#flipclass Flash Blog: Deciding What to Teach

There is so. much. to. cover.

Of course, I start with the state standards. In Alabama, Algebra 1 has all of the Algebra 1 standards and half of the 8th Grade standards (Advanced 7th Grade gets the other half of the 8th Grade standards).

That's a lot of standards.

And then there are the ACT standards for the End-of-Course test. They're similar to the state standards for Algebra 1, of course, but not exactly the same.

Standards need to be covered, and depth needs to happen.

How do I decide what to focus on?

I started my teaching career at the high school level, and we have great vertical relationships with the current high school math teachers, so I have a good idea about what standards I need to ensure my students are comfortable with and which standards are most needed to provide a proper foundation for my students when they reach their high school math courses. Those standards get more time.

The EOC standards are a little more focused than the state standards. Since the EOC standards are tested (currently; I heard that test might not be given after this year), I make sure I cover those.

I also focus on standards that build students' number sense and understanding of the most important mathematical foundations (the 8th grade standards I am responsible for often fall in this category).

Flipping my classroom has allowed me to go more in depth with the standards I teach. For one, it has slowed me down. If it can't be covered in a 15 minute video, it is too much for one lesson (and was probably too much for a 50 minute class period in my traditional classroom). I am able to answer students' questions about material as they are working with it; questions I might not have been around to hear if they were doing "normal" homework.

Since I have a much better feel for who is (or isn't) understanding what in the flipped classroom, I can no longer plow through with large numbers of lost students. I know when I need to reteach or even just clarify, and I now have time - and make time - to do that.

This year I am the happiest I have ever been with the depth I have been able to achieve with my students. I am more confident than ever in their understanding of the first of our "big three" concepts - linear equations. I have taken longer than usual to get it all covered, but I am not regretting the time I've spent.

I just hope I'm not in a panic when it comes time for the End-of-Course test, and I haven't covered everything....

#flipclass Flash Blog: Late Work

When it comes to accepting late work, I have changed TREMENDOUSLY since returning to teaching almost 11 years ago.

When I began my teaching career at the high school level (mostly 9th and 10th graders), I had a no tolerance policy. I didn't take anything late.

After 6 years at the high school and 5 years at home (plus teaching part-time at a local community college), I returned to teaching, this time at the junior high level (8th grade).

I still had a no tolerance policy. Get your work here on time, or it doesn't count. Sorry.

And then we did a faculty book study. I believe the book was Whatever it Takes by Rebecca DeFour et al.

The book discussed 0's and how they let both the student and the teacher off the hook. The student didn't have to do or learn the material, the teacher didn't have to ensure the student did or learned the material.

Ouch.

I realized not accepting late work and handing out 0's was taking the easy way out.

So I began to take late work but with points deducted for every day the assignment was late (I don't generally give any grade lower than a 50, though, as long as I receive the assignment).

And I kept this policy for the next several years. It worked pretty well. Students finished work, I encouraged them to finish because they could still get credit, and students were held accountable for not having work finished when it was due. I was happy, students were happy, parents were happy.

And then this past summer, I discovered Rick Wormeli. I shifted once again. This school year I implemented a broad retake and redo policy (detailed in this blog post). And I began accepting late work with no penalty. The idea being that if students demonstrate they know material - even late - the grade they receive should reflect what they know, not their behavior.

It's working well. Students are willing to finish work and give it their best effort because they know they're receiving full credit. There's no falling of their demeanor by learning they can do the work but only receive a few points.

It's really not any more work for me than my previous turn-it-in-late-but-receive-points-off policy.

And my students' grades are a more accurate reflection of what they actually know.

In-Class #flipclass Assignment

So, it's #flipclass chat night on Twitter, and we have an assignment!

Topic: Where are you stuck in your practice right now? What have you tried in order to get unstuck? What works? What doesn't?


I am not good at blogging on the fly, so this post could be interesting.

Right now I feel a little stuck in planning classroom activities for practicing what students have watched in a video.

We're in a place of learning new skills. Skills that take practice.

But I don't want to assign book page after book page or self-checking worksheet after self-checking worksheet. Yuck. The flipped classroom has significantly lessened the need for traditional book work day after day, and I don't ever want to go back to that.

So...I'm perusing my favorite site, Teachers Pay Teachers, for varying activities to keep students happy and engaged but still mastering skills.

Another thing that helps when I'm stuck with planning meaningful activities is asking the kids. What kind of activities do you like? What don't you like? I learned after a mid-year survey that I also need to ask, "Why?" They surprised me by saying they didn't like classroom scavenger hunts, and when I did some investigation, it's because they don't want to get up and move! What?!?!?

I also like to talk to other math teachers. How have they or how would they approach a topic? I almost always come away from such conversations with good, usable ideas.

What doesn't work when I'm stuck with planning? Getting lazy comfortable. Assigning the same type of activity day after day just because it's easy and I know it gets the job done.

OK...this was the quickest post I've ever written, but it was fun. I realized several days ago I haven't blogged in a few weeks, and I've wanted/needed to get back to it.

Maybe this post will be the jump start I've needed!

EDIT: A few weeks? I haven't blogged since Thanksgiving weekend. Yikes!