Ford and I have decided that we have reached the point that there really isn't a lot to say about the flipped classroom at this time.
We are going to spend the remaining PLC time this year looking at the AG3 class to determine the big ideas and how we will approach those. We are going to try and organize the course around these ideas in a way that makes sense and flows well.
Wednesday, March 27, 2013
Wednesday, March 6, 2013
What next?
Andrew and I talked today about the desire to have the students apply their learning as they work on projects.
We both feel that this is the next direction to go. However, the students are still not good at time on task, organization or time management. Katie suggested that a project might drive the learning in these areas, and that instead of waiting, we go ahead and involve them in projects.
We also discussed the common core aligned benchmarks that the Missouri schools have been working on with Jim and Dennis and how these would be helpful in allowing students to demonstrate learning. (Susan Engleman is suppose to be getting me a copy of these.)
Things that we would like to try:
Common assessments
Benchmark system blended with pacing guide
Projects
Look at changes in Khan
We both feel that this is the next direction to go. However, the students are still not good at time on task, organization or time management. Katie suggested that a project might drive the learning in these areas, and that instead of waiting, we go ahead and involve them in projects.
We also discussed the common core aligned benchmarks that the Missouri schools have been working on with Jim and Dennis and how these would be helpful in allowing students to demonstrate learning. (Susan Engleman is suppose to be getting me a copy of these.)
Things that we would like to try:
Common assessments
Benchmark system blended with pacing guide
Projects
Look at changes in Khan
Friday, March 1, 2013
Successful vs. Not Successful Students
What characteristics separate successful students from non-successful students?
Perseverance
Time management
Organization
Perseverance
Time management
Organization
Wednesday, February 20, 2013
2/20/13
Carolyn Clark was off for surgery and Sarah Fromberg had a meeting so we didn't meet as a PLC today.
My reflections over our PLC work:
Several of the students have stated that they like the videos.
I have looked at the students' notes over the videos and most of the students are taking good notes (better than I have seen in the past from lectures).
Using ixl reports and schoolloop as data points I have had numerous conversations with students about their grades, their time on task and their plan for improving/maintaining their grades. These conversations have had positive effects on the behavior/work ethic of several of the students.
The students are better at articulating what they do not understand and asking questions.
Students are taking more responsibility for their learning and know where to go and what to do to check on their grades and assignments and determine what they need to do to raise their grades.
I feel that the flipped class has helped in teaching not only math but the skills necessary to be successful in college or future careers. It is easier to incorporate the college and career goals with content in the flipped classroom.
Carolyn Clark was off for surgery and Sarah Fromberg had a meeting so we didn't meet as a PLC today.
My reflections over our PLC work:
Several of the students have stated that they like the videos.
I have looked at the students' notes over the videos and most of the students are taking good notes (better than I have seen in the past from lectures).
Using ixl reports and schoolloop as data points I have had numerous conversations with students about their grades, their time on task and their plan for improving/maintaining their grades. These conversations have had positive effects on the behavior/work ethic of several of the students.
The students are better at articulating what they do not understand and asking questions.
Students are taking more responsibility for their learning and know where to go and what to do to check on their grades and assignments and determine what they need to do to raise their grades.
I feel that the flipped class has helped in teaching not only math but the skills necessary to be successful in college or future careers. It is easier to incorporate the college and career goals with content in the flipped classroom.
Wednesday, January 30, 2013
Continuing lessons from a flipped class
Our group spent both this week and last week discussing lessons learned from last semester and things that we are tweaking this semester.
Kathy is embedding videos and google forms into a class blog and linking that blog in edmodo. The intent is to help empower students to take charge of their own learning.
Andrew is also using google forms this semester and we discussed how to make a quiz in google forms and have flubaru grade the quiz.
Kathy is also working this semester on adding projects to the class in addition to the videos and ixl practice.
As I have used the videos and ixl more to help the students develop independence, I have noticed that one of the greatest lessons learned by the students is time management. It is a real struggle because the students seem to be used to determining the pace of the classroom. With the flipped class, they have a certain amount of content that they must master. They frequently have a hard time with this because they want to spent time on FB and face time. Learning to manage their time will be an important life lesson if I can successfully teach it as we learn math.
Kathy is embedding videos and google forms into a class blog and linking that blog in edmodo. The intent is to help empower students to take charge of their own learning.
Andrew is also using google forms this semester and we discussed how to make a quiz in google forms and have flubaru grade the quiz.
Kathy is also working this semester on adding projects to the class in addition to the videos and ixl practice.
As I have used the videos and ixl more to help the students develop independence, I have noticed that one of the greatest lessons learned by the students is time management. It is a real struggle because the students seem to be used to determining the pace of the classroom. With the flipped class, they have a certain amount of content that they must master. They frequently have a hard time with this because they want to spent time on FB and face time. Learning to manage their time will be an important life lesson if I can successfully teach it as we learn math.
Wednesday, December 19, 2012
End of semester reflection
One of the lessons we've learned that the combination of using the videos and the immediate feedback is a very powerful tool. We really enjoyed discussing all the different ways to "do" the flipped classroom -- each of us learning something new each week that we could try in our own classrooms.
We thoroughly enjoyed working together to create a presentation over our versions of the "Flipped" classroom. It was also fun to walk around and look at other groups' presentations. We learned a lot about each other, which again, we can use to improve ourselves and our classes.
We thoroughly enjoyed working together to create a presentation over our versions of the "Flipped" classroom. It was also fun to walk around and look at other groups' presentations. We learned a lot about each other, which again, we can use to improve ourselves and our classes.
Sunday, November 25, 2012
Showcase Supplies??
It looks like you might need a display board for the showcase....Did I read the blog correctly?
Please see Katie Brugger by Nov 30th to finalize your PLC's needs.
Please see Katie Brugger by Nov 30th to finalize your PLC's needs.
Wednesday, October 31, 2012
PowerPoint Apps
Today we discussed different apps that could be used with PowerPoint; ways to record audio and annotations so that they entire presentation can be accessed at school or at home. I knew that PowerPoint is versatile and have recorded audio within that program, but haven't been able to record annotations along with the audio -- to be viewed at a later date. I think this app would be most beneficial, especially as we continue to experiment with 'The Flipped Classroom.'
October 31
We discussed the presentation that we are to prepare for December. Some of the ideas we had were to set up laptops to show instructional videos, a powerpoint presentation and possibly a video of students and/or the classroom.
We also discussed a display board to make it easier to see lessons learned, etc at a glance.
As a followup to last weeks plans, after losing their privileges and assigning work on ixl.com, 22 of 28 students now have a grade of 65% or higher.
Combining ixl.com with instructional videos has proven to be a very good combination (so far).
We also discussed a display board to make it easier to see lessons learned, etc at a glance.
As a followup to last weeks plans, after losing their privileges and assigning work on ixl.com, 22 of 28 students now have a grade of 65% or higher.
Combining ixl.com with instructional videos has proven to be a very good combination (so far).
Concerns
How does the student who cannot take his laptop home do the "home part" of the flipped classroom?
NOT SURE HOW TO DO THIS BESIDES HAVING A FEW PRINTED COPIES
How does the student who has a computer but no internet at home do the "home part of the flipped classroom? STAY AFTER SCHOOL TO VIEW, GO TO PUBLIC PLACES WITH INTERNET FREE
Now what else? Oh, how do I get students to do school work after hours? That is what is probably the biggest barrier until they come to understand the dynamic of the class or come to care about their education. If I knew how to conquer this, I could probably have student success regardless of which type of system I implement. I really worry about part every day when I see students with poor attendance, a pile of "O"s, and making no effort to do differently.
NOT SURE HOW TO DO THIS BESIDES HAVING A FEW PRINTED COPIES
How does the student who has a computer but no internet at home do the "home part of the flipped classroom? STAY AFTER SCHOOL TO VIEW, GO TO PUBLIC PLACES WITH INTERNET FREE
Now what else? Oh, how do I get students to do school work after hours? That is what is probably the biggest barrier until they come to understand the dynamic of the class or come to care about their education. If I knew how to conquer this, I could probably have student success regardless of which type of system I implement. I really worry about part every day when I see students with poor attendance, a pile of "O"s, and making no effort to do differently.
PLC Showcase
At the end of our semester of work, all PLCs will be showcasing their work at the Wyandotte High School PLC Showcase on Wednesday, December 12th in the Social Hall.
The showcase will be a public demonstration of our learning,
collaboration, and results. Each PLC will showcase work that reflects
how your learning and collaboration has impacted student learning. Each
PLC is encouraged to be creative and innovative in their demonstration
(student examples would be highly encouraged); however, please be sure
the following are addressed through your presentation -
PLC Focus
If your PLC requires any kind of additional resources, please submit any requests for those materials via the comment section to this blog entry by NOVEMBER 9th. You will receive these materials by or before your November 28th meeting, so you will have AT LEAST two weeks to work on organizing your demonstration.
PLC Focus
Collaborative Actions
Summary of PLC Learning
Impact on Student Learning
Connections to Future Teaching and Learning
In
addition, all staff will have an opportunity to visit each
demonstration during the Showcase. Many outside guests will also be in
attendance. If your PLC requires any kind of additional resources, please submit any requests for those materials via the comment section to this blog entry by NOVEMBER 9th. You will receive these materials by or before your November 28th meeting, so you will have AT LEAST two weeks to work on organizing your demonstration.
Wednesday, October 24, 2012
Pacing and the use of technology
Musings: Students must be focused and in top form to be successful on tests like the ACT.
How do we step up the pacing in the classroom? I have tried to force students to work at a certain level by expecting a certain amount of work and refusing to slow down. A few students have stepped up but most are falling behind and have failing grades (especially in my 3rd block class).
The next step begins tomorrow......3rd block will no longer be allowed to eat, drink, have head phones or earbuds and they must stay in their seats. These sanctions will remain in place until a minimum of 75% of the class are passing.
Students constantly say "I have to have my music to focus". They have said this so much that I feel they have convinced themselves that this is true. IT IS NOT TRUE. It distracts them and they do not focus and work at their best.
More to follow on the results.
How do we step up the pacing in the classroom? I have tried to force students to work at a certain level by expecting a certain amount of work and refusing to slow down. A few students have stepped up but most are falling behind and have failing grades (especially in my 3rd block class).
The next step begins tomorrow......3rd block will no longer be allowed to eat, drink, have head phones or earbuds and they must stay in their seats. These sanctions will remain in place until a minimum of 75% of the class are passing.
Students constantly say "I have to have my music to focus". They have said this so much that I feel they have convinced themselves that this is true. IT IS NOT TRUE. It distracts them and they do not focus and work at their best.
More to follow on the results.
Flipping the flipped classroom
I've enjoyed tweaking the flipped classroom concept. It is a stellar idea, but isn't 100% effective for all students (but what is?!) One thing that has worked well with our AG2 class is allowing time to watch the videos in class, but then spending some one-on-one time during and/or at the end of the videos with the students who need more hands-on interaction with the concept. Sometimes, we discuss the concept and do sample problems instead of watching the video -- it depends on the student and the concept.
As I have been listening to other teachers talk about the flipped classroom, I have tried a little class experiment which I think I like and is more successful. I decided to make this change because when I give students class time to read an article, etc. they are not on task and waste time. Too often worksheets are copied from one person to another and are very time consuming to grade and not necessarily indicative of learning happening. So....
Now I have done this twice and think I will continue for the balance of this semester. They have a powerpoint or reading to take directed notes on. We review the material briefly the next day and then they get a practice quiz on the material. I use the practice quiz for their practice part of the grade instead of the worksheets.
Advantages: easier for me to grade
instantly know what to reteach the next day
forces the issue of notetaking
I am positively reinforcing notetaking by giving out tickets for a drawing at the end of the semester to students who can correctly answer questions during discussion using their notes. They are NOT for quiz scores.
If this continues to be good, I plan to restructure my whole class to this next semester.
Now I have done this twice and think I will continue for the balance of this semester. They have a powerpoint or reading to take directed notes on. We review the material briefly the next day and then they get a practice quiz on the material. I use the practice quiz for their practice part of the grade instead of the worksheets.
Advantages: easier for me to grade
instantly know what to reteach the next day
forces the issue of notetaking
I am positively reinforcing notetaking by giving out tickets for a drawing at the end of the semester to students who can correctly answer questions during discussion using their notes. They are NOT for quiz scores.
If this continues to be good, I plan to restructure my whole class to this next semester.
Wednesday, October 17, 2012
October 17, 2012 PLC
We spent the PLC time trying to watch the video at http://www.screencast.com/t/xfK4sHHzv3. This is Graham Johnson's video to the parents of his students explaining what the flippped classroom is. The video kept locking up and we were unable to watch all of it; however, we went to youtube and watched some of his videos on the flipped class.
Some of the interesting points were:
In the blink of an eye, teachers moved from the sage on the stage to the observer of their students' learning.
He has an interesting video titled: "What the flipped classroom is not.."
He reiterates what we have heard others say - that classroom teachers should make their own videos so that it is an extension of the teacher and their teaching.
He also has some technical advice on making flipped classroom videos.
After one of our PLC meetings, I began giving the students "half-sheets" to complete as they watch the videos. These just have a couple of questions and a spot to record a question and something you learned. As I have time, I plan to develop more of a study guide to go with the video to help the students get more out of the videos; much like what one might do to help guide students when they are reading a textbook.
Some of the interesting points were:
In the blink of an eye, teachers moved from the sage on the stage to the observer of their students' learning.
He has an interesting video titled: "What the flipped classroom is not.."
He reiterates what we have heard others say - that classroom teachers should make their own videos so that it is an extension of the teacher and their teaching.
He also has some technical advice on making flipped classroom videos.
After one of our PLC meetings, I began giving the students "half-sheets" to complete as they watch the videos. These just have a couple of questions and a spot to record a question and something you learned. As I have time, I plan to develop more of a study guide to go with the video to help the students get more out of the videos; much like what one might do to help guide students when they are reading a textbook.
Wednesday, September 26, 2012
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.
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.
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.
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