A Flipped Classroom Evolution

 It's been a hot minute since I've made a blog post!

We transitioned from hybrid to full in-person learning; we've now transitioned back to hybrid learning.

I have had a couple of things I want to blog about but just haven't had or made the time.

One of the biggest things that has happened in my classroom is a change I've made in my flipped lessons.

I realize I am extremely late to the party, but I began using Edpuzzle!

While there are always students who "click through" a video and simply copy things down without any thought about the material or engagement with the instruction, it seems to have been worse or particularly bad the last couple of years. This year I am especially dependent on flipped instruction, and it is more important than ever that students actually understand and absorb what is being presented in a video.

Students this year were sharing with me how they were just "clicking through" videos. I could tell by the difficulties students were having with practice material in class that they were just "clicking through." A few students began asking for a way that would "make them" watch - and pay attention to - the video, and a few of them mentioned Edpuzzle.

So, after our Fall Break, I took the plunge. As I have recorded new videos, I upload them into Edpuzzle and add questions.

I L-O-V-E adding questions. Where I used to say, "Pause the video here and do ________" (few students actually did), I now put a question where students have to try the problem and enter their answer before they move on. Then the video shares the answer, and they can make any necessary corrections to their work. I'll ask students to make predictions about things or tell me what connections they see between topics. At the end of the video - this has become my very favorite - I ask for a summary or a "in your own words, tell me how to do this" or for any questions they might have or for some other sort of reflection about the video.

I don't grade the Edpuzzle questions, but I do read through them. I can tell if there is a particular problem students found challenging. I enjoy reading the answers to the summary/explanation/reflection questions.

There has been a little bit of complaining about the videos being moved to Edpuzzle; it is taking more time for them to complete video notes (this, of course, is expected and sort of the point). Overall, though, I am a huge fan, and students say they like it better. They say they are "actually" paying attention to the videos and understanding material. I can tell by the way they interact with material in class that their understanding is better.

The one feature I wish Edpuzzle had is the ability to watch the video at a faster speed. I, myself, like to watch YouTube videos at a faster speed, and I know not every student needs the material at a slow pace.

I also upload my videos to YouTube when it is time to get ready for a test. This allows students to use the videos to study at their own pace, skipping and watching faster as needed. (This was also a suggestion from a student.)

I've been flipping my classes in some capacity for...7 years...now??? And this is the first big update I've made in a long time. I'm so happy I did!

Student Thoughts about Hybrid Learning

Week before last I asked students some feedback questions about hybrid learning. We are pivoting off of hybrid this coming week, so I really should have written this post last weekend, but the information I received is still relevant, as I will continue to use some of the things I implemented for hybrid learning AND I feel it is very likely we will have to move back into hybrid learning at some point.

I've said it before, but I love gathering student thoughts. Yes, they think and communicate like young teenagers, but I always get good information and ideas from them.

I asked students about four aspects of hybrid learning: how it was going for them, Zoom sessions, the Weekly Planner, and lesson videos.

The Hybrid Experience

Students enjoy the slower pace of remote learning. They only had to Zoom for academic classes, so they had periods of time during the day that had no official obligations. They like being able to sleep a little later. They like moving at their own pace.

Their favorite aspect of being at home? Being able to eat what they want when they want it.

They don't like not having direct access to teachers while doing their work. They don't like having to deal with sometimes-glitchy technology. They feel they are more distracted at home and have a harder time completing their work (I would agree).

Zoom Sessions

I specifically asked about the Zoom sessions for my class, because every teacher did it a little differently.

In general, they liked the length of my sessions. Since I flipped lessons, I took attendance, did some sort of warm-up/introduction, and then explained the day's tasks/assignments. Students were free to hang around and work on their assignments while still on the Zoom session, but they seldom did.

I didn't realize how much Zoom lagged for many of them. Many mentioned they missed things that were said due to glitches.

The Weekly Planner

The Weekly Planner is a huge hit. One student said, "I live by the planner." I was talking to a group of students about continuing the use of the Weekly Planner, and one student asked, "You haven't always used the Planner?!?"

They like the Planner being organized and being able to find their assignments all in one place. They like knowing if they have completed everything they needed to do for a particular day.

Several asked for due dates to be listed in the Planner. The due dates are on the assignments in Google Classroom, but it is probably easy enough to also add that information to the Planner.

Lesson Videos

I must admit, I was a little nervous asking about the lesson videos. I just wasn't sure this group was "jiving" really well with the videos.

My fears were unfounded. They like all the aspects of videos that are the reasons I use videos: going at their own pace, being able to rewind, having the videos available to watch again later. Yesterday a student wanted to ensure that I would still be doing videos even when we are not following the hybrid model.

Interestingly, several mentioned wishing there was a way to encourage them to watch and engage with the video instead of "clicking through." One class actually asked me to play a video from the board so they could watch it as a class. I think EdPuzzle would do what they're asking for, but then they lose the ability to watch the video at a faster or slower pace if they want??? I'm still thinking about it. The fact that they're self-aware enough to know they're doing something that is not in their best interest is positive.

I can say I am seeing growth in their use of the videos and the notes they take. I sometimes forget the learning curve for how to use an academic video.

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Overall, I thought the feedback I received from students was positive. Most of them are doing what they can given the circumstances and are rising to the challenge. Most of them feel I am adequately meeting their needs.

This coming week I will get to see all of my students at the same time and watch them all work on the same assignment. Things are still not "normal," but I am thankful for any amount of time I get to be with them all together.

This school year will continue to require frequent reflection and adaptation, and we will all continue to take one week...one day...one class period at a time.

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!

Pressing the Pause Button

I meant to be a better participant in the last #flipblogs challenge, but...well, you know...life.

Since my last post, life has led to some unexpected changes.

I am on leave.

The week before Thanksgiving was my last week in the classroom. One of my former students is covering my leave.

Things have felt very weird, but I'm beginning to settle into my current "normal."

My videos now have a new use, as I am sending links to my sub so that she can see how I would approach content. She has posted my videos for test review, and she would also like to post my videos for students who have been absent.

I have many goals for my time at home, and some of that includes reflecting on and learning how to improve as a teacher when I return to the classroom. I have joined Angela Watson's 40 Hour Teacher Workweek Club (I can dream, right?) to work through her material and make plans to improve efficiency.

I don't know what I'll have to blog about in the next few months, but who knows? I might have something I want to talk about from time to time.

First Student Reflections

I like to get students' thoughts about the flipped classroom after they've a had a few weeks with it. Last year, I wrote a question by hand at the bottom of their first test, asking them to share any thoughts they had about the process. This year, I used a Google Form and asked them to complete it after their first test.

The Google Form had four questions:

1. What do you consider the best part of our flipped classroom?
2. What could be improved about our flipped classroom?
3. What do you consider the best part of using Google Classroom?
4. What could be improved about Google Classroom?

I was a little concerned when at least two students asked me what a flipped classroom was. Maybe that's a good sign, and they just see it as what we do and not something different or special? Who knows....

Students see many positives about flipping instruction. A few aspects that were mentioned by multiple students:

• Being able to watch videos ahead of time (I try to give a week's worth on Friday or Monday)
• The ability to stop and rewind and re-watch a video as needed and not hold other students back
• Watching videos without class distractions
• Learning more (and better) than with "normal" homework
• Doing practice problems together in class
• Manageable homework load

A couple of my favorite quotes:

• "The best part of the flipped classroom is that instead of going home and having questions about homework that my dad can't answer, it is explained in-depth to me in the videos."
• "We don't have as much homework, so we can actually go to bed at a decent time."

One student mentioned parents watching the videos to be able to help. Yea!

The most popular answer to what could be improved was "I can't think of anything." I appreciate that, but I am honestly looking for ways to make my classroom better. Most suggestions centered around the types of practice problems in the videos. A few students mentioned more practice problems and varying the types of problems. One suggested I not give answers to the problems I give them to try on their own. Another suggested they make up their own problems. One student asked for more detail in the videos, one suggested I go a little faster. A few students mentioned making sure the videos weren't too long. One student asked for a "fun" question in each video that could be discussed in class.

I will continue to look at the amount and types of practice I offer in the videos. I changed that part of the videos last year due to student suggestions, and it is apparently an aspect of videos that is particularly important to the students.

Since we are using Google Classroom for the first time, I included the two questions related to Classroom in the Google Form. It is important to me that what we are using is working for students. Students overwhelmingly said they prefer Google Classroom to Edmodo (as a school we "officially" use Edmodo, but a few teachers are "piloting" Classroom, so some students are using both platforms). They like how Classroom is organized and how they can keep up with what's due in each class. More than one said they liked being able to communicate with teachers through Classroom. From my end, I particularly enjoy being able to converse with students in this manner. I am giving more feedback than before, and I believe it is being paid attention to more than before.

The one suggestion that was made the most was the addition of a planner/calendar to Google Classroom. Google just released that an integrated calendar was coming in about a month, so my students and I are excited about that.

I like asking my students questions. I like knowing what they think (well, most of the time, LOL) and what's working for them and what's not. The reflection process is good for them, and it's good for me. While I love hearing what I want to hear or expect, I am also ready to hear constructive criticism and willing to make improvements when necessary.

The next step is to send a similar sort of reflection questionnaire home to parents. I just need to figure out how to do it digitally. 

#flipclass Flash Blog: The Planning Process

What a great #flipclass topic!

I think I blogged about my planning process for my flipped classroom early on, but I was still so fresh, and I've come a long way since then. I don't know that my planning takes any less time than it did early on, but I am more efficient.

When planning a flipped lesson, I first look at the topic/standard I want to cover on a particular day.

I have made guided notes in SMART for several years, now, so I go to previous notes I have made on the standard.

I modify these already-made notes to make them video-friendly. I add the "I can" stem (that students write in while they watch the video) and the "Questions?" at the end of the notes.

I try to do a week's worth of videos at a time, so I prepare and export several sets of notes at once.

The next part of the planning process is recording videos. That's usually my Thursday afternoon activity. I record 2-4 videos, depending on what the plan is for the next week.

Now the hard part. With direct instruction moved to videos, how do I fill class time?

I begin searching. I know there are those who are not huge fans, but I find the majority of my class activities on Teachers Pay Teachers. Some are free, some I pay for. I am thankful there are teachers who have or make time to create activities I do not have time for. And that there are individuals out there much more creative than I.

I go for scavenger hunts, discoveries, games (review days are almost some sort of game, now), coloring pages.

Sometimes class activity is an in-depth, written response lesson, using a Laying the Foundation lesson or something similar.

For skill-based topics, I like using pages from my "Punchline Algebra" binders, as they provide straightforward practice and are self-checking.

I *love* that I can do so many self-checking activities in my flipped classroom; my students always know if they are on the right track.

And, yes, some days are out of the book. Not often, but if I am ready to take a grade on a topic, I will sometimes use a problem set out of the book.

I try to find 3 things for each lesson, a la Strategic Teaching - Before, During, and After activities. I am not always successful at completing 3 activities, but that's always the goal.

My biggest challenge with planning is timing of activities. From my reading before jumping into a flipped classroom, I knew to expect this. And it is something, even nearing the end of the school year, I struggle with occasionally.

I don't often worry if a planned activity takes too long or doesn't get finished. If students got a good 30-40 minutes practice/application on a topic, I am happy.

I struggle most when the planned activities are too short and I have more extra time than I want/need. I need to get better at having meaningful fill-in-the-extra-time activities.

I probably enjoy planning now more than I ever have, because I am getting to pick out more interesting, fun, engaging activities than I ever did when each day was me standing at the board talking for 30-40 minutes.

The Too-Long Video

The weeks since Fall Break have been incredibly busy, and I haven't had time to blog! I try to record topics as blog titles as I think of them so I'll remember what I want to reflect on when I actually have a few minutes to reflect.

It happened.  I made a video that was too long.

When we returned from Fall Break, after taking the ACT Explore, we began our lessons on slope. Slope is completely new to these students, so I had a lot of "back story" to give.  I talked a LOT in the video. I taught how to find slope from a graph and using the slope formula. Our book doesn't really develop finding slope from a graph, but kids need to understand it when graphing lines in slope-intercept form, so I thought it important to spend some time on it.

There were only 3 Smart slides, but the video was over 20 minutes long.  Like right at 22 minutes. Most videos are between 12-15 minutes long.

I warned the kids ahead of time.  There were groans. "She said we would never have videos over 15 minutes long!" Well, I never said "Never," but that was my intention.

It was material I would have covered in one class period, so I figured the extra 5 (ok...7) minutes would be fine.

I was wrong.

The kids were frustrated with the length of the video.  They seemed confused by the material. They struggled with the practice in class the next day.

While many things have contributed to the challenging nature of the last 3 weeks (more on that in a blog post to come), the too-long video was the beginning of a shaky foray into graphing linear equations.

So...a definite revision of this video is in order.  It will be 2 videos next year: one on an introduction to slope and finding slope from a graph, and a second one on the slope formula.

In my mind, neither one of these things should really take an entire day for my 8th grade Algebra 1 students. I had 2 days of applications of slope planned.  Should slope really take 4 days? Isn't that too long? This year's experience should convince me such is not the case. I've already taken more time this year with our introduction to linear equations based on what I decided was an insufficient understanding of the topic from previous (non-flipped learning) students. One more day on a foundational concept in mathematics will not be a day wasted.

It's got me to thinking about my traditional classroom lessons.  How many times did I throw too much at students, counting on them to sort it all out - on their own - through homework? Then answer a few questions and move on to the next thing.

I've said it before, but flipped lessons have allowed me to have a much better feel for the pulse of my students. And having a better grasp of what they are and aren't understanding, I am no longer able to continue plowing through material when I know there are issues to clear up. Thankfully, flipped lessons also allow me the time to creatively reteach and not necessarily lose valuable instructional time.

The limit exists.  Fifteen minutes, max.  Some would say even that is too long for 8th graders, but my Pre-AP students seem to handle that length just fine (they definitely like it when they're shorter, though). Any longer is too much.  And will automatically become two days.

Whether my "I don't have enough days to cover everything as it is!" brain likes it or not.