September 26, 2012
We discussed the use of Edmodo to store videos. Students can download videos and assignments, parents can have accounts and Edmodo gives lots of feedback on what the students are doing. Sarah said she will show us/refresh us on how to use Edmdo next week.
In the last few weeks, I have continued to use the half sheets to help direct students' as they watch the videos. They seem to be helping. Some of the students have had really good insights and comments on the video. Also, I have continued to move at about the pace recommended by the Pearson text in-spite of the students' complaints. We continue to talk about how much time they are on task during their 90 minute class and how that impacts the amount of work they can accomplish. Also, we have discussions on how to watch and learn from the videos. Students that don't like or feel they can't learn from the videos are typically the same students that would be off task during a direct teach time. One student that complained that she couldn't learn from the video is now doing very well since we discussed how to pause, take notes, work through the problems and actually interact with the video.
As we continue to use the videos, students are beginning to get better at watching them to make sure they understand. They are also getting better at working in class and taking responsibility for their own learning.
Plan for next week: continue the flipped class. The only change this next week will be to limit access to the laptop during class. Students with 60 + and those that are always on task in class will be allowed to have their laptops out next week. All other students will be required to keep their laptops put up.
Wednesday, September 26, 2012
The wonderful world of Edmodo.... and Learning about Modifications
September 26, 2012
I'm new to Edmodo and am fascinated by the possibilities this program presents. Ms. Futrell is our group's expert and she gave us a small glimpse at all Edmodo can do. I think we're all looking forward to next week when she will give us a more in-depth presentation.
We also talked about differentiation, specifically on how to scaffold assignments and assessments to make them more palatable to SPED and ESL students. We were clear that we didn't want to make it "easier" or give "handouts," but it is important to reach each student at (or as close as possible to) their level. We talked about reducing multiple choice options, providing fill in the blanks for essays, and for T/F sections - stating how many are True and how many are False.
I'm new to Edmodo and am fascinated by the possibilities this program presents. Ms. Futrell is our group's expert and she gave us a small glimpse at all Edmodo can do. I think we're all looking forward to next week when she will give us a more in-depth presentation.
We also talked about differentiation, specifically on how to scaffold assignments and assessments to make them more palatable to SPED and ESL students. We were clear that we didn't want to make it "easier" or give "handouts," but it is important to reach each student at (or as close as possible to) their level. We talked about reducing multiple choice options, providing fill in the blanks for essays, and for T/F sections - stating how many are True and how many are False.
Study Guide Success
During the past few weeks as opposed to assigning student lectures for homework, I have been assigning students a study guide to accompany their powerpoint presentations for homework. This was well-received by students, and with the added direction and focus, students appear to be getting more out of reviewing the information from the powerpoints. We'll look forward to continuing this process, and looking at our measureable goals (test scores, homework completion %, etc) to figure out how successful this process has been for students though.
Video reflections on the blag
I spent time reflecting on how I have modified my flipped classroom to meet student needs. Many of my students do not have internet access outside fo school and as a result I have made most of the videos be part of what we do in class. I have also made most of the videos shorter. The result is that there are more places where class gets broken up and student attention is generally higher.
Trying to be a "flipper"
This is what I have been attempting to do in a "flipped" way. I post a Powerpoint in the locker and ask the students to view it overnight. The assignment the next day is to use that PPT to complete the worksheets about that topic. The worksheets are being well-done but I am not sure they are reading it before classtime. I don't how to make that piece (the studying ahead) happen and suspect the issue may not be unique to me.
I asked my PLC how to differentiate my summative assessments for my SPED and ESL learners. Sarah Fromberg had some great suggestions I plan to use on the next round. The other ideas I have been using seemed to be consistent with how the group does this.
I wish I could have a sheltered section for ESL so I could really work just for their needs. However, I am very thankful to have Sima to help me in 3A.
I asked my PLC how to differentiate my summative assessments for my SPED and ESL learners. Sarah Fromberg had some great suggestions I plan to use on the next round. The other ideas I have been using seemed to be consistent with how the group does this.
I wish I could have a sheltered section for ESL so I could really work just for their needs. However, I am very thankful to have Sima to help me in 3A.
Wednesday, September 5, 2012
9/5/2012
I have only met with my flipped class 3 times since our last PLC meeting due to Labor Day and the even Wednesday. In that time, I have given a Chapter 7 test, made the videos shorter and used the student companion resources that William recommended. It has been a little too soon to measure the impact of these changes.
Comparing overall test grades between previous years and this year; the grades are low but still average higher than in previous years. One student that failed AG2 last year made a 72% on her test this year. As I recall, she never passed a test last semester. She really likes the flipped model and feels that it gives her the one-on-one that she needs to be successful.
As I was in the meeting this afternoon, I kept thinking about how all of the things we discussed apply to almost any group of people. Applying this learning to the flipped classroom......I told the students at the beginning of the year why we were trying the flipped method. However, it was a new concept to them and I need to remember that the reasons behind flipping probably need to be revisited periodically. As the year progresses, students will be in different places and saying the same thing at different times may carry a different message or have a different impact. For example, students just had their first test and might now be more receptive to advice on how to manage their time and effectively use the videos and their schedules.
When I am feeling frustrated with the lack of student progress perhaps that is a sign that we need to revisit the goals or reasons for what we are doing.
I have only met with my flipped class 3 times since our last PLC meeting due to Labor Day and the even Wednesday. In that time, I have given a Chapter 7 test, made the videos shorter and used the student companion resources that William recommended. It has been a little too soon to measure the impact of these changes.
Comparing overall test grades between previous years and this year; the grades are low but still average higher than in previous years. One student that failed AG2 last year made a 72% on her test this year. As I recall, she never passed a test last semester. She really likes the flipped model and feels that it gives her the one-on-one that she needs to be successful.
As I was in the meeting this afternoon, I kept thinking about how all of the things we discussed apply to almost any group of people. Applying this learning to the flipped classroom......I told the students at the beginning of the year why we were trying the flipped method. However, it was a new concept to them and I need to remember that the reasons behind flipping probably need to be revisited periodically. As the year progresses, students will be in different places and saying the same thing at different times may carry a different message or have a different impact. For example, students just had their first test and might now be more receptive to advice on how to manage their time and effectively use the videos and their schedules.
When I am feeling frustrated with the lack of student progress perhaps that is a sign that we need to revisit the goals or reasons for what we are doing.
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