Strips of paper entertained and educated my students for 50 minutes

I have to admit that I pride myself on being a technologically advanced teacher.  I try to incorporate technology into just about everything that I do.  The AP Government test is essentially a vocabulary test, so I have students create quizlet sets, we look at online current events to find vocabulary words, but I still find that students struggle with vocabulary comprehension.  I thought for a long time about how we could use our 1:1 Ipad technology to help with this comprehension, but couldn't come up with anything great.  So, I went old school!

I typed out a list of all of the important vocabulary words we have covered to date, cut them into strips and put them into envelopes for each table group.  Then, we played several games with these vocabulary words. My room was more alive and energetic than ever before.  Students were telling me this was one of the best activities we had done in class and it literally involved no technology at all!  Here are a few of the games variations that I used, feel free to add more!

1. One students from the group tries to describe the word and the others try to guess.  Groups compete to see how many words they can get through.
2. Two students have to describe the word to the others in their group but each student can only say one word at a time.
3. Students have to draw a  visual representation of the word for others to guess
4. students have to act out the representation of the word for others (this was not super successful, but it was fun!)

Evolution of the Flipped Class in Algebra 1 and 2

Yesterday, I read Crystal Kirch's blog post about her evolution of flipped class in Algebra 1 and found that though her and I are on opposite sides of the country, our flipped Algebra classes have seemed to evolve in a similar fashion!  She and I are both regulars on the "#flipclass chat on Monday nights and this sharing of ideas obviously is leading great results, showing that we are truly #bettertogether!

In Charlotte, our evolution started with our Advanced Algebra 2A and 2B teacher.  He knew that much of the first part of Adv Algebra 2A was a review of Algebra 1, so he decided to allow the kids a couple of days to do the chapter review, watch videos and prepare for a "pre-test."  After the standards based pre-test, the students go back through any lessons that they did poorly on.  They are required to watch the videos, do the book work, and ask for help when needed to prepare for the re-take.  As an unintended consequence of this new system, the students worked quickly through the chapters in the first term and he has a good 1-2 weeks for test prep, remediation, or extension activities.

I co-teach an Algebra 1 class and we had flipped the class for the first term, however, we noticed that students were simply not watching the videos at night.  This, of course, broke down the lesson plans for class that day.  We decided to mimic what the Advanced Algebra 2A and 2B teacher did starting in the second term and the results have been great so far.  I will admit though, that having 2 teachers has been extremely helpful in reaching every kid every day! 

We are just about half way through the 2nd term and we have 10 A's, 11 B's, 3 C's, 4 D's, and NO E's (insert happy dance!).  Halfway through the first term we had 10 A's, 6 B's, 1 C, 5 D's, and 2 E's.

I plan to give a student survey today to give student perceptions on this new way of learning, but what I am seeing as a teacher is that students are motivated to do well on the pre-test to be done with some standards.  After the pre-test, they know exactly where they stand and what they need to do to improve.  They also know what the re-take test is going to look like (just like the original test with different numbers).  They know that they don't have to watch specific videos at night if they are busy, but if they choose not to do work at home, they have to work efficiently in class to make up that time. 

Of the students I pull out to work with, two are juniors who have not yet passed algebra 1 and are quite credit deficient.  One of these students received a D the first term, after having to do some credit recovery into the second term.  He is now at a B!  The other had already passed the first term, but is now in the second term because he has failed it several times and is at an A- and well ahead of the class.

Explore-flip-apply in AP gov

Evolution of the Flipped Class

At the 2013 National Flipped Class conference, Jon Bergman and Aaron Sams hammered the idea that there is no such thing as "THE" flipped class.  You cannot simply follow a template because every class is different.  Last year, I followed a pretty traditional flipped class model.  The kids watched videos at home and then came into class ready to complete activities and take part in discussions.  It was quite successful and my AP scores showed that!

However, I still struggled with getting the students to watch the videos each night.  So, I learned about a different type of Flipped Class this year called Explore-Flip-Apply and am giving it a try this year.  Here is a glimpse into what the first week of school looked like in my classroom.  Will it evolve throughout the year?  Of course!!

Day 1: Students watched a video syllabus created on Camtasia and practiced taking notes to this syllabus.  We talked about coming up with questions about the video each night as well.  Then, students were given several resources showing the probable future of social security.  Here is the link to my google powerpoint that shows what resources I gave to students.   Without any direct instruction, students were asked to determine what they could do to affect the future of this program or what the government could/should do about this problem.  After I presented the problem, I walked around to listen to some of the converstions.  It was quite amazing.  Students were talking about the income tax, about Congress vs the President, and many other ideas (some being quite humorous).  

At the end of the block, I informed them that the video for that night would include information that would help them understand how people and linkage institutions affect the policy agenda and what the government actually could do about it. The next day in class, we looked at this problem again, but with all of the information from the video and reading.  Students discussed the role of each branch in solving this problem as well as what linkage institutions were for and against social security. 

Video Syllabus

A New Syllabus!

I recently received a license for Camtasia and wanted to try it out.  So, what I decided to do is to create a video syllabus for my students and parents so that I don't have to bore the students on day 1.  Most of my videos from last year were made on Showme, so I was excited to try out Camtasia.  Here's the link if you want to check it out!

Here are a few items/tips on using Camtasia that I picked up while making my first video!

• Create a powerpoint first (or use an old one!)
• Think about what you want to say on each slide
• If you mess up, just pause, say "take two" and continue on.  This will make it much easier to edit out the mistakes once you are done recording.
• Use features like the zoom and call out features within Camtasia
• Use Twitter!  The first video that I made cut off the top of my head, so I tweeted @camtasia to get help and within 5 minutes I had a fix!  I also asked my PLN to help with what I should focus on in class.  Within 10 minutes I had several response!

My plan is to mail this video out to parents BEFORE the school year starts.  Then, I will show it to students on Day 1 and use it to model how I want them to watch the rest of my content videos.  It is only 10 minutes, so I have the rest of the block to engage students in better Day 1 activities such as a Problem Based Activity on Solving Social Security.

I plan to compile some data on the future of social security and ask students to determine how they could convince the government to make a change and then how the government would actually go about changing this policy.  This will introduce them to the idea of collaboration our classroom as well as the fact that many of the issues we will tackle will NOT have answers!  Plus, it leads into the first video on the public policy making system!

FlipCon13

FlipCon13

#itwasamazing

Through a grant of money from Michigan Virtual High School, I was able to attend the National Flipped Class Conference in Stillwater, Minnesota.  In a word, it was invigorating!

Jon Bergmann and Aaron Sams (the fathers of the flipped class) started off the conference  by explaining the evolution of their idea of the flipped class.  It was exciting to see that my evolution throughout the year, matched much of how they evolved throughout the years.  It was clear that they are still evolving and wanted us to help lead that evolution.  They laid out the four pillars of the flipped class, which I think should be repeated for those new to flipping or want to try!

• Flexible Environment: homework is the lower level of Bloom's, in-class work focuses on analyzing, evaluating, etc.
• Learning Culture:Transfer ownership to kids.
• Intentional Content: How can kids interact with you on the  video?
• Professional Educator: find a collaborator!

After the keynote, I attended breakout sessions. I could go into detail about what I learned, but then this could turn into a book!  What I liked the most was how collaborative most sessions were.  It was not a simple sit and listen.  The presenters not only encouraged questions, but asked participants to share what worked or did not work.  I felt as though I was in a community of learners.  There was no person or group that felt that they were the only ones with the knowledge of a perfect flipped class.  You know why?  There is not such thing as a perfect flipped class!!!!!  The flipped class has always been a grassroots movement and seems to be continuing that way!

I picked up many resources, but more importantly, many co-flippers!  I met 5-6 other AP government teachers from across the country who want to collaborate next year!

We were shown this video on how to start a movement.  
I felt like the "lone nut" in this video at the start of last school year, but I thank Becky Carter, Betsy Foster, Teresa Johnson, Kristy Acker, Todd Kleinow, Ryan Sisco, and Tina Vansyckle for being my first followers! 

Here are a few of the resources I plan to use in my classroom this year

• TedEd videos
• Flubaroo to assess within google forms
• Cycles of learning (Explore-Flip-Apply). A new perspective on flipping!
• The Flipped Learning Journal (my goal is to write an article for this!)
• Camtasia (all participants received a free license to this!)

Stillwater is really pretty!  It is right on the St. Croix river and right across the river  from Wisconsin!


 

20% time in the classroom

20% Time: You are a genius, the world expects your contributions!

I am considered by many to be a little bit of a control freak (or a lot of bit of a control freak).  This year, the flipped classroom was my first step away from that "control-freakness."  Though the AP scores have not been released yet to show data on how much the flipped class improved instruction in my classroom, I know for a fact students were taking more control of their own learning.  After the AP test, there are about 4 weeks of school left without much content to cover.  I took a large step outside of my "control" comfort zone and implemented a 20% project or Blank White Sheet project with my kids.

If you have not heard of 20% projects, you are in for a treat!  In 20% classrooms, students are given about 20% of the time to work on anything they want.  This could be one day a week or a block of time every other day or a chunk of time at the end of the year. Students are given time to brainstorm something they want to know more about or something they want to do better.  Depending on the level of students you are working with, you might need to give more or less guidance.  

I started my 20% unit by sharing the rationale behind Google's 20% time.  Google gives their employees 20% of the time to work on any projects they want.  Gmail was actually a 20% brainchild! I asked them to consider something they thought could be made better or simply something they wanted to learn more about.  We brainstormed in small groups and shared out, which led to many a-ha's.

As the instructor, my job was simply to provide resources for students as they decided on what their project would be.  I also spent time helping students brainstorm what they wanted to do and pushing them beyond simple projects that they could do without much effort or risk.  I emphasized that it was ok to FAIL!

Here are a few case studies of what my students decided to do

• Build an app that would help with our freshmen mentoring program.
• Create a blog showing how to make healthy cookies.  Her first batch was a flop, but we shared this with the class as a learning experience for the next batch.
• learning Welsh
• Preparation for the ACT
• Blog of poetry

Want more resources?  Joy Kirr (who I follow on Twitter @Joykirr) collects 20% resources and posts them to this live binder site.

EdcampCHS

Today was our first day back from spring break and we were right in the middle of a unit.  I knew we needed to review, but knew the kids would be a little tired and groggy and I would need to get them up and moving.  I have read about and have been to several Edcamps for professional development and saw a couple of teachers on Twitter that were using them in their classrooms.   If you have not heard of an Edcamp, it is a conference where there is no schedule until the day of the Conference.  Teachers sign up for what they want to talk about that day and then spend time collaborating with other instructors about those topics.  I decided to do this as a review for my AP Gov kids and was really suprised at how well it went.

Summary of the Class: I created "session" titles that encompassed each standard of the unit we had covered so far including one session for review of the entire course.  Students were given handouts that listed each session, which table it was at, and a list of questions that ranged from "basic" (vocabulary, list, identify, etc) to those that were critical questions requiring more thought and discussion.  Students were allowed to go to whichever table they wanted, for as long as they wanted, but I set the timer at 10 minute increments.   I also set up a todaysmeet.com (Note: I have recently started using Go SoapBox, which I like even more) group where students could share what they were learning in their groups.  The feed from this group was projected up to the front board.

Before I started the students on this adventure, I had posted the packet on edmodo with a short teaser of what was to come.  Kids knew they needed to come to class ready to share.  I also gave them a few guidelines for their time in the groups.  I also explained that they could use notes, ipads, brains, textbooks and that there should not be one person dominating the group conversation.  At the end of the class, we held a "smackdown" where students quickly shared important things they learned (which is now posted on edmodo.

*Note: This year, I grew braver and actually allowed the students to develop topics they wanted to talk about.  I think it actually went better because they felt like they could control exactly what they wanted to discuss!  I drew a grid on the board and gave each group post-its to put up on the board for sessions they wanted to facilitate.

Pro's: All kids were participating.  Some were more focused on contributing by posting to todaysmeet, others vocally.  Kids had notes out and were very focused on the questions at hand.  I heard great conversations about topics like the president versus congress and war powers.  THe time went fast and most groups didn't really notice if I was "hovering" around their groups.  We had a great smackdown at the end with some really key take-aways.  

Con's: The today's meet was pretty superficial and more about recruting other kids to their groups rather than actual important pieces of information.  I need to model this better by showing tweets from actual edcamps.  We needed more than 10 minutes per session . I heard some kids say they really wanted to get to every session.  Some kids still looked to me if they couldn't get something right away rather than going to other students or their notes.  

Would I do it again??? YES YES AND YES!!!!!

My flipped mindset + questions I have pondered

The journey of flipping my class this school year has went far beyond simply recording my lectures and doing more hands-on activities in class.  Before I "flipped," I was comfortable and content with my teaching.  I was decent at lecturing and generally connected with kids well.  Since I had taught AP Gov for several years, I never had to think about the class with the exception of a quick glance at my notes before the class started.   

The flipped class (and my AWESOME professional learning network on Twitter) has forced me to consider some very important educational questions.  Here are a few that I have been pondering throughout the year.  The answers in blue are not to be taken as the "truth" they are just my thoughts as of March. 

1. Why should students attend my class?
This has been asked of me by several students and parents.  If students are watching the lectures at home, what is the point of them being in class?  Several students have noted that catching up while they are gone is much easier in the flipped class.  However, many more have noted that it is in class that the real learning takes place.  Most students/human beings don't learn best by lecture.  This material is provided simply to give them a general overview of the concept.  In class they are discussing the content, applying the content, and questing the content.  

Students have noted that the classroom feels more relaxed.  This is partially due to the fact that what we do in class is guided by their questions during the 10 minute Q/A time at the start of the block as well as the current events they bring up each day.  The questions they have or the topics they are interested in, guide our study of the material for the rest of the block.  For example, the other day, students brought up the sequestrations for current events.  Rather than talk about it for 5 minutes and move on, I asked students to do research on what was going to be cut, public opinion on the sequestrations, and how the sequestrations would affect Congressional approval/reelection.  

I view my lesson plans from the standpoint of a student stating "who cares?"  It has made my lesson planning more challenging, but the class periods much more engaging and fruitful.

2. How can a student demonstrate knowledge?
This question has come up multiple times in the #flipclass conversations on twitter.  In my previous classes, there was no time for students to demonstrate knowledge beyond quizzes, tests, and the occasional group discussion.  However, I now find that as I walk around the room, I can tell whether or not students understand the material by their discussions, their ability to find examples online, or their ability to teach other students.  

My in-class work is not graded (even quizzes).  Instead, students are graded based on their multiple choice and essay tests, which mimic the AP exam.  Do these questions get at the critical thinking that happens in class or route memorization?  Should I allow students alternate ways to show the knowledge, or would that hurt them in their preparation for the AP exam.   

I continue to struggle with this question and probably will for sometime.   However, it helps to know I am struggling through it with the rest of my #flipclass PLN.


3. What is the ideal structure of the flipped class.

 This is what I fretted about all summer.  What would my classroom look like?  What if I ran out of activities?  What if the kids didn't watch the videos?  What if parents rebelled?  What if everyone failed tests?

Well, I have the answer now!  THERE IS NO ONE STRUCTURE FOR THE FLIPPED CLASS!!!!!!  Freeing isn't it??  The flipped class is not a canned program that must be done in a certain way.  It is a mindset of engaging students in their own learning.  In fact, it doesn't have to be videos (though that seems to work for me)! 

Just like anything else in education, the flipped class should evolve over time into something that is manageable for you and helps your students engage in their learning.  

A shift in thinking

If there is one thing the flipped class has done for me, it has forced me to view my role in the classroom very differently.  I generally operated under the assuming that I as the teacher had all the knowledge to give to the students.  In fact, this assuming still guides my class to the extent that I create the videos and plan the lessons.  Now that we have iPads, students are easily able to access any information they want at any time.  My in-class lessons have shifted to students working alone or in groups to take the information they learned in the videos to apply it to real life problems (confirmation hearings, mock congress, crisis scenarios, etc). 

However, it was not until last week that I realized that my thinking had not shifted far enough.  I was still the one creating videos and giving the knowledge.  Why not have the STUDENTS create the videos for other students?  We all have iPads, why not?

I have done this now in two different ways, which I will share below (and provide answers).  This is immensely easier because of our 1:1 iPad situation, but not impossible if you do not have this technology.

Review Activity

• First, I created a word document that consisted of each standard, the vocabulary for each standard, and a few key questions for each standard.  
• Each group received one of the standard sheets and was given 5 minutes to fill in as much as they knew.  Then, the sheets were passed until all groups had seen all standard sheets.
• Finally, I redistributed the sheets and students were given 20 minutes (SHOULD HAVE BEEN MORE TIME!) to create a short 2-4 minute video on the standard using an app of their choice (Showme, educreations, etc).  
• Students then posted a link to their video on edmodo.  These kids took what takes me 10-15 minutes and made a less than 2 minute video (I could learn a thing or two!)
• Student Created Video
• Here's feedback I received from one of my students
• "Just my two cents...but I love this video review thing! Don't get me wrong, I enjoy your videos, but it's kind of neat that my classmates are teaching me this information rather than the teacher. The fresh perspective is nice, and I really think it will help me on the test tomorrow. (:" 
• Other students were not as positive about listening to other student videos due to the lack of "polish" of the videos, but all students agreed that actually making the videos was helpful in learning the concept.

Iron Triangle Concept Builder 

• The iron triangle is a key government concept that spans 4 different units in AP Government.  We finished up the last piece of the iron triangle last week, and I asked students to create a video describing an iron triangle (whether specific or vague).
• I thought this activity might take 30-40 minutes, but was surprised that it took all block.  Students knew that others would listen to their recording, so engaged in creating rough drafts, scripts, etc.  All students were required to speak, so everyone had to be an expert in something.  It ended up taking all block and students were silent as they listed to everyone else's recording!
• Here's an example!
• Here's another example!

The Flipped Class: Semester-in-review

One semester down...the results!

Last Friday marked 18 weeks with the flipped class with my 4th block AP Government class and 9 weeks with my 3rd block AP Government class.  While I am fortunate to have my students for 27 weeks, I thought it would be a good time to get some formal feedback on the flipped class.  So, below is a quick summary of what the kids enjoyed and/or disliked as well as things I plan to change and questions I still have!

Positive Feedback:

How confident do you feel about the material after watching the video, but before coming to class?

 

How confident do you feel about the material after watching the video and after coming to class?







 What is the most helpful part of the flipped class

watching videos by Ms. Becker		34	61%
10 minute question/discussion time		16	29%
Study Guides		9	16%
textbook reading		3	5%
in class discussions		41	73%
in class simulations		20	36%
online simulations		7	13%
Other		2	4%

What have you liked best about the  flipped class this year?  Why?
The videos are really nice because when you're done reading out of the book you may not be sure about some things, then you watch the video and it clicks. Once you come to class and have a discussion about the topic, you can't really forget it.When you have to miss school do to illness or other reason you don't fall behind because you are able to still watch the videos and do the study guide Being able to learn everything twice. Once at home, and again in class! Less lectures, more responibility to students to get the work done themselves, easy access to help.  I like the videos a lot. I find them really informative and easy to understand. They really make the material much easier to learn. I'll be honest...I was really skeptical at first, but I love the flipped class. The best part for me is that I can pause to take notes, and having really solid notes has been really beneficial.
I like being able to control how fast i watch the videos and being able to sit at home comfy in my sweats and do my work instead of in class where i tend to zone out a lot.  How in class were not really doing work but discussing what we've learned.  Being able to learn more in class about current events.  It's totally new and innovative. It has developed a calm atmosphere in the classroom as well. It's a government class, so being able to talk about the work in class and relate it to everything that's currently happening is extremely helpful.   Being able to re watch the videos if I find I really have no idea what is going on in that standard. I catch things I didn't the first time because it was rushed or I was tired or not focusing the best. It's not a second guess of trying to remember what you said in class Everything it's pretty easy going and allows for more in class fun.  It makes it so we have more time to critical think in class and you can pause the videos. But you can't pause a class.
I liked being able to watch the lectures multiple times if needed.  The in class simulations because they really help me understand the concepts with deeper knowledge
That there is more time to do simulations and activities during class, also I'm more engaged during class because its not just a long lecture to listen to.  I've liked the discussion that he flipped classroom allows because it brings the students together. How you can watch the videos at home and then watch the news or something on T.V and relate all the information you learned in the video and use it in real life and understand it more clearly and be more confident the next day in class.  It gives me a chance to learn material, then discuss material in class in a way that really relates to issues in the world. I remember things better as we apply vocabulary into classroom discussions and have time to be engaged in current events in the world outside of school.


Negative Feedback/Things to Change
 
What was the least helpful part of the flipped classroom?

watching videos by Ms. Becker		2	4%
10 minute question/discussion time		5	9%
Study Guides		9	17%
textbook reading		29	55%
in class discussions		0	0%
in class simulations		3	6%
online simulations		18	34%
Other		1	2%

What part of the flipped classroom would you like to see changed for the rest of the year?
Well something little was when you tried typing in one of the videos, cuz you typed a lot and it was hard to focus. It is hard though when your nights are really busy and you can't fit in the videos when they're extra long.  I liked it when we took a quiz everyday.  Some sort of way to track if somebody is watching the videos.   Less textbook reading, if possible. I hate textbook reading and I think the videos do a better job of teaching the material.  Having a list on edmodo that tells us the really important stuff we should know. Kind of like objectives but more direct to the material.  Shorter videos.  I would like us to go over the videos a little more , but I like it when we put the vocab stuff to real life situations , and we don't do that that much right now , so if we could do that more it'd be great !  A little lecturing about the important stuff  You often apologize when you think you're talking too much or lecturing us, and I actually like it when you occasionally "lecture" us.
The videos aren't bad but honestly I like listening to lectures in class. You always say sorry when you lecture for a little bit but that's how I learn best. So I guess just don't be hesitant about talking and writing things on the board. Also the simulations don't help at all.  Make the study guide more useful, or at least have the students answer questions that create a deeper amount critical thinking rather than just find words and fill them in.  Summary of videos and reading after the 10 minute discussion by you. It sticks better if the teacher reinforces than hearing it from others.  Keep it to 10 minutes. And maybe we could do more projects. "If you didn't watch the video don't be part of the discussion. The only reason I don't like the discussion is people don't know what the video was about and just sit there while I talk to myself   I don't really grasp the videos that well, and I'd like to keep going over topics. I'm often not sure what to ask in class and on the videos.  I don't really liked he online simulations. I don't feel like I get anything out of them.
When I don't understand something I feel I don't always have the opportunity to understand it. The question disscussion time doesn't always answer my questions and I feel it needs to be presented to me or lectured on again like we did at the beginning of the year. Take a quiz on each video. This helps me see exactly what I missed so I can study.  I would like a little more lecture because government is hard to understand and a 10-17 minute video doesn't really get me to the level of understanding that I really need to succeed. Shorter videos. Review things from the video.

Potential Change: 

• Watch video the night BEFORE the lecture and then textbook the night after.  
• Create a better study guide (I use the pre-made book study guide) that will allow students to use a WSQ format on the videos.  
• No more online simulations (pre-made by textbook company!)
• Integrate a post-video quiz and use those results to guide a 5-10 minute lecture in class after the general Q/A session in small groups.  
• Integrate vocabulary from the videos into class simulations more effectively.
• Keep the videos at 10 minutes-I have gotten up into the 12-15 minute range, which is too long.   

Questions

• What do other "flipped" AP teachers use as homework?  Just  videos?  Or reading too?  
• What is an appropriate amount of homework for AP students-isn't the point to prepare them for college?
• What is a video site that I could use where I could embed quizzes right into the video?  Also, how could I track their views without being overwhelmed?  
• Would a quick notes check each day be too "childish" for AP kids?

MIFLIP Conference (1st annual!)

MIFLIP Conference

I spent much of the  first semester feeling like I was on an island as a flipped instructor.  Communicating with my flipclass tweeps (twitter PLN) was the only outlet I had to communicate with others who were flipping.

THAT ALL CHANGED THIS WEEKEND!!!!

I attended a FREE (YUP...FREE!) flipped class conference held in Byron Center.  I found out about this conference on Twitter (of course!)  I was literally giddy last week in the days leading up to the conference to finally meet all of my #flipclass PLN.  

The Conference did not disappoint!   Not only were there great pre-planned sessions, but also several in the EDCAMP style (post what you want to learn/facilitate about) and talk to other educators about that topic!  The topics are determined the day of the conference!

Things I learned at the conference 

•  There are so many passionate flipped educators in Michigan (and I am following them all on twitter now!)
• Before implementing a flipped class, you need to teach students how to watch the video.  This might take a week or two in the class.   Teach when to pause, what to summarize, and how to ask critical questions
• 20% assignments-students choose a topic that falls under a power standard and determine how to best show they know that standard.  
• Google forms is a quick and easy way to track student viewing progress each night.
• If you create an ibook (need a mac with ibooks author), students can see the book and videos without wifi!
• There is no excuse to not flip.  Clintondale High School flipped their entire school with no budget, no new computers, no wifi, and over 50% of students with free and reduced lunch.  Their math test scores went up 8% in a year!
• Symbaloo is a GREAT place to store bookmarks for students.
• Collaboration with other passionate educators is just what teachers need half way through the year!
• There is no one right way to flip.  It is all about flipping from teacher centered to student centered.  "The one doing the reading, writing, and talking is the one learning"
• Educators from my high school (Charlotte) are getting excited about the flip.  There were at least 6 of us there and I know they are excited to try the flip! 

 This week marks the end of our first semester.  I plan to survey my students about their likes/dislikes in the flipped classroom and let you know next week!  Stay tuned!        

Becoming a better teacher....one tweet at a time!

Oh Twitter...a place for seeing what friends are eating, what celebrities are up to, and for sports fans to go crazy about every little thing.  Right??

Well, yes, but there is SO much more, especially for education professionals!  I have learned more through Twitter this school year than in probably the last several years of PD combined!  I have even learned how to implement it in my classroom (teenagers LOVE twitter!)  Here's a snippet of what I have learned and how I use it in class!

Professional Learning and Twitter

• There is a hashtag for everything.  A hash tag categorizes your tweet.  For example, I might tweet out a link to this blog.  I will include the hashtag #edchat #flipclass and #edtech.  This means when anyone searches on twitter for those hashtags (which is REALLY easy) they will see my posts and anyone else who posted to that tag.  Here's a link showing various hashtags that you can search at anytime!  Are you a social studies teacher (#sschat)?  Do you LOVE the flip class as much as I do?  #flipclass  Do you like to talk about education on Saturday mornings?  #satchat

• Even better, many of these twitter groups meet each week to discuss an education topic.  For example, every Monday night for 8-9pm, there is a flipped class discussion at #flipclass.  All you have to do is search for #flipclass and add your thoughts (or just watch the conversation).  It is amazing how many connections you will make.  After these chats, I often follow the people that I have chatted with (and they follow me)

• Once you are following someone (or organizations related to your field-almost every professional organization has a Twitter Account), you will see all of their tweets.  Most of these tweets include links to articles on improving or reforming education.  Many of these are shorter even than this blog for a quick read!  I follow yummy math and ASCD just to name a few. 

 Twitter and the Classroom
I quickly found out that my students were obsessed with twitter, and with 1:1 iPads they can check it anytime they want!  I have decided to let them follow me, only because I use it as a school account and only tweet/re-tweet school-related tweets.  If I wanted a personal Twitter account, I would simply create another account and would be able to block students.  

• Inside class, students can answer discussion questions by tweeting to #apgov1 (first semester) or #apgov2(second semester).  I made up these hashtags and you could do the same for your class.  This way all of the students can search for the hashtag and find all the comments from your class!  Twitter limits students to 140 characters so they HAVE to be consise in their answer.  I have never seen a more engaged class than when we use Twitter!

• Outside of class, I use twitter as a review tool.  The night before unit tests, we schedule a time where students can post questions to the class hashtag. I act as a moderator by going through the unit chapter by chapter.  If no one has questions, I put out questions for students to answer.  I have received a great deal of positive feedback!   

I could go on and on about twitter as a professional learning tool and as a classroom tool (and I will in later posts!)  Questions?  Contact me...I'm on twitter @t_becker10.  Just search for me and follow me!


 

The flipped government class...15 weeks in

This fall, our district handed out over 1000 iPads to students in grades 7-12 to keep for the year.  It was quite a massive undertaking before school started with both positive and negative feedback.  I was happy to be part of the roll out team, and knew that rather than fit this technology into what I already do, I needed to use it to improve my teaching.

This summer, I read a lot about the flipped class.  I joined a Monday Night Twitterchat via #flipclass (8-9pm) and have learned more in the first 15 weeks of this adventure than I did all throughout my undergrad teaching program!  I have learned from research, from others mistakes, from my own mistakes, and from my students! 

Here's a quick update as to where I am and how I have flipped my AP US Government course.  I plan to continue with weekly updates as possible! (it is my New Years Resolution :)

Two years ago, I created a standards based course by using  the College Board's AP Government outline to write standards for each unit.  Students are given these standards at the start of each unit and all assessments (formative and summative) are broken down by standard.  In fact, students are allowed to re-take tests and only have to re-take those standards that they did poorly on!  This was the (somewhat) easy part as my entire district was undergoing this transition.

This past summer, I decided I wanted to try and flip my class.  So, I started by using Showme and Educreations to develop short videos on each standard.  I find that educreations is the more user friendly of the two!  Anyway, each video is 10-15 minutes long (most are close to 10) and is based on the standard.  Students watch these videos at night, complete the textbook reading, and complete a study guide.  These videos are then all housed on edmodo, which all students have access to.  For students without wifi at home, they use the app called Roadshow where they can download the video at school and watch it at home!

The videos were the easy part-I just used my notes from my lectures from year's past.  The hard part was filling the time in class.  Here are some successful activities my students have done during class, that we would have never had time for before!

• simulations from the online textbook.
• Analysis of current events from the perspective of our textbook reading (Health Care Bill, Election, Fiscal Cliff)
• Analysis of multiple choice questions on formative and summative assessments.
• Mock Congress

Here are problems that I faced and solutions (If I have come up with one yet!)

• students not keeping up on videos each night (checking in with each student daily to see notes)
• quickly assessing student understanding of the video content at the start of each block (tried daily quizzes-took too much time, am now going to require each student to post one question about the video each night)
• students rushing through in-class activities and not really wanting to critically think and take the necessary time to develop appropriate solutions (this has faded over time).

I plan to attend the #flipclass conference in Michigan on January 19th to learn even more from people far more experienced than me.   click here for information!