Something kinda cool happened yesterday

Yesterday was the first day back from break.  You know that type of day...everyone is still on break schedule and anything that was taught before break might as well have been taught last year.  In my current position, I pull struggling students out of their math classes to work with them in smaller groups on the same content.  Yesterday, we started our study of quadratics.  Our classes are pretty traditional in terms of flipping.  Kids watch videos at night and then come in and do problem sets during the day, though many of my students often watch the videos in class. 

Since the students were not assigned a video over break, I decided to introduce quadratics in a different way.  The Common Core is big on the idea of comparing and contrasting different function families.  So, we reviewed linear and exponential growth/decay functions.  Then, I put y=x^2 on the board and asked them to graph it on their graphing calculators (we use the desmos app).  Then I put y=5x^2 and asked them to graph that simultaneously.   Then, something a little crazy happened.  My students (even my first block sleepies!) were super curious.  "What if it was 100x^2?"  "What if it was -5x^2?"  And one of my favorites, "what if it was y=x^3?"  I allowed them to play for a while and within minutes, students were sharing patterns they had discovered.  "So, if it is an even exponent, it looks like a U or upside down U."  "If it is odd, it is kinda like an S."

This led into an interesting conversation about how quadratics are different than linear functions and even how solving them is different. 

Many people think the idea of the Common Core or even problem/project based learning has to be complicated and time-consuming for the teacher.  However, my experiences yesterday show just to the contrary.  Sometimes if you just start students down a path of exploration, they will take off and discover thing that are well beyond Algebra 1 material!  I had never seen this group of students so engaged and excited about math before.  I hope to continue this momentum through our next 9 weeks of quadratics study!

It's about the Journey...

It's been about two years since I started with the flipped classroom and the more I pull my hair out because it is not perfect yet, the more I realize it has been about the journey. 

• A from Sage on the Stage to facilitator of knowledge
•  A journey from learning from only those within my department to learning from people all across the world at any hour on any topic (Thanks Twitter!)
• A journey that includes weekly conversations with educational professionals across the world simply trying to improve student learning (looking at you #flipclass #miched)
• A journey from "sit and get" PD to an edcamp style PD of "choose your own learning adventure"
• A journey from thinking my videos would be the most important part of my Flipped Classroom, to realizing it's all about the relationships and student centered learning.
• A journey to realize it is ok for me as the teacher to say "I don't know, let's learn together."
• A journey to being really sad at the end of an AP government course because I feel like I am losing my "team of learners."
• A journey of being ok with failure from myself, my students, and our administration because failure is not an end, but a means to improvement.

Education is not a profession to get into if you must be perfect.  I always assumed that if I worked as hard as possible, I could achieve that perfection, when really, it's about the journey.

Day 1 of a flipped class: setting the tone

Student Centered from Day 1

I used to hate the first day of the semester as a student and now as a teacher.  I was always overwhelmed by the amount of information the teacher gave out and as a teacher, always felt like I set the tone of the class as boring!  So, with that in mind, here are a few ways I now start the first day.

• AP Government
• Video Syllabus (10 minutes): I show this to the students and ask them to take notes just like they would on a content video.  I tell them to tell me when to pause it and how they knew what to write down for their notes.  It is my way of teaching them how to watch a video.  I also show them how to download videos onto their iPads at this time using roadshow if need be.
• Sample problem-based learning assignments
• Homework is then the first video that shares information they can use to solve the in-class problem.  
• Tomorrow in class-we spend 10 minutes on a Q/A with the material, then delve into more problems to solve.
• Math
• Start with a problem-based assignment even if it is not perfectly aligned to that night's  videos
• Yummy Math-Should you go for it on 4th down?  Talk to students about using math to solve real-world problems.  
• Give students time in the group to work on the problem, walking around the room when needed.  Model good group behavior and thinking skills beyond just giving up.  Even if they cannot solve the problem, ask them what types of things they would need to learn how to do to solve this problem. 
• Ask students to record their  group's answer and report on something like Today's Meet 
• Explain that the nightly videos will help students learn the types of materials they will need to solve real world problems like that one as well as do well on tests.  Take time to download the first video with students on roadshow and watch in class while students take notes on Guided Notes.  Ask students to tell you when to pause the video.  Model what good video watching and note taking looks like.
• Start the next block with a warm-up that covers the material in the video.  I think here it is ok to be a little drill and kill, though if the warm-up is multiple choice, you could add in friendly controversy where students have to debate what the right answer is.  This is a good opportunity to check each student's notes.  Those who have completed the notes will have time to work on tonight's homework.  Or as my colleague Tyler Bartolacci does, these students get to go on a shape scavenger hunt around the school while I (the math coach) supervise those students who did not watch the video!
• Teaching the syllabus comes in as the need arises.  For example, talk about late work before the first homework is due or talk about test re-takes before the first test.      

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!