggling learners, help them feel confident, and pull them out of the "normal group setting" where they might be afraid to ask questions and get help.

Some students felt they understood it (even though the missed the questions the previous night), so I did make them stay for a couple examples and then they could go back to their group if they felt confident.

student created videos. Thursday and Friday my students made their first "teaching" videos for Chapter 1a Concept 3. They had to write their own equation, solve it with a partner, and then record the videos.  These are far from ideal, but they are better than I expected :).

The instructions I gave them were:
1. Work out the problem on paper first to make sure you are doing it correctly.
2. Both partners must talk through the problem at some point.

Structure for the video:
1. "Hi, this is _____ and _____ from period ___. Today we are going to be doing a Chapter ____ Concept ___ problem."
2. State the problem
3. Solve it step by step
4. "Thank you for watching"

Areas for improvement
1. Some groups still solved the problem wrong!
2. Some groups talked so quietly it was hard to hear them
3. Some groups recorded in the middle of the classroom where the background noise was really loud rather than going to the corner, to the back room, or right outside.

Plans for next time:
1. Students will have to watch their own video and write at least two positives and two places for improvement.
2. Students will have to watch at least one other group (maybe 2) and do the same thing
3. Class discussion on making better videos

See the Algebra 1 videos below :)

Create your own Playlist on MentorMob!

Chapter 1 Test results.  My students did very well overall, although I am still waiting for about 10-12 students to take the test (that's another story, they will have opportunity #4 coming up next Friday after yet ANOTHER phone conversation with the parents).  Once I get all the test results I'll post the data but overall I am very impressed. I can't really compare this to last year because I don't know if the kids are comparable yet (I guess I could look at CST scores?).  We'll see, once I have time to sift through it.
Update on the week based on my plans and goals I wrote in Week 4

1. Make intentional time to "interview" and talk with every group about the math.

• I feel like I am getting time in every day to talk with every student, but I still want to improve the quality of the conversation and focus it less on "how are you doing, what did you get done" to actually "quizzing them" about the math and having them explain things to me.

2. Actually look through my students' work in their notebooks. Ask them questions. Have them work out the problems in front of me.

• I checked through a lot more this week.  The student-created videos are also a very eye-opening tool

3. Ask students to solve problems on their mini-whiteboards more often for me to look at.

4. Make intentional time for "small group" instruction on whatever concepts I feel need the most focus.  

• Yay for my new seating arrangement! This makes it so much easier!

algebra 1. My plans and goals for this next week:

I feel like the four goals I have listed above are ones I want to keep for a while, until they are accomplished or become such routine and habit that I am doing them without even thinking about it.

1. Make intentional time to "interview" and talk with every group about the math.
2. Actually look through my students' work in their notebooks. Ask them questions. Have them work out the problems in front of me.
3. Ask students to solve problems on their mini-whiteboards more often for me to look at.
4. Make intentional time for "small group" instruction on whatever concepts I feel need the most focus.  

algebra 1. My continued focus for improvement: 

1. I still haven't really done anything with the HOT questions in class, besides ask the students if they got them answered.
2. WSQ resubmissions are coming along and many students are "figuring it out", but there are just as many who haven't.  I don't know if their writing skills are that poor or if they don't understand the expectations.  Either way, still need to grow here!

math analysis.

It's been a good, but long, week.  Monday was the Unit E Test and I had 1/3 of my students NOT come prepared.  They got a nice "friendly" conversation before calling home and telling their parents they weren't allowed to take the test until the make-up day of Friday.  The students were disappointed, frustrated, and mad at themselves.

So, of course I expected wonderful things Friday morning.

Instead, students saunter in when they wanted to (7am sharp was the test time), didn't have their WSQ charts signed off yet and expected me to look through all their work that morning, or didn't even have the assignments complete still.

Needless to say, they got another "talk" and it wasn't a friendly one.  And I personally called the parents. (still have a few more to get to). 

So, the big question I am asking myself is: "Is this 'stress' going to be worth it once students figure it out?".  My answer right now is YES. I can't give up on my "policy" of requiring students to be ready to take the test by having all assignments completed just because 1/3 of the students struggled with taking responsibility and managing their time the first time around.  I expect much fewer students to be in that group on Thursday for the Unit F Test.  The next opportunity to make up Unit E is Friday, so they have a busy week.

Students have created their blogs for the most part and will start posting on it this week.  For Unit G, instead of typing their Guided summary answers on the google form, they will be posting them on their blog.  The main purpose in this is to get used to using the blog for simple posting, working with the text tools, and adding images.  They are also learning how to embed videos and MentorMob playlists into their blog posts and pages.

In other news, let's see:

• Did small group teaching at the U once this week and it was really helpful for the students who needed it
• Students are taking more initiative in taking quizzes in class (although if it's a retake they really should be doing it on their own time).
• Students are working hard and are self-directed and focused for the majority of the class period.

Update on the week based on my plans and goals I wrote in Week 4

1. Meetings with students who did not succeed on Unit E test.  Look at their PQs, SSS packets, study habits, work habits in class, time management, etc... all to help them get on the right track. 

• These will be happening next week since I had so many students not take the test.

2. Hold students more accountable for getting a few things signed of EVERY DAY on their WSQ chart, including quizzes.  A little hand holding might go a long way in helping them learn time management.

• I've tried to do a better job with this, but it still needs to be emphasized.

math analysis. My plans and goals for this next week:

1. Meetings with students who did not succeed on Unit E test.  Look at their PQs, SSS packets, study habits, work habits in class, time management, etc... all to help them get on the right track. 

2. Hold students more accountable for getting a few things signed of EVERY DAY on their WSQ chart, including quizzes.  A little hand holding might go a long way in helping them learn time management.

3. Students will be blogging the summary part of the WSQ this week... it will be interesting to see how it goes!

math analysis. My continued focus for improvement: 

1. Challenging the students that need challenging and working with the struggling students (I already know exactly who they are).

2. Continuing to do small group teaching at the U every day as needed.

#flipclass 2012-2013 Week 4 Reflections: long week, but still some progress!

Hard to believe we finished the fourth week of school!  Honestly, this week was a blur.  Starting with finding out Monday morning that my class was broken into over the weekend and two laptops stolen, to having summer exam make-ups for my Math Analysis students Tues/Wed both before and after school (craziness ensues, but at least it was on my timetable and not on theirs), to a pep rally assembly on Friday for the big rivalry game... I honestly am having trouble trying to remember this week!

This week I tried to focus on the use of "flex time" (Thanks Graham and Carolyn!) as well as remind my students what our goals were in a flipped classroom. 

In addition, I had some visitors on Thursday who really loved what they saw, specifically in the interactions students were having in class and how they were working together to clarify questions.

I also rearranged my furniture on Friday afternoon, creating a u-shaped "small group" area in the middle of my classroom.  So, now I have table groups around the edge, quizzing rows on the right side, and a small group focus area in the middle.  We'll see how I like it this week, I may rearrange on Friday :)

• Other Posts this week:
• We had a live G+ Hangout for our weekly #flipclass chat this week.  I was honored to be a live guest and chat with 9 other amazing educators about norms in our flipped classrooms.  Watch the hour-long video archive here. 
• I ran into three former students in the last week.  Read their encouraging comments here.
• See the progression of my Math Analysis students in asking questions (HOT ones!) and what I had them do with them in a two-part post here and here.
• The three things I hope my students can clearly see are our goals and purposes of our flipped classroom...I sent these out on Edmodo, talked about them in class, and blogged about them here.

algebra 1.

My Algebra 1 kids are showing improvement. I remember writing that last year every week as well, and I think that is just fine... as long as we continue to progress.

I had to remind my students of two important things this week:

1. Communication and Responsibility.  I had 3-5 students in each period this week not watch the video before class and not communicate with me.  I want them to know that I understand if something comes up and they can't do it at home once every so often (NOT if it becomes a habit though!!), but I do expect them to communicate with me BEFORE HAND (I have a GVoice number they can call or text if they can't email or Edmodo me).  My freshmen students are having a lot of trouble understanding that point.  I spoke with the students who that applied to individually outside and the next day, it was better.  There are still a couple who I just don't know what to do with because they don't get it - and parent phone calls home don't help!

2. Three important parts of succeeding in the flipped classroom

• You MUST take notes in your SSS!
• I have some students who still watch the video and write zero notes down.  One in particular came in for tutoring on Wednesday morning and needed help so I asked him to get out his SSS packet... which was empty for that concept!  He said that he watched the video, but took ZERO notes.
• I probably need to do a better job of being "anal" in checking their notes the first few weeks of school next year.  I didn't do that this year and I hope it's not something I regret. Students aren't used to this freedom and responsibility.
• You MUST answer the "Secret Questions" to the best of your ability!
• This only applies to a few, but I have some students who write their answers as "Idk" or "this was tricky" instead of actually giving me an answer.  I tell them that even if it is wrong, they need to give me their answer because it helps me find out where they are stuck and if several students have similar wrong answers I know what misconceptions to address.
• One random note, I find it "funny" when a student answers the last question on every WSQ like this... "The part I'm most confused about is... nothing, this was easy". And then proceeds to get all the "secret questions" wrong.  Metacognition and self-awareness training needed!
• You MUST check your answers to your PQ's
• Students will still lie to my face about checking their answers.  They will call me over to sign off their PQ and I will ask them, "Did you check your answers?".  They will say yes to my face, and I will glance at a couple problems which are glaringly wrong... I'm not sure what my next move is here.  I have gone over this daily, gone over the importance of it, why we do it, had them discuss in groups and come up with reasons for checking... but still DAILY I have multiple students in every period lie to me that I catch, and I know multiple more that I don't catch.  I'm wondering if a consequence would help alleviate it, like if I catch you lying about checking your answers you will get 15 minutes of detention?  I hate using punishment like that but I am not sure what else to try...
• The reasons WHY I want students to check their answers (which we discussed in class) are:
• To make sure they are doing them correctly
• If they aren't doing them correctly, to know that they are doing them wrong so they can ask questions
• To get help when they need it, which sometimes they don't know until they see a wrong answer.

In other news, students took their Chapter 1 test this week.  Well, some of them did.  In period 1, 13 of 38 students took the test and in period 2, 23 of 36 took it.  I warned them that if they did not have all their WSQ assignments signed of (or completed ready to be signed off) by test day on Wednesday, they would not be able to take the test.  This included online WSQs, HOT questions, PQs, song/chant recitation, quizzes (at least taken, preferably passed), and any other activities (they did a "write your own word problem" poster this chapter).

I don't think they really took me seriously, to be honest.  Out of the students who weren't able to take the test, about half of them are "really good kids" who were just missing one or two things.  Others really haven't done much.
(I have had more parent calls and counselor meetings in these first three weeks than any year in the past, but part of that is my effort to try to support the needy students EARLY with the hope they will not struggle as much if we can figure it out now instead of once report cards go home).

To not make this crazy for myself, while half the class was taking the test, the other half was calling home informing their parents of the situation and the make-up date.  Students have to come in at 7am on Tuesday to make it up.  All in one day, so I don't have to make more separate versions and make my life crazier.

Now... I am prepared to have students in one of three camps on Tuesday:
1. Students who finished all assignments and show up ready to take the test.
2. Students who haven't finished all assignments but still show up Tuesday to take the test (and won't be able to)
3. Students who don't or "forget" to show up.

Ideally, all my students would be in camp #1.  But, I am not going to be idealistic and believe that to be true.  So, the question is... what am I going to do with students in Camp #2 and #3?

I have already given them the "support card", so I can't give them another one because it is for the same set of assignments.  I could call home again. I could send them to the office on a referral.  I don't know what would work for some of these lowly motivated students.

I have considered saying, "Well, you can't start Chapter 2 until you finish Chapter 1 assignments", but honestly right now, that is creating more stress and craziness for my life than I need with students who are not mature or ready for that freedom.  I would then have to monitor how much they are actually getting done to catch up with the class and consistently bug them to get caught up, and then in reality, how are they ever going to catch up?  I know in an asynchronous, mastery-based classroom that is how it happens, but in a class of poor-performing, low-motivated, freshmen students who have already failed Algebra 1 at least once... it doesn't work that way.


For the students that took the Chapter 1 test, all but 5 got a C or higher.  Students who get a D or an F will have an individual meeting with me so we can look at their notes, their PQs, etc and talk about how to better prepare themselves, how to track their progress, how to ask questions, etc.

Lastly, Chapter 2a starts the first chapter I am requiring my students to resubmit their online WSQs if they did a really crappy job the first time.  My students are not reading the questions or answering them fully. So, we went over it on Friday, and for Concepts 1 and 2 they either got "approved" or "must resubmit".  These resubmissions are due via Edmodo by Monday, so we will see how they go. 

Update on the week based on my plans and goals I wrote in Week 3

1. Make intentional time to "interview" and talk with every group about the math.

• I did a good job of this one or two days this week. It's still on my goal list for this next week.  Period 2 still has some major immaturity (and thus classroom management) issues that I find myself having to do more management and "stay on task" than actually engaging with the students.  I'm hoping our seating change on Monday will help a little with that.

2. Actually look through my students' work in their notebooks. Ask them questions. Have them work out the problems in front of me.

• Did a better job of this, but still not satisfied with the progress my students are making. Why do I encounter students like this every year?  Ones that are so well-trained to just lie to themselves... act like they have the work done but don't understand it but won't ask questions?!?!  Where does that come from? When does it begin? How can we stop it?

3. Ask students to solve problems on their mini-whiteboards more often for me to look at.

• I did this every day this week.  It also holds them accountable to actually doing what I ask them to do.

4. Make intentional time for "small group" instruction on whatever concepts I feel need the most focus.  I am doing this in Math Analysis at the  :30 of every hour and I think that may work in Algebra 1 as well. 

• I was only able to do this on Thursday.

algebra 1. My plans and goals for this next week:

I feel like the four goals I have listed above are ones I want to keep for a while, until they are accomplished or become such routine and habit that I am doing them without even thinking about it.

1. Make intentional time to "interview" and talk with every group about the math.

2. Actually look through my students' work in their notebooks. Ask them questions. Have them work out the problems in front of me.
3. Ask students to solve problems on their mini-whiteboards more often for me to look at.

4. Make intentional time for "small group" instruction on whatever concepts I feel need the most focus.  

algebra 1. My continued focus for improvement: 


1. Student responses to the online WSQ questions. I'd like to do some more critiquing of their writing (in a positive way) and show students what great, good, poor, and bad responses look like and how to improve them.

• We'll see how the resubmissions go this weekend. I hope to see improvement with the WSQs they will be submitting this week.

math analysis.

Math Analysis is still going well. I am actually very happy with the progress we are making.  Students have seemed to adjust well to the routine.

There are just a few areas of concern:

1. Students must complete all their WSQ chart assignments before the test.  However, I am not strictly enforcing daily deadlines, just suggested pacing as they work through this.  I'm hoping that students learn from experience and learn to manage their time for THEMSELVES, not because a teacher is forcing them to.  We just finished Unit E on Tuesday, and they are taking the test in class on Monday.  I had many students who had taken NO Unit E quizzes until after Tuesday (when they are supposed to be taking them daily), and even more who showed up Friday wanting to take them on the last day.  They can only take each quiz once per day, so they are causing stress for themselves and me.

Right now, they just have to have "taken" the quiz to be approved for the test, but I am considering implementing that they must have "passed" the quiz to be approved for the test (which makes sense...).  My only concern with that is I think many more students would not take the test on the class day, causing more make-up/re-takes to happen later on.  Would implementing that "rule" encourage students to make sure to start the quizzes earlier, since if they didn't pass them they won't be able to take the test on time, and would also receive a "support card"?

2. I am dealing with a little bit of resistance from some students who are struggling with the flipped classroom.  I have had individual conversations with these students and I hope that their attitude improves.  I feel like a lot of it is coming from the fact that they feel they can be resistant because it is a change, but they don't necessarily realize that these changes are fully supported by the admin, counselors, and my colleagues...I am just the first one to be trying them.  We'll see how this improves as time goes on (oh I hope!)


Update on the week based on my plans and goals I wrote in Week 3

1. Mix it up - WSQ chat variations and  2. More uses for the questions they come up with.

• I really like what I did with the HOT questions this week. (see posts above)
• Having students write answers on the whiteboards holds them accountable, so that even if I'm working with another group, I can see what the others groups have been doing.

math analysis. My plans and goals for this next week:

1. Meetings with students who did not succeed on Unit E test.  Look at their PQs, SSS packets, study habits, work habits in class, time management, etc... all to help them get on the right track. 

2. Hold students more accountable for getting a few things signed of EVERY DAY on their WSQ chart, including quizzes.  A little hand holding might go a long way in helping them learn time management.

math analysis. My continued focus for improvement: (same as last week)

1. Challenging the students that need challenging and working with the struggling students (I already know exactly who they are).

2. Continuing to do small group teaching every day on the :30

3 comments that have kept me going...

I've run in to 3 of my former students in the last 4 days, and it's comments like these that keep me going through all the ups and downs of teaching...

1. Friday night - student at football game.  Currently a freshman in college, had him 2 years ago when he was a junior.

"Mrs. Kirch! You won't believe it!  I'm taking Calc I again in college and I'm in the class with a bunch of juniors and seniors, but I'm the smartest one in there.  Everything you taught me in your class is helping me so much!"

2. This afternoon - student came up after school.  Currently a senior in high school, had her last year.  This student openly disliked the flipped classroom at the end of the year.

Me: "So do you miss the flipped classroom yet?"
Student: "Yeah, kind of.  Calculus is so hard!  But, everything you made us do is really helping me.  I feel much more prepared than some of the other students."

3. This afternoon - student came up after school.  Currently a freshman in college, had her last year as a senior.  This was my biggest complainer all year (she had the same math teacher for three years in a row before me, so that was an adjustment in itself... then the whole flipped classroom just sent her for a loop!).

Student: "Whenever my friends need help in math I send them straight to your videos"
Me: "So does that mean you've changed your mind about the flipped classroom?"
Student: "No, I would still rather be taught traditionally.  But, your videos are really helpful. 

Working with WSQ questions in class

I tried a new activity with Math Analysis today and I think it worked fairly well.  There are definitely some tweaks for next time, but for the first round I'm happy.

Yesterday I had my students go through the whole unit so far (Concepts 1-7) and pick their top 3 questions as a group to put on the whiteboard. I posted those pictures yesterday, but here they are again:

Today for their WSQ chat, instead of doing the normal discussion, I had them pick these questions to answer.  I learned as the class periods went on to make the directions better.

Period 4: "Choose as a group 3 questions to discuss. Write them on your whiteboard and answer them together."

Period 5: "Choose as a group 3 questions you don't know the answer to yet.  Write them on your whiteboard and answer them together."

Period 6: "Each one of you needs to pick one question that you don't know the answer to yet and write it on a whiteboard.  Bring it to your small group (3 students) and you will discuss the answers together."

Hopefully you can see the progression.  What happened in 4th period is the students just picked the first question they saw or the question they thought was the easiest (not realizing the point).  Period 5 did better, but it allowed some students to participate where others just sat back and didn't do much.  Once I got to period 6, I figured out that if everyone had to get up and pick 1, that helped.

So, what I learned from this activity:

1. It allows students to review the whole chapter, reading questions and thinking about if they know them.

2. It provides structured time for students to be able to talk about things from the chapter that they still don't understand. 

3. It opens the doors for great discussion when multiple groups pick the same questions.

There were a couple of questions multiple groups picked throughout the day:

1. What happens if there is a multiplicity of more than 3?

2. How can you graph the imaginary zeroes of a quadratic?

We were able to discuss them, explore on our calculators, talk about what is coming in the future... and then after I explained it to a couple of groups and got the question again from someone else, I told them to go back to that first group to get the answer.

I think I'll add this one to my "do again" list :)

A note to my students...

 Inspired by the #flipclass chat tonight, I sent this note out to my students on Edmodo tonight.

Just some thoughts for you as we are in our third week of the flipped classroom... 

With all your work, it's less about "getting it done" and more about "proving to me that you've mastered it".  Keep that in mind as you continue to transition to our new way of teaching and learning through the Flipped Classroom.  You have all been doing a pretty good job so far.  Remember...

1. The responsibility for learning is now "flipped" to you.  You have to manage your time to make sure to get the assignments done.  You should be working hard in my class from bell to bell - if not, you are probably falling behind and not doing what you are supposed to.  There should be no "free time" in class, although there is a lot of "flex time" - time for you to get done what you need to get done. 

2. The focus of class time is now "flipped" to you instead of me. Class time is for YOU to get YOUR questions answered rather than just listening to me.  Make sure you are doing that!  You should come to class with questions to be answered, and leave class with those questions answered fully and deeply.  Don't settle for anything less!

3. The focus of our work and conversations is "flipped" to higher-level thinking rather than simple "answers" and "worksheets".  It is important that you are able to show your work, explain your work, and really connect the concepts together.  While you may have never had discussions in your math class before, they are incredibly important to developing a deeper understanding of the math and not just "going through the motions" like you are used to. 

Questions, Questions, Questions... getting HOTter!

My Math Analysis students are really coming along pretty well in terms of what I want for the WSQ chats in class. I don't feel I have had to train too much... mainly just re-focus and tweak as things go along.  What I am really happy about this year is I'm not hearing the complaining every day of:

"I didn't have a question."
"I hate asking questions."
"Why do we have to ask a question?"

My students actually seem to really enjoy the WSQ discussions, collaborating with their classmates, and asking their questions.

Today, we did a little review of the whole unit at the end of their WSQ chat and I asked them in their large groups to each look through their seven individual questions and pick THREE that were their "favorite".  I described a "favorite" as one that they had a really good discussion about, one that is really important to understand, or ones they think their classmates should discuss.

They wrote them on the whiteboards.

Tomorrow, for our last day on Unit E, these questions will serve the basis of their WSQ chats.  I'm excited :)

Live #flipclass chat Monday 9/10/12

Check out the archive of the live #flipclass chat (done via Google Hangout) below!

#flipclass 2012-2013 Week 3 Reflections: continued progress

This week concluded the third week of school and all I can say is that progress is continuing to be made.  My flipped classroom is still far from what I envision and far from what I know it will come to be based on my experiences last year, but we are getting there.

I have to continually remind myself that these are NEW students and this way of teaching and learning is completely NEW to them as well...so I have to give them time to be trained and adjust.


I had a chance to watch Graham Johnson's (@math_johnson) interactive parent video (A-mazing, definitely check it out!) and I love how he described a portion of his class as "flex time".  I never know what to call it, but I think I'm going to steal that phrase.  Sometimes the word "free time" slips out of my mouth and I say to myself, "No! It's not free time!"  Flex time seems to convey what I want my students to hear. Thanks Graham :)

• Other Posts this week:
• Read about how I started to see some student-driven inquiry in my WSQ chats this week here.
• Read some initial student feedback on the flipped classroom here.

algebra 1.

Thursday and Friday of this week finally got a little better.  I was frustrated earlier in the week because I still feel like I have to give instructions for too much of class time (15-20 minutes).  We have to practice and model the same things every day and I just feel like they should have the hang of them by now, but they don't.  However, Thursday and Friday I gave them the most time to work on PQ's and quizzes, and it was much less stressful for me.

I am not really having that much of a problem with video watching, it's about 2-3 kids a day.  Now, they do have their first chapter test on Wednesday, so it will be very interesting to see if their attitudes stay positive after that.  

I will be honest and say I haven't done a very good job of several things so far, and I hope they don't come back to bite me in the butt:

1. Actually checking over their practice work in detail. I've been telling them to check their answers on the back and ask for help if they aren't getting it right... but I just don't have 100% confidence that all of them are doing that.  But, with 40 squirrely freshmen in one class, I don't feel I have time to check through it all right now.  Once they get into a routine and I have less management to do, I think I'll have more time.

2. Interviewing the groups after the WSQ chats. I'm hoping this will come this week.

3. Small group teaching, even though I've planned it a few times this week. We just have run out of time because I have to give so much instruction at the beginning of class. It amazes me how long it takes kids to do simple tasks sometimes, and how many reminders they need! I just hope that after a couple more weeks they will be in their routine and I won't have to do as much reminding.

Update on the week based on my plans and goals I wrote in Week 2

1. We have been doing a warm-up every day and I think that has been going well.  Since I change quiz versions every day,  I am able to use the results from the quiz to guide what I pick for the warm-up the next day.  So, on Thursday the students were on Version C and as I was grading, I highlighted the problems I kept seeing wrong answers to (especially common wrong answers to) and those were their warm-up problems the next day.  They have to make corrections on their quizzes anyways to retake them, so it was like hitting two birds with one stone :)

2. WSQ chats are going better since I gave them more structure with the "Today's WSQ chat" on the board.  It helps to hold them accountable as well.  I'm still not 100% happy with how they are going, but we will be changing groups on Thursday after their first test now that I know the kids better and I think that will help.

The last two days of the week this was the only structure I gave them, and I let the groups lead the chats from there. They actually did a pretty good job overall (better than what I expected) and it was nice not having to segment it into the S, Q, and SQ for them.

3. The "Task List" is still going well, although students are still struggling with the freedom that the flipped classroom gives them.  They are not self-starters and still need to be told to move on to the next task.  So, I often find groups who are just sitting there, done with the WSQ chat or another task, and not moving on to the next one.  I'm hoping to see improvement in that as well this week, especially with the change in groups.

4. Parent contact is probably at 85%+ of the ones who I need to contact, so I'm happy with that :)  I make the students do the calling in class, which frees up a little stress from my outside of class time.


algebra 1. My plans and goals for this next week:

1. Make intentional time to "interview" and talk with every group about the math.

2. Actually look through my students' work in their notebooks. Ask them questions. Have them work out the problems in front of me.

3. Ask students to solve problems on their mini-whiteboards more often for me to look at.

4. Make intentional time for "small group" instruction on whatever concepts I feel need the most focus.  I am doing this in Math Analysis at the  :30 of every hour and I think that may work in Algebra 1 as well. 

5. Continue to emphasize our daily "routine" (these kids need it!)

1. Warm-up (to get our brains going)
2. WSQ chat (to review last night)
3. Flex Time (to practice what we've learned
1. PQ's
2. Quizzes
3. Other activities 
4. Work ahead

algebra 1. My continued focus for improvement: (SAME AS LAST WEEK, still need to work on these!)


1. Student responses to the online WSQ questions. I'd like to do some more critiquing of their writing (in a positive way) and show students what great, good, poor, and bad responses look like and how to improve them.


2. Modeling/Expectations for student engagement in their learning and progress.  This will begin as we start taking quizzes and they are able to monitor their progress and actually see what is going on score-wise and not just in their heads.


3. (Myself) doing a better job of engaging in conversations with students about the math and the learning and less time doing classroom management.  I know this will come with time, but I am anxious for the time when the class runs itself and I'm actually able to do what I want to do - work with the students and ask/answer questions to help and challenge their learning!


math analysis.


Update on the week based on my plans and goals I wrote in Week 2

1. WSQ chats are going AMAZINGLY, as I posted about here. I don't even feel the need to time the students because the S, Q, and SQ keep them focused! Yay!  I do want to start to add some variety to the chats to mix it up... Ideas?  I'm going to look at my WSQ page from last year and see what I did because I can't remember (thank goodness for blogging!)

2. Students are doing pretty well with working productively, although some are still struggling with the freedom. I think again that using the word "flex time" will be a good mindset to start using.

3. Students are scoring each other's WPP's and blogs are coming soon to house their work as a "digital portfolio" for the time being.  Actual blogging will come later.

4. Made most of my parent contact.  Again, students are the ones doing the calling.  They hate it, because they know they will get in trouble.  But, it gets them back to what they should be doing anyways!

math analysis. My plans and goals for this next week:

1. Mix it up - WSQ chat variations

• Ideas - 
• Changing up the groups (not necessarily whole seating changes, but just different groups for the chat)
• Having unstructured chats where I just tell the students "talk about last night"
• Having whole-class chats where I ask the questions, the groups put their heads together, and I call on one group to share out

2. More uses for the questions they come up with.

• Ideas - 
• Having them look back through their HOT questions from the chapter and picking the HOTTEST 5 or 6 questions from their group to put on the "class question list".  Have this serve as some sort of discussion tool. 

math analysis. My continued focus for improvement:

1. Challenging the students that need challenging and working with the struggling students (I already know exactly who they are).

2. Continuing to do small group teaching every day on the :30

Student Feedback on Flipped Class: Week 3

This week I sent out my first "Reflection & Evaluation" survey to my students.  

I offer them 5 points extra credit (which is basically nothing) to complete it, and it just lets me know how things are going.  As of now (Sat night), I have 13 responses (3 from Algebra 1 and 10 from Math Analysis).  I'll update this post as more come in before I close the survey on Sunday night.

QUESTION 1. Every day we have "WSQ chats" in your group.  What is the BEST/most helpful part of the chats for you and what suggestions do you have to make them better?

• The best part of the WSQ chat is summarizing the material without looking at your notes and then referring back to notes when needed. The most helpful part is a chance for clarification for any questions on the material learned the previous night. To make WSQ chats better I would suggest an extra practice problem to do that would challenge each group to think critically about the math concept learned.
• The best and most helpful parts of the WSQ chats is that we get to go over the lesson and we get to see what we all learned.
• That if people know what they're doing in the concept they can tell people in the group that dont know and help them out.
• The most helpful part of the chats is when we think about the questions and answer it together. It shows that we understand the concept. I think we should have more time to work on the PQ and the Quizzes in class. 
• The most helpful part is that we are able to discuss similar confusion of the material. Its great to receive help from our group because we are all learning together so one of us might understand it better and help the rest. I think the chats are already great but maybe they could be better by discussing with different people from other groups.
• When we ask questions and when we fix each others mistakes. To focus better.
• The most helpful part are the Hot questions. When i have a question I know that one of my group members will be able to answer it, like K___. I think everything is fine, no need to make it better.
• The best/most helpful parts are if you don't understand something from last night I know I can ask you the next day.
• The best part of the chats is verbalizing what you know to ensure you know it well. 
• I don't have any suggestions for the WSQ chats but I assume they will get better as we get to more difficult topics and feel the need to verbalize the topics for our own understanding.
• The best part of the WSQ chats is that we can see how the students in our group solve each problem in their individual way. It also helps because if I don't get a problem or am confused on a concept my group takes the time to explain the problem to me step by step. 
• The best and the most helpful part of the chats is that we get an opportunity to discuss with our classmates nay questions we have. I like the fact that we have our classmates to help each other out and when I have a problem, the chat is a way to better understand what I was confused about. 
• I feel it is helpful in that we are able to discuss our struggles with the concept at hand and receive outside input on how to do a certain problem or answer a certain question. Possibly, we can conduct our "WSQ chats" in a different manner from time to time to prevent them from becoming trite and commonplace.
• The best thing about having these chats with out group is that we actually correct each other and come up with ways that will help us to remember how to do things when we take quizzes or the test. It is also very helpful because we help each other a lot and are able to explain problems with in our group which does help a lot. 
• The best part of the WSQ chats is that your classmates can help you answer your questions or confusions. Also, you feel more comfortable asking your classmates question than asking your teacher and you have more fun. 
• I think the most helpful part is that if you didn't understand a concept your group can help you understand it better. I like it when I get my questions answered that I really don't get it so it helps my overall understanding of the lesson. 
• For me its fun finding out our mistakes. 
• Best part would be the Hot Questions, because when your peers answer your question I feel I understand it better through common explanation. 
• Answering our HOT questions
• Doing the problems with in the group.
• The most helpful part of the WSQ chats is the clarification i get get on a certain topic from my team members. Also, when i am behind a little bit on certain work, they let me know what i am to do to stay on top of things. My suggestions to make it better would be having time to work on the PQS together as a group. 
• The most helpful parts of the WSQ chat is being able to discuss the concept with my classmates. I feel it doesn't need to be changed it is good as is.

QUESTION 2. How are you feeling about math class in general?  Do you feel like it is a positive environment?  Do you feel like you WANT to learn?  Do you feel like you CAN learn?  Please tell me how you are feeling.

• Overall, I do not love the flipped classroom, but I do like that Mrs. Kirch is able to go around and help us as much as she can. The classroom is definitely a positive environment to be in and motivates me to keep working. I feel like I CAN learn because everyone around me manages to stay on task since we are all busy working on different things.  My only problem with the flipped classroom is that I feel homework (watching videos at home) takes up a lot of my time even though the videos are not very lengthy. I feel like doing lectures in an environment at home is not the best place for everyone.
• Math has always been hard for me to learn, but this year I feel like as if I could take my time and learn the things I don't understand. The class room always has a positive environment. And I do feel like as if I want to learn and I know I can learn because this new way of doing math is much easier than what I used to do before.
• I love MATH so it is a positive environment to me. Of course, I feel like I want to learn and there are many new things in Math Analysis. I will try my best to get use to the "flipped classroom" and do my best. Math is a very interesting and mysterious.
• I have a different feeling in math class compared to the two previous years and feel like i have to put in even more effort. I feel it is a very positive environment because even though we are learning at our own pace, in the classroom we get help from classmates and Mrs. Kirch.   I feel like i want to learn and understand math analysis and i feel i will be able to do it. The flipped classroom is still new to me and at times i think it is a little stressful but i honestly feel that by doing the WSQ and discussion chats, the material is easier to understand and that makes me feel confident in doing well.
• I feel positive about this year because I have all the resources that I need. And I can get help at lunch before school and afterschool.;) it's a positive enviroment
• The math class in general is filled with energy, I'm still adapting to my environment. I do feel that I do want to learn more, and the videos really do help me ALOT.
• I like the flipped classroom it's really cool. I've never been in a class like that and it's very helpful because you can pause and forward if you get stuck. And if you don't understand, then I know I can email you, text you or call you. 
• As of now, I feel pretty good about it. Thus far my class is focused and we finish what we need to get done. Again, as the concepts get harder we will see how learning by video goes.
• The environment of the math class is positive; I also feel that it is helpful because of the many  resources I have to ask for help.  
• I feel pretty good about math class in general. I feel like it is a positive and helpful environment. I feel like a want to learn and also help others learn. I feel that I can learn and have other classmates to learn from as well. So far I am enjoying my math class. 
• I'm feeling confident in my ability to learn and succeed in math this year. I feel like there is a good learning environment created for me and it is up to me to effectively utilize it.
• I like math and enjoy being in this math class. I do feel like i am in a positive environment because there are people around us to help us if we have a question and Mrs. Kirch is almost always available. I do feel like the flipped classroom does help me learn a little more because we are able to focus ourselves to the video at home as if it were one on one tutoring without the distractions in a classroom. 
• I LOVE my math class. It is a positive environment that make me want to learn and also do to  my best on every single assignment because I feel like the class is very competitive. 
• I like how we discuss the concept in class and work on PQ problems, however I feel that there is so much going on because you have quizzes, PQ problems, WSQs, WPPs, etc. Yes, I feel like it's a positive environment and that everyone is trying to help you at the best of their ability. I want to learn and can learn because I am focused in doing all that's required. I feel positive about everything despite the workload.
• I am feeling pretty confident this year.  Yes,this is a very positive environment,  yes,me and my peers can learn.  I am loving this class.  
• I feel like I have many resources and Mrs.Kirch is very flexible, which is always appreciated. 
• Math class is a positive environment and a little chaotic sometimes, I do feel like i can and want to learn in the class.
• I am feel great, thanks for asking. I feel like I'm going to do good this year in your class.
• I feel a little concern because i am afraid i will get behind on work at home. The environment is gentle, a little stressful at times. I honestly do feel like i want to learn, yet sometimes i feel like i don't learn as much as want to. overall, i spend as much time as i can to stay consistent with the work, and my main concern is completing the work at home. 
• So far math class has been okay. The work isn't very difficult, but having so many different assignments to turn in get me very confused. I feel though that I can still learn math, and adjust to the changes.

Other quotes:

• I'm faster when the teacher just shows me and i do 20 some questions...
• From me: And as soon as I read this, I thought... "And this is why I do the flipped classroom.  Because it's not about getting a bunch of problems done and memorizing rote facts and processes... it's about deeper learning and understanding!"
• I really admire how Mrs. Kirch always has a smile on her face and a silly sense of humor. She keeps the class moving and does not stand up and talk too much.
• From me: And I think I'm standing up and talking too much right now! It's nice to hear this perspective already!
• Although i haven't taken the quizzes yet, i feel they will be helpful in order to prepare us for the unit test. Also, doing the WPP is new to me but  i think it is helpful because we are writing our own problems to show we understand the concept and how to solve the problem correctly by ourselves. 
• From me: Yay for students understanding why I am making them write their own problems!  Woo hoo!
• I think the whole processs of a flipped classroom is really helpful in learning and I love the fact that we have WSQ chats. 
• From me: I love that students are loving the WSQ chats!
• I think its kind of too much, as in websites and like WPPs kinda too much on our plate to be having to also keep up with these. 
• From me:  They'll get used to it. :) I have a lot of patience and flexibility with them as they are learning.
• i like your class.
• From me: Yay :)