I Attended FlipTech New England 2019! #flipblogs

Well, virtually, at least!

I am about 1100 miles away from Massachusetts, but Andrew Swan invited me to participate in a video conference session. I was a little freaked out that these people I typically converse with via Twitter would now see and hear me, but I was honored he asked me.

Turns out there was no reason to freak out. It was so great to see and hear these people with whom I have interacted almost weekly for the last 4 years. I also got to "meet" a few new people!

We used Zoom as our video conferencing platform.

We had about 45 minutes to talk and share. We talked about what we flip, why we flip, a little bit about how we flip. Learning management systems were mentioned. As always comes up in a group of flippers, some talked about what flipping has done for their classroom.

Several years ago I was able to attend a FlipCon in Atlanta. I loved making connections and learning from others. It's a little harder for me to get to Massachusetts, but I was thankful for the opportunity to also learn from this awesome group of people using the miracle of modern technology.

Video Reboot, Part 2 #flipblogs

I'm not sure if there's a current #flipblogs challenge, but since I started this series with #flipblogs, I'll continue it that way.

Video templates for the first grading period are done!

Nine sets of Google Slides are complete, covering the Pythagorean Theorem, solving equations, and solving inequalities (including compound and absolute value).

Man...that took a long time! Each lesson took, on average, two evenings to complete.

As I went along, there were elements of creating the slides that became a little more efficient and quicker.

As I got into the templates dealing with inequalities, I had to figure out how to make number lines and how I wanted to "click" them in while explaining how to do them. I was pretty proud of those first number lines.

Now I'm ready to begin recording.

I'm going to rewatch the videos about how to use Google Slides with Snagit and maybe try one or two this weekend.

My goal is to have all the videos recorded and ready to go by the end of June.

Stay tuned!

Video Reboot, Part 1 #flipblogs

I have needed and wanted to refresh some of my videos for the past 2 years. I have made new videos every year, but some of the videos I use are now 4 years old. Life has conspired against my best intentions, however, and there has been no opportunity to remake the videos that need remaking.

Since I'm currently on leave, I have more time, and the planning bug that bit a few weeks ago led to looking at video creation.

I have used Explain Everything for 4 years. My typical make-a-video routine is:

• Create blank notes in Smart.
• Export the notes as a PDF.
• Upload the notes into Explain Everything.
• Record the video as a screen-cast. I write on the blank notes as I explain what I am doing.

At the beginning of the year, I upgraded to Snagit 2019, and I decided I would like to try to use Snagit for video creation.

I looked at some videos explaining how to record Google Slides presentations using Snagit.

So I have spent the past week or so creating Google Slides. I am using Equatio to create the math. I am doing many things one line at a time so I can click in a line and explain it as I go.

It is taking a LONG time to create a video template.

I like the more professional look of the slides, and I like being able to use a few effects to make things look a little more "done."

I like that I'll be able to use the cursor as a pointer as I talk about things on the slide.

I'm afraid I'm going to miss writing on the notes.

The next step is to actually do some recording and see what it all looks like. Stay tuned!

Keeping the Pace #flipblogs

Algebra 1 has a lot of standards.

And for 8th-grade Algebra 1, I have to teach about half of the 8th-grade standards in addition to all the Algebra 1 standards (advanced 7th-grade math gets the other half).

It's 61 standards in all.

Oh, and make sure you cover them in-depth, so that students have a conceptual understanding of them all and can demonstrate mastery.

This is not a problem unique to me. All teachers have a lot of material to cover and have to ensure their students know those standards.

But the last couple of years, I have struggled to cover all my standards. I've been going more in-depth with lots of standards (a good thing) and ending the year with more than a handful of standards uncovered (a bad thing).

So for the past week or so I've been working on my Algebra 1 pacing guide.

I started with broad topics and then sorted my standards into the topic(s) they belonged.

Yes, I wrote out all my standards, some of them multiple times.

I then started deciding which standards would take less time and the ones I for which I would need more days.

I found a great website - When Math Happens - with a workable pacing guide AND complete lessons for Algebra 1! I also found Better Lesson, where I can find lessons for specific standards, even the ones I read and think, "So how do I teach THAT?!?" I'm reading information about how to spiral math from Kyle Pearce and John Orr.

And a plan is coming together. It's still largely in my head, but I'm confident it will (mostly) materialize.

Will I be able to cover all of it? We shall see, but I'm optimistic.

The Price You Pay #flipblogs

Last week I gloated about being on Fall Break.

I did, however, make a prediction that the school week would likely "hit me like a ton of bricks" (it's been known to happen before).

I was right.

Well, I'm not sure I felt hit this week, but I did feel off-kilter all week. I couldn't get in gear. I was doing stuff all week, but I'm not sure I accomplished much of anything.

The kids seemed a bit off-kilter, too.

I seldom turn school completely "off," even on breaks. It happened during Fall Break. I couldn't even remember some student names on Monday.

So when Monday came, and I had to do all the school stuff - lesson plans, finish grades for the grading period, plan, make videos, accommodate, you name it - I never could find my groove.

My parents always said, "If you're gonna dance, you gotta pay the fiddler."

I thoroughly enjoyed my Fall Break, and this week I had to pay up.

There are several other things that could be mentioned about the week: our school-wide, community-building "Hey! Day" activities that were fun and beneficial and the lesson that flopped (again) come to mind. But they really all contribute to the off-kilter week, so I'll spare everyone the novel-of-a-blog-post.

It's Fall Break! #flipblogs

It's Fall Break! And another #flipblogs challenge!

I'm thankful for the new challenge. It will hopefully keep me blogging regularly through the end of the year. And it's only once a week. I can do that, right?

Since it's been Fall Break, I really have nothing to vent about. I'm pretty rested and relaxed. "Chill," even.

I started the break with a trip to my favorite place on Earth (the Smoky Mountains) and have ended the week with some much-needed slow time at home.

I planned for the Monday return to school before I left last week, and I didn't bring any grading home with me.

I'll shift back into school-mode Sunday afternoon and evening.

And then next week will hit me like a ton of bricks, LOL.

But I've been thankful for the time to recharge and time with family. It will be a huge help in getting me to the end of First Semester and Christmas Break.

Working One-on-One and Seeing Growth #flipblogs

This week I have been reminded of another benefit of flipped lessons: the ability to work one-on-one with students in class and see the resulting growth.

In Algebra 1, we are solving equations right now. I've had several students who can get to the right answer but struggle to show their thinking in a way that is organized and easy to follow. And often, when students can't organize their thinking, they can't get to the right answer, either. Many students are seeing that a little negative sign - easy to lose when one's work is not well-organized - can cause big problems.

As students have worked through activities in class, I have sat with students who have been having difficulty demonstrating their thinking. Yesterday we did an activity where I asked some students to let me see each problem as they finished it. We talked through each problem together.

Today I gave a "quick check" with two equations to solve. Several students showed marked improvement in the organization and presentation of their thinking. I wrote "Bee-you-ti-ful!" on a couple of papers.

This improvement happened because students were able to work on content in class after watching the lesson at home. And I was able to circulate amongst students and spend time with those who needed me.

Another #flipclass win.

Why I STILL Love Flipping #flipblogs

I was so proud of my Algebra 1 students today.

I blogged last week about introducing them to flipped lessons. We watched 2 videos as a class. Monday, they watched one in class but individually.

Then I assigned 2 videos for the rest of the week, one due today and one due Friday.

Last year, I didn't assign videos for homework. But it really slowed me down. Some things that could have been done in one day took two days, and I didn't get to all my content.

So, this year, I decided to assign some videos for out-of-class viewing.

I was a little worried that my first assigned video was on a football night. It was only a 13-minute video, but game nights are challenging. And then we had storms come through last night with widespread internet outages.

I have never made a huge deal out of videos not being watched at home - sit down & watch the video and join the activities when you're finished - but it does put kids a little bit behind, and they miss some in-class practice time.

I decided there would probably be a good many of my students who did not watch last night's video, so I prepared for that.

First Period comes in this morning, and EVERYONE had watched the video. Even the student who had been absent the previous two days! Out of 4 class periods and almost 80 kids, only 4 had not watched the video!

I remembered two big reasons I love flipping:
1) Accessibility - students watched the video in their study hall yesterday, some watched it after the power came back on last night, some got up a few minutes early this morning to watch it. It was there when they were able to watch it.
2) Student ownership - two students who were absent yesterday watched the video. I LOVE this. It's responsibility at its highest level. "I wasn't at school, but I don't have to get farther behind."

I was so proud of my students. After a night that gave several reasons for excuses - some of them likely valid - they all stepped up and took control of their learning.

In just a few days, I have been reminded of why I choose to flip lessons. And I still love it.

If Teacher Ain't Happy... #flipblogs

I started this school year differently than in years past. It was something I wanted to try, so I did.

There were things about what I was doing that I liked. There were some lightbulb moments. There was growth in vocabulary.

But, a lot of the time, I wasn't having any fun. And if I'm not having any fun, I'm pretty sure my students aren't.

I was stressed over the new stuff a lot.

And my students weren't as engaged as I like to see.

So...I'm tapping out. I've given it a grading period, and for my well-being and the well-being of my classroom, I need to be more of the old me.

Happy teacher = happy students = happy classroom. Or, at least that's the way I hope it works.

I have a bit of a nagging sense of failure, but...you know what? Ain't nobody got time for that.

The Return of Speed-Mathing #flipblogs

I first blogged about Speed-Mathing here.

Last year, for some reason I don't remember, I didn't Speed-Math. (Insert sad face)

My Algebra 1 classes got to do it yesterday.

It went well. My rotation was much better than the first time.

I love hearing "math talk" from kids. I love when they can explain things to each other and clear up their own misconceptions. I love when they're engaged and learning and don't really need me.

A Flash of Something (Maybe) Resembling Brilliance #flipblogs

I get it wrong. A lot.

But every once in a while I have a spur-of-the-moment idea that I look back on and think, "That was pretty good."

I gave a "Quick Check" to Algebra 1 this morning. Four questions on our last concept. I give a Quick Check when I feel students are ready to receive a grade on the material we've been working on.

I began collecting students' work, and many of them were missing #4. Half of them were missing #4.

I could have graded it as is - maybe showing students how to do it later - or I could try to correct their misunderstanding immediately.

After I collected the papers, I instructed students to get their notes on the material out and look at the examples relating to the missed problem.

I gave the students a quarter-sheet of paper, wrote the problem from the Quick Check on the board, and told them to use their notes to rework the problem.

Students kept working on the problem until they got it correct.

I told students I would take their corrected work and count it as their #4. A large portion of students originally missed the problem; now they all had it correct.

They got immediate feedback. I think many of them learned in the process.

And I smugly gave myself a virtual pat-on-the-back for having a spontaneous idea that wasn't half-bad.

Sometimes You Win, Sometimes You Break Linguine

I tried a lesson today I've never done before.

Students were (trying) to see that the only information needed to determine if two triangles are similar is the measure of two pairs of corresponding angles.

(HEY...NON-MATH PEOPLE...WAKE UP!)

The lesson involved making triangles out of linguine noodles. I knew the lesson was going to be a challenge, but I wanted to try it.

And then...

First, I was late to class due to a meeting that started during my planning period (my partner teacher was in there, so she got my students started on work some of them needed to finish).

When I got to class and was able to get started, I explained to the students we were going to try a lesson that was new to me and we were all going to enjoy the ride.

Well...we broke linguine into pieces and made things that resembled triangles.

Some linguine was broken into itty-bitty pieces.

One pair of students saw what I needed them to see. I showed their linguine triangles to the whole class.

I would not call it a successful lesson.

But, you know what? I didn't sweat it.

The kids said they had fun playing with the linguine. We were successful at matching the measurement of one angle. The kids all helped me clean up linguine from desks and the floor. No one stressed out that the lesson wasn't working because *I* wasn't stressing that the lesson wasn't working.

My wheels are turning, and I'm trying to figure out how I could make that lesson more successful in the future.

Monday we'll pick up and move on.

Not every lesson is a home run. Sometimes it's a pile of pieces of broken linguine.

And that's OK.

Take Time to Rest #flipblogs

Teaching is a tiring job.

I know I'm not saying anything anybody reading this blog doesn't already know, but I finish most days mentally, physically, and emotionally spent.

By the time I get to Friday, I'm exhausted. My poor family wants to go out and do something, and all I want to do is crawl up on my chair in my jammies and watch TV in a semi-comatose state.

I realized a long time ago how important some rest on the weekend was to my health (mental, physical, and emotional).

I try to make Saturday a school-free day. Or...as close to school-free as I can. No papers, no plans, no emails.

It doesn't always happen. I'm not always successful.

But some sort of down time is so important.

It's important for me. It's important for you.

What do YOU do to ensure you stay healthy and effective?

"I Love that Teacher!" #flipblogs

My Algebra 1 kids got back a test this week. It was a deep test, what I like to call a "thinker test." It was very accessible but also required kids to dig a little deeper. I really liked the test.

But many kids did not do as well as they would have liked. There was some minor panic amongst students (I always tell kids that I will tell them when it's time to panic!). I posted grades at 10 PM one night and had a student in my classroom at 7 AM the next morning to discuss her test.

I've been a big believer for several years in giving kids the opportunity to learn or relearn material they have struggled with. To improve their understanding and - in doing so - improve their score. As I blogged about here, I am a big believer in hope.

I have had an extensive retake and redo policy for a few years. But right now that particular policy is not a good fit for me.

I decided to try test corrections again. There are many test correction procedures throughout the interwebs, but I decided to go with Math Giraffe's policy.

(I must note that I still think grading corrections will take longer than grading new tests, but I think the other parts of the retest procedure were more difficult than the corrections procedure...maybe that's another post.)

Anyways...yesterday I returned the test and explained the test corrections procedure. The looks of shock and fear slowly calmed as students realized they might not be grounded for the rest of the grading period.

Today students came in proudly declaring, "I'm ready to turn in my corrections!" (They're not due for a week.) A few came this morning to ask questions about their test.

One student said, "I told my mom about the corrections and she said, 'I love that teacher!'"

It is not my goal to be liked by every student and parent. It hurts my heart a little bit, but I know there are those out there who don't particularly care for me. And that's OK (or, at least, I try to convince myself it is).

But it IS my goal for every student and parent to know I care about student learning. That I believe in hope. That I will do what I can reasonably do to ensure students experience success. That I have my students' backs.

It all goes back to that relationship thing. Relationships with my students are important; relationships with my students' parents are important. The stronger both of those foundations are, the more positive - and successful - experience a student will have in my class.

Is it Bad that Some Groups Seem a Little "Easier"? #flipblogs

Post 4 out of 20 (I've made it 1/5 of the way!)

I love all my students. I really do.

But some groups are more challenging than others.

One year I had a class that was "too cool for school." They looked down on fellow students; they looked down on me.

One year I had a class that was out for blood. They circled like sharks, waiting for any sign of weakness so they could attack. They really seemed to want us to be enemies.

I work hard with challenging groups. I weaken their defenses by working on those relationships and finding what matters to them and what makes them tick. I adjust my approach until I find their sweet spot. And most of the time we end up in a positive place.

The work must continue all year, though, and challenging groups can be mentally and physically tiring.

This year's group - as a whole - seems to be a bit easier. They're nice to each other. They're respectful and pleasant to me. They're fun to be around. I am spending less time on classroom management and am able to devote more energy to the teaching and learning process.

I'll take any group you give me. Give me time, give me ideas, give me patience, and we'll be just fine. I'll love them just like any other group and give them the best me I can give.

But I've noticed myself being grateful for an "easy" group.

Is that a bad thing?

Pythagorean Stackin' #flipblogs

Twas the day after Labor Day. As has been the case the past several years, we were on an activity schedule for a pep-rally. Shortened classes. Excited students. Brains a little rusty after the three-day weekend.

On Friday, Algebra 1 looked at how to use the Pythagorean Theorem to find unknown sides of right triangles.

Today was our practice day, using one of my favorite activities: Pythagorean Stacks.

I got the activity from Jan at Equation Freak (who has since retired). It's a great activity to not only practice using the Pythagorean Theorem but to also hone those diagram-interpreting skills. I've blogged about the activity before.

Students did well with the activity. Once they saw how to use the diagram to find the information they needed, most of them took off with it. (In the rush of each class period, it never even crossed my mind to take any pictures of kids working!)

Due to the shortened classes, we will finish the activity tomorrow. Then we'll move into the converse of the Pythagorean Theorem before looking at applications of the theorem.

(By the way, I've used Jan's Pythagorean Short Stacks with my Pre-Algebra kids. The diagram is a little more straightforward and accessible to my inclusion students.)

Has it Already Been a Month?!? #flipblogs

No, not the "20 out of 30" blog challenge month.

It's been a month of school already!!!

We completed 4 weeks with students last week.

Wow.

People ask me how school is going, and my answer has pretty consistently been, "Exhausting." It's been a great start and things are going well, but it is tiring. That's typical, of course, but it seems to catch me off guard every year.

I've started a little differently this year. I'm trying the Open Up Resources curriculum. There will be more blog posts to come related to this. I like the curriculum - particularly the types of questions it asks and the depth of thinking it requires - but there have been no flipped lessons, yet. GASP! I know! Like I said...more posts to come. (And, yes, there will be flipped lessons eventually.)

I have a good group of kids. Discipline challenges are at a minimum. Thanks to the hard work of their previous teachers, they have a good foundation and are stepping up to the level of thinking I am asking of them.

The kids can't believe we're already a month into the school year. I told them progress reports would go home next week, and one boy said, "That means we're an 1/8 of the way through the school year!"

That made for one happy math teacher.

20 out of 30? #flipblogs

So, Andrew (@flipping_A_tchr) has challenged those of us in the #flipclass community to blog 20 times in September. That's 2 out of every 3 days in the month.

I haven't participated in a blogging challenge since I first started my blog (and, coincidentally, it was also in September). I see blogging challenges come up from time to time on Twitter, and my first thought is, "I want to do that!" followed quickly by "There's no way."

Two out of every three days is not *quite* as daunting as every day for a month, but it is still a bit daunting.

But...here we go. Even if all I can do is pop in with a story from the classroom that day, I will. And I'll frontload as much as I can at the beginning of the month in case I have to miss more than 1 day later in the month. :)

Here's to blogging!

What Keeps Me Going? #flipblogs

Life is still happening in my little corner of the world, and things such as blogging and participating in Twitter chats continue to get pushed to the side.

But I decided to at least add a blog post to this weeks #flipblogs to get a post out there and add my two cents' worth.

What keeps me going?

The follow-up question is: What tools, tech, ideas, beliefs, etc., sustain your flipping?

This is my fourth flipped year. What sustains me?

I still use the same tools and tech I used when I began flipping. I make videos in Explain Everything; I host them on YouTube.

My goal for this year was to begin remaking some of the videos that are now in their fourth year of use (I have made new videos each year, but a few are still the originals). I have not been able to do that. But it has been so nice that, when my extra time and energy is otherwise occupied, my flipped classroom is, in many ways, running itself. I'm still tweaking lessons and looking for new ideas, of course, but when I need to I can post a previously-made video, prepare a previously-used activity, and have a successful class.

What really sustains me are my experiences and the experiences of my students.

Students continue to tell me they enjoy their time in class.  They continue to tell me how useful videos are for self-pacing and studying. They continue to say videos are one of their favorite aspects of the class.

I can't imagine my class any other way. I can no longer stand to hear myself for more than a few minutes at a time (I know...I know...I apologize to all those students through the years who had to listen to me for 30-40 minutes each day). I enjoy seeing students work together and help one another. I enjoy the interaction I get with students as they work through and learn material.

I continue to see all the benefits of a flipped classroom I saw when I first flipped, and that's what keeps me going.

Let's Start at the Very Beginning #flipblogs

Life happened, and I missed the first #flipblogs Twitter chat. I start school next Tuesday, so who knows what will be going on Wednesday evening? I hope to get to participate in the next #flipblogs Twitter chat, but even if I don't I can write a blog.

This week's #flipblogs prompts:

1) What inspired you to start flipping?

and

2) What was your first step to make the change?

I've shared this story before, but it's always good to reflect on "where it all began."

I first heard about flipped classrooms from our district tech guy as we were launching our 1:1 iPad initiative. The description of the methodology was basically, "Students watch the lecture via video at home and do homework in class."

I quickly dismissed the idea.

How on earth would I have time to make all those videos (because I wouldn't want to use videos others made)?

And the thought of trying to keep a classroom controlled while working "p. 222: 2 - 222 even" was a nightmare.

But the idea stayed in the back of my mind, for whatever reason.

Then one summer, while teaching summer school, I began to seriously consider it. I don't even remember the exact trigger. But sometime in the month of June, I thought, "I can do this."

I read Jon Bergmann and Aaron Sams' Flip Your Classroom. I figured out how to take aspects of a flipped classroom and make them work for me.

And I took the plunge. I decided to start with my Algebra 1 classes.

The first thing I did was begin to create guided notes. I stayed after Summer School sessions and worked on notes for the rest of June.

Then, in July, I began to record videos. I think I had a couple of weeks' worth recorded by the time school started.

So...that's where it all began. But I feel I need to address my two initial concerns.

Yes, it took TIME. Loads and loads of time. I still like to use my own videos (and my students and their parents appreciate that I do so). But I've always said every bit of time I've spent has been worth it. And I've gotten pretty quick at churning out videos when I need them.

And pages of book work with loads of problems? Fuhgetaboutit! I've learned (and continue to learn) how to choose activities for class time that keep students engaged, collaborating, and communicating. We can go weeks or months without referring to a textbook.

My flipped classroom today looks different than my flipped classroom that first year. It has evolved more than I ever thought possible (a topic for a different post). But every journey has to start somewhere, and I'm thankful decided to take the risk and start.