Hi! I'm a sophomore Spanish Ed major at Cedarville University and we're learning about #flippedlearning. Can't wait to hear some awesome ideas! #FlipClass Fav holiday tradition: seeing Christmas lights with my family every Christmas Eve!
A1: I wish I hadn't waited so long to dive into #flipclass. The desire to make "perfect videos" help me back for so long. As did other reasons (copyright issues).
A1: The videos don't need to be perfect. I spent (wasted?) a ton of time trying to get "perfect" videos and would always get super frustrated with them #flipclass
It is a big time investment to start. Getting ready to start all over with college physics, but I can't imagine lecturing for 90 minutes after #flipclass for so long.
A1: Don't waste time reshooting vids. So what if the cat runs across the keyboard when filming? Ss need to see that we aren't perfect. I know I'm far from polished.
Hit "save" and move on to the next video. #flipclass
I'd still be waiting if they had to be perfect. My starting videos were pretty awful, good content, bad delivery. Couldn't get used to lecturing to myself. #flipclass
A2: Still working on that. I start by emphasizing my expectations that pre-work must get done. Especially the low-level stuff that I will NOT cover/repeat f2f during group time.
Not motivated? Should have signed-up for ceramics & not #anatomy.
#flipclass
Q2 Used 5 Q formative assessment over video content, + warmup to bridge. Important to keep from lecturing over pre-work content unless data shows students need reteach after doing the initial work. #flipclass
A2: I give my students the expectations/standards for the entire unit and an end date. How they get there, what they do in class/home, when they test is up to them. #flipclass
I've thought about using @edpuzzle to track how much of the videos Ss watch and embedding some ?s in there to make sure they're paying attention, but haven't gotten to that yet. #flipclass
I just asked them to produce the notes when they asked questions that were covered in the video so that I could help them better understand. No notes = go get some, beauty of #flipclass is you can do that.
Q2. I have Ss produce the notes and I also use @edpuzzle to ask formative assessment questions so that I can gauge where Ss are and differentiate instruction. #flipclass
I would love to do this. I worry about some of my Ss who switch teachers at semester...getting too far ahead and having to redo things? or Ss that just don't do the work and fall behind? #flipclass
I am very lucky as I have the same students for all 3 grade levels. They have standards/expectations for all 3 years. I stay with them throughout their entire jr. high math experience. #flipclass
I do have students who go ahead but my assessments are made where they have to create or prove understanding to show depth of understanding. I have two 7th graders, for example, who will be done with the entire year in about a month. They will start on 8th. #flipclass
But I do have a couple students who aren't ready for the assessment when I ask. This is only at most 2 and they take it within a day or two. I start class by walking around asking where each student is at to get a feel how they are progressing. #flipclass
A2: I also give parents email me a few times a month. I ask them to have their child explain the concept to them in detail and then email me letting me know how they did. It gives parents a chance to interact with math and ask questions on what they child is doing. #flipclass
For example, on our quadratic unit I ask my 7th graders to prove to me which drinking fountain in the school is the best one by graphing the parabolic path of the water and writing a quadratic function for each one. #flipclass
A3: I found just the opposite. I have had substantially less grading. I am no longer spending hours upon hours grading. We also do SBG and I haven't graded a single piece of work other than summative assessments for 3 years. #flipclass
A3. As I am moving about the room Ss bring their work up. I check a few and if I feel they have the concept, I give them the key and let them check the rest. Ss control their learning. I GRADE LESS! #flipclass
That is great. I dropped the grading down when I started letting students check their own work then do a quick question set to prove they learned #flipclass
A3: I don't grade any homework. Purely practice. I have "check up" quizzes every couple sections for formative grades and then tests for summatives. I see more of their work daily. I also feel like I grade less #flipclass
A3: I am not grading more. Learning & practice work are able to be checked as Ss go and are not graded. I give "quick checks" of a few probs as we finish a topic. Tests when appropriate. #flipclass
A4: Fave part of the class: clinical case studies. Given limited info, Ss work towards asking the right Qs to evaluate a "patient", narrow-down diagnosis choices, pick one & develop treatment plan. All higher level. #flipclass
#flipclass A4 student creation and content are great ways to see their learning process. this includes non-traditional assessment, but I include more S situation creation and application on traditional assessment than ever
A4: Students self-pace, choose what to do in class, where to sit, where to go (hallway, library, class), when to assess, who to work with, etc. #flipclass
Real A4: Need to work on that as well. Currently working towards mastery; some of my sections quiz when they want & whenever they feel they have mastered concepts. #flipclass
I envision "mini standards" all leading towards a larger standard... things like identifying domain, finding x- and y- intercepts, finding horizontal and vertical asymptotes all leading towards graphing a rational function #flipclass
A4: I try to let Ss self-pace. I give them a checklist with the material to be covered and let them know when the test is. What they do on a day to day basis is mostly up to them #flipclass
A5: Students tell me when they want to assess. Students can reassess but first proving to me they know the content they missed on the test. They sign up for an appt. with me to reassess before/after school. They indicate what they need to reassess on. #flipclass
A5: Less emphasis on assessing low-level stuff. Now I expect Ss to learn that on their own more & spend more time evaluating their thinking. Still a work in progress. #flipclass
A5: I give more frequent, smaller assessments on less amount of material. I give more cooperative assessments. Students get to redo and retake a lot of things. #flipclass
My #flipclass 2nd year physics was all performance based assessment. Took a year to figure out how to balance group/individual assessment so it matched learning.
