Flipclass Recap: The First 9 Weeks

We've completed the first grading period of the school year.  I have 9 weeks of flipped lessons under my belt.  I recorded (and students watched) 25 videos. Over 4 hours of direct instruction moved to students' control.

So, what's the verdict?  The good, the bad, the ugly?

Well, there is no ugly.  And really nothing bad.

I'm a believer.

I've blogged about a couple of the aspects that have made me a flipclass convert.  The flipped classroom is the most efficient use of my and my students' time. In-class activities are so much more enjoyable than in my traditional classroom.

Student reviews have been very positive. They like their more manageable homework load.  I give them all their guided notes for the week and have the videos uploaded and ready to go the Friday before the week they're needed; students like being able to watch the videos when it is most convenient for them. They like that the videos are always there to refer to if/when needed. They like the structure of class time.

I've heard from a couple of parents, and they like the flipped lessons.  A retired teacher tutors a few of my students; she came to school to tell me in person how much she thinks of the videos.  She also relayed that the parents of those students are very appreciative of the videos.

My administration has been super-supportive. My principal asks students from time to time what they think of the flipped classroom, and he says they all have positive comments.  Our tech coordinator is "on my side" and has helped whenever I've needed him.

Are the kids learning anything? Historically, I haven't kept exact records of grades on each assignment or grading term (in a former life, I used to make copies of my gradebook at the end of each year), but I do know my grades at the end of this first grading term are higher than they've ever been. I'm amazed as I grade things that I know are usually challenging for students; this year's students really seem to have a better and deeper understanding of material.

Challenges?  A few, but not many.

I'm still learning how to deal with students when a video does not get watched.  There are some days where the planned activities can be completed - with a little guidance - but there are days when a student won't have any clue how to participate in class if they haven't watched the video.  On those days, I have the students watch the video in class.  They have to complete any class activities they miss after that. I have used school consequences (before-school detention) for students who try to make a habit out of not watching the videos.

It is NOT a huge problem.  One or two students in each of my three classes.  Once I started implementing school consequences, several of those shaped up.

There have been a few tech issues.  I created a course in iTunesU; students can download the videos to their iPads and watch without wifi.  I put YouTube links to the videos on Edmodo.  Most of the students prefer iTunesU, as Edmodo can "sit and spin" when trying to load a video.  A few students - again, not many - are having pesky issues.  They will download the videos from iTunesU, and then the videos disappear.  For the kids without wifi at home, this is a problem.  Most students are having no problems at all.  Our tech coordinator has been in touch with Apple to see if we can find out what is causing the "disappearing videos" and fix it.

Where do I go from here?

Right now, I'm going to keep on keeping on.  Things are working, I'm getting comfortable, my students are getting comfortable.  No big changes, yet.

I do want to start having students write a short summary of each video. I would like it to be paperless. Something they could submit on Edmodo.  I'm trying to figure out the logistics in my head before I begin, though.

With the end of the grading term, Fall Break, and the administration of ACT's Explore Test, it has been awhile since our last flipped lessons.  And I miss them.  I am real excited about the in-class activities I have planned for the next couple of weeks.  I am excited to see the depth of understanding my students are able to achieve in our work with linear functions.

Flip on!

Technology Integration for the '14-'15 School Year

It's Day 2 of TeachThought's 30-Day Blogging Challenge:  Reflective Teacher!

Today's topic:  "Write about one piece of technology you would like to try this year, and why.  You might also write about what you're hoping to see out of this edtech integration."

I'm not trying any new technology this year (that I know of at the moment); I'm looking to become more proficient with, and make better use of, technology we already have:  iPads.  Teachers in our system were given iPads in the spring of 2013.  We went 1:1 with iPads in grades 6-12 in the fall of 2013.

Last school year my integration of the iPads was pretty limited.  I made good use of our learning management system, Edmodo, and we used the iPads in my classroom primarily for textbooks and QR code scanners.

This year I've flipped my Algebra 1 classes, so I'm using the app Explain Everything to record lessons, and students are accessing those videos through YouTube links on Edmodo or downloading them into iTunes U.

I discovered Kahoot! this summer and have already used it several times.  The kids love it.

I hope to take advantage of Edmodo's Snapshot feature, giving common core-type formative assessments to see how my students are progressing on standards.

I still wrestle with the idea of becoming a paperless classroom.  While I love technology and what it does to enhance my classroom, there's a lot of old school math teacher left in me.  I am a paper-and-pencil girl.  I still sketch out my lesson plans each week in writing before typing them up and submitting them via Google Drive.  I still keep a handwritten gradebook.  I like holding real paper and giving feedback with a real pen.  I also have students who still prefer to write on real paper with a real writing utensil.

I do plan to try more digital assignments this year, though.  I know as I get more experience with it, I will become more comfortable with the idea.

While I am slower than some in the integration of technology in my classroom, I always make sure that I use what works for me and my students.  I may be slow, but I do eventually get there!