Test Day

Here I am on an unusually beautiful late February afternoon grading papers.  I have finished grading the multiple choice section of the test and putting the grades in my gradebook.  I wanted to share my data with you.

Overall, there was no major change in the test class averages.  One class did not change at all.  Two classes' averages changed only a point or two in either direction.  Then two of my classes changed by four points: one class went up and the other went down.

I had some individual successes as well.  I had some student's test scores jump by ten to twelve points.  These students are typically the quieter, more reserved students who I think got more information in the small groups.

However, I had two students drop by thirty (YIKES!) points.  One is a social butterfly and I have a feeling was not on task like they should have been.  The other student is not as self-confident as I would like and does not ask for help even though I ask if everything is okay.

I am overall satisfied with my first flip.  I think, in the long run, students will get more out of this type of classroom.  I finished my lessons last night and will be diving the group into a different groups for their Renaissance chapter.  The two major changes I have this chapter are no group project and students will listen to the notes in a station in the classroom.

On to the Renaissance!

Happy Teaching-
C

Students and iPads

I have been deliberating the pros and cons of using iPads in the flipped class.  I personally, would like a device that allow students to create output much more easily.  I do like the portability and ease of use of the iPads.  However, I do not like all of the apps that students had at their fingertips that had NOTHING to do with what their task was that day.

So, as I was perusing my Facebook newsfeed this afternoon I stumbled upon this article.  The writer of the article went to a school where students and teachers use iPads for all instruction- regardless if the class is traditional or flipped.  The article asked students what they liked and did not like about using iPads in class.  Some things the students liked was the fact that they could submit papers electronically and had no text or notes to keep up with.   One issue that students did not like was I.T. support to help with downloading of apps.  I personally like that that stop gap because my students were mesmerized by the stacks and stacks of apps they had on the iPads (as I mentioned above).



So, that begs the question: what does the best device look like?  What are our options?  I have had a class this year that has used a Chromebook.  I blogged about it at earlier: click here to read the post.  I like a few things about the Chromebook.  First, I like that you can create output with it since it has a full keyboard and apps to word process (although it is not MSWord).  I like that it has a USB drive for flash drive use as well.  I do not like how fragile they are though.  We have had a handful of broken Chromebooks this school year in that one class.

Okay- what about a full blown laptop computer?  Maybe, but the cost would be prohibitive for students to have one each.  The creation and saving ability would be nice on a computer.

Someone has mentioned to me that student should bring their own device.  I don't know how I feel about that, especially when the students have their own phone out.  I see texting, Snap Chatting and unapproved recording nightmares.  But maybe not- I am a worrier.  The benefit would be students provide their own device so there is no cost to the school.  However, if all a student has is a smart phone, those are small screens and creation of output would be minimal.  Additionally, not all students have a smartphone, Kindle, Nook or iPad.  I would need something for those students to use.

So, the eternal question of a flipping teacher goes on..what device to use?

Happy Teaching!
C

First Week Post Mortum

Done with week one and it's been a long week.  Not necessarily due to the flipping, I think it is related to the fact that this is our first full week in three weeks.  PHEW!


Well, today was our What do you Know? and for the most part I was pleased.  However, my first period has a handful of students not working to potential.  In no uncertain terms I let them know what I thought about their lack of effort.  Some students got 30's on their WDYK? and others, who normally get 40's, passed with flying colors.  I reiterated that students will get out of this what they put into this endeavor.  Students cannot sit, do nothing and expect to pass in this type of classroom.

After our WDYK? students created a talking drawing (I'll post about that next week) and an end of the week mural.  Each student is tasked with thinking about one thing they learned this week and represent it on the mural with a word or drawing.  Each period had their own mural.

Next week we are continuing with the middle ages.  Students have a few more sets of notes to complete, students will listen to NPR podcast about an illuminated manuscript, a vocabulary activity that includes math(!), a video clip on the Mongols and others.

Happy Teaching!
C

Day Four

Not my real observer.  :-)

I am into day four of my flip.  Things are going well.  I was observed, for my yearly review, by my administrator.  It was first period, too.  My administrator seemed to be pleased.  I am looking forward to my mid-year conference and discuss their thoughts on our flipped class.

The stations are running well.  I would really like to have five more minutes into each station. For the most part, the students are staying on track.  However, I did have to have a heart-to-heart with first period.  I asked them what "Garbage in, garbage out" means.  Some of them giggled when I said it.  I reiterated my question.  There was silence for a few seconds.  I got a good response.  A student said, "If you put garbage work in, you'll get a bad result."  I reiterated that this is not the "old" classroom.  Students cannot sit on their laurels and expect to skate by during the flip.  I am looking forward to that handful of students putting their brains in gear and watching their minds bloom.

Today's stations were a continuation of their multi-media project.  Students are starting to put together their props and my room is now full of colored butcher paper.  The second group was finishing up their notes on feudalism notes and then create a resume for one of the people in feudal society.  The website I used was a PBS station out of Ohio.  Here is the link for the website.

The map used was similar to this one.  I had the students
outline the water.  It saved time to allow them to
label the countries and the migrations.  

The final website was an extension of notes discussion about the migratory groups of the middle ages in Europe: Vikings, Anglo-Saxons and Magyars.  Students were given a blank map, colored pencils, a list of what needed to be labeled and an iPad with a map ap.  The end product was to be placed in their binder.  If students did not finish in class, I encouraged them to come to me during their study hall or ask another group member.

Tomorrow they will continue with their multi-media project and create a class mural after their What do you Know? quiz.

A student busy at work.

Happy Teaching!
C

Flipping Day One

Day One...finished!  

I have decided to break the class into three stations.  Each class was divided into three groups that will stay together for the entirety of the chapter.  

Agenda for today's activities. I'm also included items the students need
for their activities.

Today's stations included teacher/student discussion of filled out SOL column notes.  As the teacher I prompted students with questions.  In some cases, students had questions for me.  I encouraged the students to come with more questions next time.  

In addition to the column note discussion, I had the students review material by creating a Venn Diagram by organizing the cards into Roman Catholic, Eastern Orthodox or both.  After the students had peer checked they wrote down the finished product.  Some classes needed my verification before the students copied their Venn Diagram.  

One of 1st Period's Venn-Diagram

The third group was a read about Charlemagne and questions.  The students turned in the questions for a formative grade.  

Here is a breakdown of today. 

What did not go well:

1.  Too many students did not have their notes finished.  

   How can that be fixed?  Well, students had to go to the library, watch the videos and then fill in their notes.  They were also responsible for making up the missed notes or activities.

2.  During a few classes it was hard to hear the students I was talking to.  The noise level was a bit too high.  

   How can that be fixed?  I suppose I could discuss this with students and encourage them to keep their noise level down.

What went well:

1. Most students said they enjoyed doing the column notes out of class.  A few mentioned that they would use the notes later to study.

2. Most students seemed to stay engaged throughout the entire rotations.  

Tomorrow is day two!  

Happy Teaching-

C 

Screencasts

We have had some "snow" days these last few days.  I decided to take advantage of this extra time to work on my flip (in addition to bleaching the grout in my bathrooms and cleaning my washing machine- but that's for another blog...maybe confessions of a type-A crazy clean person).

So, my dear husband showed me how my Mac already has a program to allow me to make a screencast of the column notes.  I spent Monday (our holiday) and yesterday recording and then uploading on my Schoology page.

Here is a sample of a screencast.  The screencasts are not as fuzzy on Schoology and this is an edited one.  I got distracted and forgot what I was talking about.  The average length of the screencasts is 6 minutes.

The first part of the column notes is one screencast where I fill in the blanks and discuss new vocabulary, new concept or relate back to previous information.  The second screencast is the second column answers.  I encourage my students to answer before watching.

The supervisor of blending learning is coming by to see me to help me figure out what exactly I'll be doing with our time in class.

Happy Teaching!

C

I'm FLIPPING

Flipping you ask?  I am flipping my class in my next unit.  This means I will be delivering notes through video presentations.  Students will be responsible for watching assigned lessons and or videos prior to coming to class.

Now that I have more time in class I will be assigning project based learning activities.  Now, I'm not really sure what those activities are yet.

What I do know:
1. My unit is on Middle Ages Europe
2. My unit will be approximately 3 and half weeks
3. My students will need access to both the internet and some sort of electronic presentation program
4. I want a variety of different student outputs: formative and summative
5. I want my students to share their output: either in class or online
6. I will use Schoology to facilitate the delivery

What I do NOT know:
1. How exactly I'm going to deliver my lessons
2. What exactly will my students produce
3. How much time should I allow for class work

I have talked to my county blended learning coordinator, my school ITRT and consulted a ton (okay, that's a hyperbole) of websites.  My favorite website is bie.org.  It is full of very useful and well organized information.

I will keep you up to date on my flipping!