tag:blogger.com,1999:blog-80189699501310771422024-03-13T09:47:55.280-04:00Flipping HistoryI am a high school history teacher with a passion for technology in the classroom. I am constantly trying to find ways to differentiate within my classroom and connect with students on a more personal level. I have decided to "flip" my classroom. I expect it to be challenging and met with some skepticism but I am hoping with humor and patience to see it through. My experience is chronicled here.Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.comBlogger42125tag:blogger.com,1999:blog-8018969950131077142.post-91496958381348535492016-05-11T08:36:00.004-04:002016-05-11T08:36:40.621-04:00New blog address!I have loved the journey that this blog has taken me on. However it is time that it has a new home. Although I will leave the content here for those that are interested, I will not be adding additional content. To continue to follow my blog posts, please go to my new site, <a href="http://www.pennyuniversitypress.com/blog">www.pennyuniversitypress.com/blog</a>. I hope to continue hearing from all of you!<br />
<br />
<br />
<br />
Thanks,<br />
LizElizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com3tag:blogger.com,1999:blog-8018969950131077142.post-90314723402749764392016-05-11T08:33:00.002-04:002016-10-22T10:23:40.350-04:00Flipping History CourseWelcome! As I've mentioned in posts below, I no longer update this site as my blog is now hosted at <a href="http://www.pennyuniversitypress.com/blog">www.pennyuniversitypress.com/blog</a>. However, I did want to make sure that I left the materials here for those that may be interested in flipping their classroom.<br />
<br />
I receive a lot of emails asking for help and advice- please keep sending them! I love, love, love, connecting with other teachers. The best way to reach me is elizabeth@pennyuniversitypress.com.<br />
<br />
If after exploring the materials here, you are still interested in flipping your classroom, but need a more concrete road map, I have created a self-paced course, "Flipped Classroom 101." This course is available at <a href="http://pennyuniversity.teachable.com/" target="_blank">http://pennyuniversity.teachable.com/ </a>or via my website <a href="http://www.pennyuniversitypress.com/">www.pennyuniversitypress.com</a>.<br />
<br />
The cost is $10.00 which includes a PDF copy of my book, Flipping History. I have tried to keep the cost affordable to teachers, while offsetting some of the costs associated with maintaining my blog and website. I really tried to provide a lot of value for you, and lay out exactly how I started flipping my classroom, and some ideas of where to go once you get the basics down.<br />
<br />
Please feel free to contact me with any questions! Happy Flipping!<br />
<br />
-Liz<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://pennyuniversity.teachable.com/" target="_blank"><img border="0" height="320" src="https://4.bp.blogspot.com/-h206bKm56Vs/VzMmgwLvGiI/AAAAAAAAOoQ/PMD0TuS9C9kG_g6yNVUgBDMz75nkVuorACLcB/s320/course%2Blogo.jpg" width="320" /></a></div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-49665114380076550282016-04-07T13:34:00.003-04:002016-05-11T08:34:17.928-04:00More Exciting News!As mentioned in my previous post, I have a book. The new(est) news is that it is now available in paperback! I know I prefer a hard copy of a book, and now that option is available to you. Click the image below to purchase!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://amzn.to/1UL9YU8" target="_blank"><img border="0" height="320" src="https://4.bp.blogspot.com/-WIAGjnashng/VwaY0Xl5iDI/AAAAAAAANqI/6UQs2pKEj3EQ4xgk2uouB5Sm_iSPfD3lQ/s320/front%2Bcover.jpg" width="226" /></a></div>
<br />
<br />
Additionally, I have been receiving lots of emails looking for more of my "Coursepacks" and other materials. After a lot of work I finally have a place to house them, and they are available for purchase as well. www.pennyuniversitypress.com will be where you can purchase workbooks, professional development books, and eventually self-paced courses. You will have to give me some time to get things up and running, but I will update here as things become available. I will also have digital downloads of materials available.<br />
<br />
Thank you for all of your support. Please let me know if there is anything I can help you with! I love, love, love hearing from each of you and sharing what I've learned (and learning from you)! Available soon:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-9u7BRzs98mI/VwaaFh0A2sI/AAAAAAAANqU/zgoTyS3LWmgZhQSh7p2_sNVGIHdikjP5g/s1600/PreHistory%2B%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-9u7BRzs98mI/VwaaFh0A2sI/AAAAAAAANqU/zgoTyS3LWmgZhQSh7p2_sNVGIHdikjP5g/s320/PreHistory%2B%25281%2529.jpg" width="200" /></a></div>
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-54020661511286306292015-08-17T19:17:00.002-04:002016-05-11T08:34:33.106-04:00Exciting News!I have been receiving countless emails from teachers who are looking to flip their classrooms. I love discussing the flipped classroom with each and every one of you. However, during the school year it can be difficult to keep up with everyone. I have taken what I've learned and put it into ebook form. You can now download Flipping History: How to Flip Your Classroom Today on Amazon.com. It contains information found here on my blog as well as additional resources, tips, and tricks I have learned. I am still happy to answer your emails, but if you're looking to start flipping ASAP, the book version of me may do the trick until I can respond ;). You can get it for FREE 8/18 and 8/19- don't miss out!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-WIAGjnashng/VwaY0Xl5iDI/AAAAAAAANqI/6UQs2pKEj3EQ4xgk2uouB5Sm_iSPfD3lQ/s1600/front%2Bcover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-WIAGjnashng/VwaY0Xl5iDI/AAAAAAAANqI/6UQs2pKEj3EQ4xgk2uouB5Sm_iSPfD3lQ/s320/front%2Bcover.jpg" width="226" /></a></div>
<br />
<br />
You can get your copy of Flipping History <a href="http://amzn.to/1SggHyT" target="_blank">here</a>.<br />
<br />
Just as a reminder- my new content is being housed on www.lizofalltrades.com. I will always keep this site running as a resource for you, but if you're looking for updated information its on my new site. That being said, I know many of you have found me through this avenue, so I wanted to make sure you had access to the book.<br />
<br />
Finally, I want to thank all who have reached out. The sharing of ideas that I have had with many of you has been so awesome, its one of the best parts of the job! Let's keep the conversation going!Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-81590790143892398332015-05-18T09:49:00.001-04:002016-04-20T10:06:25.429-04:00My blog has moved!<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">All future posts can be found at: <a href="http://pennyuniversitypress.com/blog">pennyuniversitypress.com/blog</a></span><br />
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;"><br /></span>
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">It has been almost a year since my last blog post at flippinghistory.blogspot.com. How did I let it go for so long?</span><br />
<br style="background-color: white; color: #8e8e8e; font-family: 'Open sans', sans-serif; font-size: 15px;" />
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">I started blogging several years ago as a way to think out some of the ideas I wanted to put into motion in my classroom. I also hoped in the process to connect with other educators. As time went on due to curriculum changes, level and school changes, and life in general, I felt myself blogging less and less. I was still active on Twitter, but not everything worth discussing and learning can be condensed to 145 characters. I realized that part of the problem was that I was taking all of my interests and keeping them separate. I began associating my education blog as part of "work." It became one more thing I had to do, rather than what it started out as, something I had a passionate interest in. I knew that if I was going to get back into blogging, and reignite the passion, I had to stop separating all of my interests into separate blogs, separate sites, separate parts of my brain. </span><br />
<br style="background-color: white; color: #8e8e8e; font-family: 'Open sans', sans-serif; font-size: 15px;" />
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">With this in mind I have decided to move my blog to my personal website. It can now sit side by side with my other interests. It is my hope that I can continue to connect with other educators, and to share thoughts and ideas through this site. I also hope however that this new site will give a clearer picture of who I am beyond the classroom, and help me connect with others that share additional passions and interests with me. </span><br />
<br style="background-color: white; color: #8e8e8e; font-family: 'Open sans', sans-serif; font-size: 15px;" />
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">I will keep flippinghistory.blogspot.com active for those that are interested in past posts and archives, but all future updates will be posted to <a href="http://pennyuniversitypress.com/blog">pennyuniversitypress.com/blog</a> . From the main page if you click "my blog" you will find a new place for my posts. </span><br />
<br style="background-color: white; color: #8e8e8e; font-family: 'Open sans', sans-serif; font-size: 15px;" />
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">Thanks for making the jump with me, I'm excited to start again! </span><br />
<br style="background-color: white; color: #8e8e8e; font-family: 'Open sans', sans-serif; font-size: 15px;" />
<span style="background-color: white; color: #8e8e8e; font-family: "open sans" , sans-serif; font-size: 15px;">How do you balance your personal and professional interests? Does it all merge for you, or do you compartmentalize? Head over to the new site and tell me!</span>Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-28456378081769265642014-05-19T13:58:00.002-04:002014-05-20T13:03:47.989-04:00Shocking Discovery: Students have valuable conversations!!<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"></b><br />
<div dir="ltr" style="margin-bottom: 10pt; margin-top: 0pt;">
<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;">I realized something about my students not so long ago-t</b><b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal; line-height: 1.15;"><b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">heir conversations have value. Like actual, <i>real life, important things are being discussed</i> value. Even when the stuff they are discussing doesn't seem real life and important to me. I learned a tip this past year that has really changed how we start class now- and it has made a huge impact on my relationship with my students. </span></b></b></div>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">This one will be quick, and I can't take credit for it. I had a professor that used to start class like this, and it left an impact on me.</span></b></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">When I enter the room at the start of class, students are sometimes chatting if they've finished whatever warm-up or class activity was given day. First of all I want to be clear on this- I don't mind students chatting just before class starts. If they have finished their work, I see nothing wrong with engaging in conversation. Usually students have things they need to jump right into- so sometimes this chatting is occurring while they are gathering supplies for the day. I realize most of these conversations are centered around who broke up with who on Instagram last night (yes, that happens, #sogladimnotinmiddleschool) however you just never know. No one has ever learned anything sitting in silence, so I say why not take the chance they might pick up some random knowledge. I have been continually impressed by some of the meaningful discussions between students totally without facilitation by a teacher.</span></b></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Anyway, I bring up the conversation because there was a time (back in the dark days before I smiled in October) when I would have entered the classroom, shouted something like, "quiet down" and been frustrated and upset (more frowns) when they did not immediately drop conversation and turn their attention to the all knowing all powerful teacher at the front of the room. Are you kidding me past Liz? When have adults ever responded to something like this? I'm willing to bet my California Chrome, Kentucky Derby winnings (kidding of course but you get the point) that at your last staff meeting when the principal said, "ok let's get going" people whispered to the person next to them to finish their conversations. </span></b></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">We do it all the time, that's why there are dancing hot dogs at the movie theater to remind us to be quiet during the film (and buy some overpriced Junior Mints from the concession stand). We are social creatures. Why do we some how expect teenagers (the most social of the social creatures) to halt their conversation in silent reverence of us? I'm not suggesting students shouldn't respect us or listen when we are speaking, I'm merely suggesting we rethink our approach.</span></b></div>
<b id="docs-internal-guid-98d1921f-159d-ee38-f605-810fea21d676" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Ok, ok, so what is it that this professor did? You probably already do this sometimes and don't realize it. She would say, "we are ready to get started, take a minute and finish your conversations." That's it. It doesn't seem like much, in fact it doesn't seem like anything significant. However when you do this, it sends a message to your students. It let's them know that you feel their conversations have value, and that you recognize that they have ideas, thoughts, and concerns of their own. It also gives a chance for them to wrap up their conversation so that when you do start talking, it is not unrealistic to expect their attention. We have all seen students, so desperate to finish telling their friend something that they can think of nothing else. Why take the chance that they are going to miss important instruction? Give them that precious minute, let them finish up, show them you respect their conversations, and in turn you should expect them to respect what you are saying. Again, it sets the tone of a classroom that is full of kindness, caring, and mutual respect.</span></b>Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-22996880803788732052014-04-26T11:41:00.001-04:002014-04-26T11:41:36.113-04:00Don't Smile 'Til Christmas or Why the Curmudgeons Were WrongMaybe its the time of year, but I'm struggling to remain motivated. Am I burning out? I hope not! I've decide I need to get back to blogging. I'm going to try something new. One of my friends outside of education asked me recently what is one thing I would change about education. What a loaded question! I'm going to take a different approach. Standardize tests, and data driven curriculum aside, I'm going to say that we all need to smile more! Naive, I know. Stay with me though, I'm going to do a series of posts with small simple changes I have picked up from other educators, readings, classes, and some I've stumbled into on my own. They will all formulate around SMILE, the S standing for "Setting the Tone". I'm sure there will not be anything here you don't already know, but sometimes its good to stop and think about why we do what we do, and what it can mean to the kids. So part one of Setting the Tone is going to deal straight up with SMILING, curmudgeons may want to stop reading now..<br />
<br />
Have you ever been to a restaurant where the hostess greeted you with a stern gaze and suspiciously looked you up and down? As if you were the plebeian scum that they had the unfortunate luck to deal with every day? In one look they have let you know that they don't trust you, they really don't even like you, and their time could be better spend elsewhere? Of course you haven't....oh wait you have? In that case I need to pose a follow up question- WHY? Why, if you ever experienced this kind of greeting, would you return to that estalishment? Chances are such a greeting would sour your meal, possibly warrant a complaint to management and- barring spectacular service or food, make you hesitate to return.<br />
<br />
I bring this up because first impressions are everything. How you greet a child entering your room sets the tone for the whole class. When I first started teaching I worried a lot about the "first day" impression. I spent a lot of time trying to create an image that said, "I am stern but kind. Intelligent but creative. I know everything and you are here to absorb as much of my wonderfuness as you can before you leave. Oh yeah, I also have lots of rules and this will be a well organized class and you will come in and act exactly as I envision at all times, and you will come out of here ready to take on Watson and Ken Jennings with your eyes closed and when you win millions of dollars you will fondly think back to today and thank me saying something like, <i>"I didn't appreciate her then, I thought I hated her, now I know she was preparing us well."</i> I assumed that after the first day they would know all this about me and the "tone" would be set for the year.<br />
<br />
Um OK past Liz, how did that work out for you? I won't get into my misguided thoughts about what it means to be a successful educator, or how facts from history class have a hard time winning precious space in the hippocampus that is overflowing with lyrics from Drake or the Beibs. I won't even address the fact that a student thinking fondly of his middle school teacher is a rarity akin to Punchers the Lobster (which is very rare in case you didn't know). Actually if you didn't know that Punchers is a rare lobster beanie baby from the '90s you are probably not my target audience. I'm kidding of course (you are obviously far wiser than me and chose to invest in stocks rather than beanbag animals- you should cash those in and retire as Punchers in place of retirement hasn't panned out as planned) but my point is I was wrong. Wrong, wrong, wrong, and the thing I was most wrong about? Setting the tone for the whole year.<br />
<br />
I'm not denying the importance of first day impressions, but setting the tone is something you have to do every period, every class, every day. I have heard many a teacher lament because they planned what they thought was a fun and engaging lesson, only to be met by teenage eye rolls and a lack of excitement. I'm guilty of feeling this way occasionally too. What I've noticed though is that you can have the most engaging lesson ever- heck you could have students doing handstands and disecting real life cadavers (on second thought- don't do either of those things) but if students enter the room before you get the chance to greet them- you miss the opportunity to pump them up or build them up (whatever they need that day).<br />
<br />
Our students carry a lot with them throughout the day. They carry their physical belongings, books, pencils, cell phones- but they also carry emotional things with them- crushes, home life, depression, a bad grade from the last class, a moment of sadness in the hallway. It is our job as educators to ensure that they enter our classroom ("our" meaning the classroom belonging both to the students and myself) in the best possible frame of mind. We cannot fix all of their troubles in the three minutes between classes- but we can set a tone that says, "for the next 45 minutes, you don't have to think about that stuff- take a load off and be a 13 year old student."<br />
<br />
There are lots of ways to do this, but the easiest way I have found is the simplest way- stand outside the door and greet them with a SMILE as they come in. I'll admit I've been waning in doing it this year, and I need to get back to it, because it is so powerful. This looks differently depending on the day. Some days I want my students energy through the roof- and on those days I'm in the hallway whooping and cheering (you know quietly enough so as not to disturb the other classes around me- more later on how to do a quiet whoop) and welcoming them to the activity. I am often met with the teenage eye roll when I do this (middle schoolers are not supposed to smile or laugh at something on purpose), but I usually can crack a smile (yes I realize they are laughing AT me- who cares- whatever it takes).<br />
<br />
Other days I simpy smile and say "hello." That's it- its as simple as that, and yet how often do we forget to do that? We would never open the door for a friend with a surely glare or a disapproing eye- why do we do this to our students? I try to make eye contact with each student and smile directly at them. Too many of them live in smileless worlds, they need this emotional hug. I can also use this time for quick questions, "how did the science test go Jane?" "Hey did you win your game last night Jimmy" "Claire you look very nice today, I really like that color on you." The important thing here is that I mean what I'm saying. Claire did look nice, I did want to hear about Jimmy's game, and I know Jane was worried about the Science test.<br />
<br />
I try to stay in the hallway until the second bell rings, so that even the late students, the ones that would normally slip in right when the bell rings and try to go on noticed, get a big smile or a compliment from me- they deserve it too, and may need it more than others.<br />
<br />
I think the teachers I work with do a really nice job at being in the hallway in between classes, but I've heard some educators say, "I don't have time for that I need to be at the front of the class ready to go as soon as the bell rings" or "I need to be in my room inbetween classes to talk with students or to set up for the next group." I understand these concerns, and maybe this is not something you feel you can do every day- but try it even once a week (maybe on Monday to set the tone for the week)?<br />
<br />
This is such a small act that let's the students know that you care about them, you're excited for them to be there, and they are in an emotionally safe space.<br />
<br />
I'll admit that I have been waning in my hallway presence as this year has gone on- just in thinking about the importance of this and writing this post, I need to get back out there. I really believe it is so important to greet students with a smile.<br />
<br />
Let's revisit the restaurant analogy again. Does it make more sense now? In the same way that the hostess is the facee of the restaurant, we are the face of our classrooms. Unlike a restaurant however, our students cannot simply choose to leave, or not return in the future if they feel uncomfortable. They are required to come to our class- but if we're being honest, shouldn't we want them to come to our class?<br />
<br />
I smile at my students as much as I can- but they make me smile, and even laugh. Sure, some of it is that working in the trenches of hormonally charged awkward middle schoolers can make you laugh (occassionally at them, often with them, sometimes in spite of them, always at myself) but I like to think that students are the bright spot in education. Data, standardized exams, and minute by minute state approved plans may be dampening the school experience both for educators and students alike- but my students? They're human- which is the one variable we can't graph- but getting a student to smile who never shows emotion? Off the charts.<br />
<br />
Do you smile before Christmas? What are some ways we can set a positive tone for our students?<br />
<div>
<br /></div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-23827366615154971182013-12-28T18:14:00.000-05:002013-12-28T19:03:30.791-05:00Why I Freaking Love My Job....<br />
Sometimes my students ask me why I became a teacher, or if I like teaching, but few of them tell me they aspire to the profession (and it is a profession). Sometimes I see negative articles against teachers, and I can understand why my students may not consider it an option they wish to explore. Even more often I see lists of 'why it is tough being a teacher', or '37 reasons we have it hard'. These lists are often posted by my colleagues. I know these lists are in jest, and of course offer a good (and often much needed laugh) but I thought that since this is a time of year where we feel the need to share why we are thankful with others, I would take a minute to compose a list of why I love my job. So here it goes:<br />
<br />
I freaking unequivocally love my job because:<br />
<br />
1. I love my students. All of them. Even the challenging ones, even the ones that don't love me. I'm going to say the thing you're not supposed to say as an educator- I didn't get into it for the kids. I didn't have a higher calling to work with children, to spend my day educating, mentoring, and growing with them. No, I didn't "get into it for the kids" but let me be pretty damn clear- I have stayed in teaching,<b> I have fallen in love with teaching</b>, I have begun a never ending quest to continually revise my practice to be the best possible version- for the kids. They continue to inspire me, to push me, and to both zap and renew my energy day in and day out. I now relish the learning, growing, and mentoring. We all have identifiers- sister, brother, father, mother, husband, etc. For many an additional identifier is 'teacher'. Without my students, that identifier would not exist.<br />
<br />
2. I get to start over. All of the time. I am given the awesome responsibility every year of getting to know 100 amazing, unique, and talented students. It is a challenge and a blessing. Regardless of whatever else happens in my life and in the world, there they are every September. Few people in life get the chance to hone their craft and revise it over and over again. Few people in life are guaranteed to meet 100 new awesome strangers every year. I do, and though they be in miniature middle school form, these strangers offer new perspective and teach me far more than I teach them. I don't get to have them in my charge for very long, and I only get a glimpse of the path they are going to embark on after leaving my class- but it is humbling and awesome to be a part of another human's journey.<br />
<br />
<br />
3. I appreciate the beautiful quiet in being completely alone. Because we are interacting all day long, those times we are alone become more important. Though we are not the only profession that wakes up early, the life of a teacher most often includes early start times. Yes there are days I wish I could amble into the office at 9am after a morning run and an actual breakfast but then I would miss this: Those few fleeting moments before the sun comes up where you breathe in the energy of the morning. By the time the bell rings you won't be able to recall anything specific about those pre-dawn minutes, but that quiet, traffic free commute to work allows time for reflection, a few moments of being completely alone in a world (and a profession) where we spend all day long communicating and interacting with others. There is something about those few moments of communicating with one's self in the morning that make me feel completely human and completely connected.<br />
<br />
4.I have gotten a glimpse into different cultures, family lives, religions, politics, and economic experiences via my students. Only traveling offers such insight into the human condition. Teaching allows us the insight, but even better it allows us to attempt to better the human condition. Enough said.<br />
<br />
5. I get summer vacation. I know that sounds trivial, and I realize most of us work through the summer as well, but I still get the excited feeling of euphoria that kids have in June, and the nervous butterflies that come with the fall. I get to spend hot humid days meandering places of interest- learning, growing and experiencing. Adults often complain that they would love to travel more, to read more, to explore their passions more, to learn more. Too often though the 'real world' gets in the way and these pursuits are left behind in childhood. For a few weeks each year, I get to pursue those passions. I get to get lost in a book, visit places of interest and feel like a kid again. Adults spend tens of hundreds of dollars on creams, make ups, clothes, and fitness routines trying to feel young again. These things may help, but nothing makes you feel as young as a cool ice cream on a hot August night of 'Summer Vacation.'<br />
<br />
6. I work with energetic amazing people. I'm not just referring to people in my immediate building. I have met great educators (and lets face it great human beings) within my district and on the inter webs. There are so many teachers in my district that inspire me and drive me to be a better person. As a profession we are sharers. We share of our time, our talents, and our materials. I know of no other profession where people are so willing to spend hours of their own time developing something, and then readily share it with their colleagues. I have seen colleagues give their lunch to students that were hungry, buy coats for students that were cold, and share hugs with those that needed them. These are not hyperbolic actions, but rather quiet acts that occur in classrooms every day. I have also met an amazing group of educators through virtual modes- through Twitter an Blogging I have come to know an additional crew of selfless individuals ready to help, share, and build a better education system for our country. If that doesn't speak to the beauty of the job I don't know what does.<br />
<br />
7. I get to go to coach middle school field hockey, I get to go to high school football games, I get to wear silly T-shirts with school colors and participate in goofy staff acts in the talent show. Of course middle school and high school had their rough spots, but I get to relive the best of middle school and high school. I get to do it every day (and with significantly better hair thanks to the invention of hair straighteners).<br />
<br />
8. I get to spend my days talking about history, and reading about history, and learning about history, and getting others talking, reading and learning about history. I get to spend my days immersed in the subject I love. Pretty. Freaking. Sweet.<br />
<br />
9. I get notes telling me what students have learned and how they have grown over the year. I get to stop a parent in the grocery store and tell them about a random act of kindness that their child did. I get to see the best of humanity. I get to see the worst of it too, but I get to see both ends of the spectrum, and there is a renewing energy in that. I get talk to students that come back to visit, and see the contributions they are making to society- I get to see the product of my work- and I get to say that I am incredibly proud of the work that I do.<br />
<br />
10. Sometimes, that tough student, the one that you thought didn't care, the one you thought you couldn't reach- sometimes they surprise you- and its awesome and incredible and moving and humbling. I get to experience that too.<br />
<br />
11. I've gone to school my whole life. There are so many in the world (women in particular) that will never get that opportunity. How humbling that I get to return every year.<br />
<br />
I could go on, there are so many great aspects to what I do. I hope that some of my students do go on to become teachers. I hope that they continue to learn every day. I hope that they get to see the best of humanity, not just the worst. I hope they get a chance to improve the human condition. I hope they get quiet moments to themselves. Most of all I hope they also find a profession that energizes them, that provides enough compensation to feed their families, but one that also feeds their soul. Mostly, I hope that they freakin love their job! Because I do.<br />
<br />
<br />
<br />
<br />
<br />
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-20836223012096861512013-02-18T12:46:00.001-05:002013-02-18T12:46:52.593-05:00A week in the life...One of the big questions a lot of teachers have when trying to implement a flipped class or flipped learning model is what to do with all the wonderful time they now have available in class. Here is an example of some of the many ways that we spend our time:<br />
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br />
<div style="text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/VaiNUwyQ5QY?feature=player_embedded' frameborder='0'></iframe></div>
<div>
<br /></div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-31416642192064493642013-02-11T19:49:00.000-05:002013-02-11T19:49:55.005-05:00What if School Days Were More Like Snow Days?The smell of cinnamon rolls wafting up the stairs, even as an adult, I still expect snow days to begin like this. As a kid, there is nothing more exciting and magical than waking up to find out that school has been canceled. I'll admit, as a teacher, I often experience the same excitement. I recently read an article that discussed snow days. The article itself provided no new information; how superintendents make their decisions, how it impacts parents, teachers, and of course students. What did surprise me were many of the comments that were made in response to the article. Some I expected to see- working parents noting how difficult snow days are for them, which is very understandable. Surprisingly though there were quite a few comments citing how a snow days took away from education and what a shame it was. Those comments made me reflect back to my own years in school. I will admit, as I went through my memories there weren't too many that I had where I was sitting in a desk absorbing facts being thrown at me. There were however a lot of memories of working with neighborhood kids to build snow forts, which required not just team work, but some engineering to ensure that the ice tunnels could with stand the weight of a snowball attack. I remembered watching Gone With the Wind with my mom and first understanding that the Civil War had more than one perspective to it. I also remember curling up with a good book, the American Girl series when I was little, and as time went on everything from Johnny Tremain to Les Miserables was enjoyed with a cup of hot cocoa by the fire on a snowy gray New England Day. To say that snow days are a wasted opportunity for learning is to assume that learning takes place solely in the classroom. <div>
<br /></div>
<div>
As I went through my own snow day today, I realized now only was today not a wasted opportunity, but a great opportunity for learning. Though I'm a teacher and do my best to make my classroom a hands on experience, I'll be the first to admit that real true learning takes place outside the classroom al the time, and it should! I'm going to throw out a crazy suggestion, not only do I think snow days are a great opportunity for learning, but I wish school could be more like snow days...let me explain.<div>
<br /></div>
<div>
On a snow day most students will sleep in, contrary to waking up in the dark and rushing off to school, snow days allow for waking with the natural rhythm of the body. This morning I awakened refreshed, a whole hour after my usual rising time, and that glorious glorious hour gave me such energy that I've forgotten how over worked and under-slept we as a human race really are. As I woke up and eased into my day I had time to create a "To Do" list for the day, things I had to accomplish. Wouldn't it be nice if our students could get that little bit of extra sleep they need and create their own "agenda' for the day, really contemplating what they need to get done, rather than it being dictated to them?</div>
<div>
<br /></div>
<div>
After waking up I made myself a hardy breakfast, the kind that I would never have time for on a regular school day. I remember this being one of my favorite things about snow days when I was little- sitting at the table eating breakfast- instead of grabbing a piece of toast as I ran out the door. The majority of my students do not eat breakfast before school, I can't blame them, I too don't like to eat that early in the morning. I usually have something during my prep period while I correct. My students don't have that luxury, as a result by the time mid-morning rolls around they are so hungry that any attempt to disseminate information prior to the feeding frenzy that is seventh grade lunch is lost. Wouldn't it be nice if students could actually sit down and enjoy their breakfast, thus coming to school with energy to face whatever tasks lay ahead?</div>
<div>
<br /></div>
<div>
As I ate breakfast I turned on the news and caught up on the world around me. For twenty minutes as I ate I became engrossed in all the information that I had missed out on over the weekend. While I make sure we watch the news in my classroom, many of my students have little knowledge of the world around them. I used to think it was apathy on their part, or their parents lack of willingness to discuss current events. I've come to realize its about timing and priority. My students are so over scheduled. They barely have time to sleep, so expecting them to sit down and catch up on world events seems unfair given their demanding schedules. Wouldn't it be nice for them to have time to become lost in world affairs, if only for 20 minutes?</div>
<div>
<br /></div>
<div>
After breakfast I set out on my to do list. For me it was mundane household tasks that I had been putting off for quite some time. The snow day gave me the found time to get all of them done. As I checked each task off of my list I felt accomplished. While I gave myself a set time that I wanted to have everything done by, I did not dictate how much time I could allot to each task, therefor I just worked at each thing until it was done, giving myself time to make sure that I did a good job, and did not stress about the workload. Each day my students rush from class to class, attempting to finish all of their tasks for each one in the allotted forty minutes. Its no wonder they are so stressed, there's no regard to the fact that some tasks, and subject areas are going to be more challenging for some students, and therefore require more time. Yet we expect everyone to work at the same pace and comprehend subjects in the same amount of time. Wouldn't it be nice if students could be focused on getting tasks done in a way that provides them with understanding and a sense of accomplishment, instead of always rushing to beat the clock and keep up with their peers in meeting deadlines?</div>
<div>
<br /></div>
<div>
Finally once all my "to do" list tasks were done for the day I was free to take advantage of the off time to pursue a few items of pure interest for me. I caught up on some blog reading that I had been putting off, watched an episode of History Detectives that has been sitting in my DVR for a while, started "The President's Club" a book that I have been carrying around for weeks with no chance to jump into, and finally looked up a new recipe and spent some time working at it and perfecting it. I googled several conversions, researched the best wine to use and even looked up a new way to mince garlic, all because it was something I was invested in. Wouldn't it be nice if once their "necessary" tasks were out of the way, students had the chance to explore what they were interested in, reading about what their passions are, teaching themselves something new? </div>
<div>
<br /></div>
<div>
I realize that not all of this is possible, and furthermore I realize that more of this has been possible within my classroom because of my flipped class set up, but I can't help but think as a whole there's more to be done. Snow days just have a different pace to them, they're relaxed, lazy in a way that doesn't make you feel guilty, they are honestly totally self absorbing. I think some times we need to tell our students to chill out, to be a little lazy, to jump of the point grubbing, overscheduled conveyer-belt and enjoy the beauty of an unstructured day. </div>
<div>
<br /></div>
<div>
While snow days may not have their "magical" feeling that they did when I was younger, they certainly still have a sense of wonder to them- an entire day, a blank slate ahead, to be filled with whatever I choose, whatever I need to get done, and whatever I want to learn. Snow days allow us to peacefully explore, quietly learn, and calmly accomplish. Wouldn't it be nice, if in school, students felt the same?</div>
<div>
<br /></div>
<div>
</div>
</div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com1tag:blogger.com,1999:blog-8018969950131077142.post-85825025111251576512012-12-11T13:49:00.004-05:002012-12-11T15:07:41.081-05:00"Your Classroom Reminds Me of Panera" and other educational developments <i>"I feel like I'm in Panera"</i> said one of my students. I thought about it and I have to agree, to a point. I'd love to offer them delicious hot coco and yummy pastries as they work on their projects, however the school nurse would probably hunt me down faster than a missing lap top cart.<br />
<br />
I've been experimenting with music in my classroom lately. As I'm sure you know from my previous posts, students work on independent projects during the week in my class, however they sit in groups while they complete them. Well- some students sit in groups. Some sit in a "cubicle" in the back of my room, some sprawl on the floor, some sit on a rug near my book shelf, some pull up a chair along side another student- in other words they sit where they are most comfortable and where they are working most effectively.<br />
<br />
I stumbled on music as an aid to learning by accident a while back. On occasion I listen to music while I work during my prep period, like some students it helps me focus and makes time spent doing tedious or arduous tasks go a little faster. One particular day I forgot to turn the radio off, students entered the classroom and started working. The particular class that I had at that point tends to be on the "louder" side (note I did not say noisier side because they're conversations are useful and valuable, they just have difficulty regulating volume at times). However students were "in the zone" that day, they were having quiet chats with their group mates, moving about, but were really focusing in a way I had never seen before. It wasn't until about half way through that I realized the radio was on.<br />
<br />
I decided to further experiment with this. I've realized early on I had to choose music that was soft, soothing, and had no lyrics to distract them. I tried classical music originally but noticed that the students had an immediate aversion to it (eww Classical music). Being the mind opener that I am, I told my students to give it a shot, however Classical seemed to have too much variance, getting really loud at times that forced me to rush to the speakers and turn it down and then at other times getting very quiet to the point that it was ineffective and we had that "awkward silence" that is so dreaded in middle school. I've toyed around with several other styles and artists and have finally settled on the Vince Guaraldi station on Pandora.<br />
<br />
For those of you that don't know Vince Guaraldi is the musical genius behind Charlie Brown, think of all those great songs in the films and how calming they are- his station on Pandora is filled with similar artists. Its Jazz, but soft Jazz, soothing and calming. The first day I tried the station the students didn't even notice, they sat down started working and I noticed that they were very focused, they were still collaborating and talking but their volume was lower as I made the music very soft.<br />
<br />
I'm not sure if its the music or the evolution of the year in general but I've noticed students moving in and out of groups to work now. What do I mean by this? Well, I love collaboration and encourage it, but I think sometimes students felt like they had to talk or get involved in conversations when they really needed to think something out for themselves before joining in with peers. Perhaps its the absence of "awkward silence" but I've noticed several students grab materials and get lost in their own thoughts exploring them. Later they may join in with a group of students or may get up, ask some classmates some questions and return to their work, but I love that I can see them really working on their own terms.<br />
<br />
My students that choose to work in groups are also more focused, the music seems to have a calming nature on everyone- including me. As I circulate the room I can't help but feel cheery and peaceful, its as if we all take a breath when class starts, relax and simply start learning. It almost takes me back to days at the library in college just before finals. It was quiet but social, people stopping by your table, some people were in groups studying some were solo, but the learning was palpable, it was an energy of education.<br />
<br />
Perhaps someday I'll get permission from the nurse to have a "hot chocolate" day, perhaps someday I'll invest in some comfy reading chairs for students, but for now hearing a student tell me that my classroom reminds him of Panera, for all its humor, is actually a pretty positive statement, after all, people get a ton of work done there...don't they?Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-6636721445500994342012-10-23T14:27:00.002-04:002012-10-23T14:27:51.838-04:00Grade ThermometerI haven't updated in a while and will be doing a larger update later this week. However I wanted to share this. My students struggle to understand the concept of Mastery Based Grading. They get it...sort of. They understand they have to master things at 80% or better, they understand that they have to master all the units for the term to get an "A" and yet they still ask "What's my average?" or "Am I getting an A?." I've had a hard time reminding them that since its based on what they master by the end of the term, their grade is constantly changing. I also wish I didn't have to grade them at all, or that they weren't so obsessed with "grades." I really just care that they are engaged and learning.<br />
<br />
I have check lists for them to keep up with their work and they can keep track of their "grade" that way, but I realized that maybe a more visual way for them to see progress towards an "A" might not only be clearer but a motivator so I came up with the following:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-lcdZss84D7c/UIaKAPlolOI/AAAAAAAAAWM/uMwxqQYV-K4/s1600/Grade+Thermometer.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="http://3.bp.blogspot.com/-lcdZss84D7c/UIaKAPlolOI/AAAAAAAAAWM/uMwxqQYV-K4/s640/Grade+Thermometer.JPG" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
I took the units for the Term and divided them along a thermometer. I then put in the "grades" for where they would master a unit. This way they can color it in as they progress and see what their grade is. I realize some of my flipped class colleagues will not like this as it puts emphasis back on the "grade game" the idea that its "all about the grade." However I felt like I had to meet them half way, I'm expecting them to change a lot of how they think of school and grades, I guess I can give them a little of the "point game" back (but only a little)!</div>
<span style="font-size: 12pt;"><br /><!--[endif]--></span>Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-51280221731668845822012-10-09T14:11:00.000-04:002012-10-09T14:11:04.711-04:00First Day of IBL<br />
After a few weeks of build up we finally started our first week of in class projects. Last Friday students were given a question and a project proposal sheet. Questions varied but were all topically the same. The unit we are studying is Mesopotamia so one question was: What features would an area need to give birth to and encourage the growth of a civilization? Be sure to include information about Mesopotamia and why it is called the "cradle of civilization."<br />
<br />
The proposal sheet asked students to think about what information they already knew, where they could find additional information and ultimate what kind of project they were going to create to demonstrate the answer. I'll put a copy as a tab off of the main page.<br />
<br />
I was really excited for students to start researching and working, I knew from experience last year that despite the fact I'm constantly circling and checking in, many students would stop working until i could get to them, or in some cases follow me around. I saw an elementary school teacher on Pinterest that used different color cups to signify when a student needed help, I adapted it with flags for my class today and it worked great:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://mail.google.com/mail/?ui=2&ik=783b2a66e3&view=att&th=13a46b033447e44a&attid=0.1&disp=thd&zw" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="photo.JPG" border="0" height="300" src="https://mail.google.com/mail/?ui=2&ik=783b2a66e3&view=att&th=13a46b033447e44a&attid=0.1&disp=thd&zw" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
Green = I'm all set and working hard</div>
<div class="separator" style="clear: both; text-align: center;">
Yellow = I need help but I can keep working, check in with me ASAP</div>
<div class="separator" style="clear: both; text-align: center;">
Red = I need help and I cannot keep working. Check in immediately.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
I tried to emphasize to the kids that most questions would be "yellow flag" questions and to only use red if it was something I needed to leave their classmate to come and help them with. It worked really well, I only had one red question all day, and it was an actual red flag question. The flags helped me to see who was struggling and use my time more efficiently. </div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
Here are some pictures of the students work today, all of these projects were thought of and developed by students, I'm excited to see how they turn out:</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<img alt="photo.JPG" height="300" src="https://mail.google.com/mail/?ui=2&ik=783b2a66e3&view=att&th=13a46b0485b5d9f1&attid=0.1&disp=thd&zw" width="400" /></div>
<div class="separator" style="clear: both; text-align: center;">
<img alt="photo.JPG" height="300" src="https://mail.google.com/mail/?ui=2&ik=783b2a66e3&view=att&th=13a46b0972aafab9&attid=0.1&disp=thd&zw" width="400" /></div>
<div class="separator" style="clear: both; text-align: center;">
<img alt="photo.JPG" height="400" src="https://mail.google.com/mail/?ui=2&ik=783b2a66e3&view=att&th=13a46b0ecf40a0fd&attid=0.1&disp=thd&zw" width="298" /></div>
<div class="separator" style="clear: both; text-align: center;">
<img alt="photo.JPG" height="400" src="https://mail.google.com/mail/?ui=2&ik=783b2a66e3&view=att&th=13a46b12b4554a9f&attid=0.1&disp=thd&zw" width="298" /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
This was only the first day so these are all still in the planning/first steps phase but so far so good!</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
If you flip your class what do you do with your new found class time?</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br />
<img src="webkit-fake-url://6381FE57-44AE-43D1-B317-48A2CF8CA8FA/imagejpeg" />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-72573621105634341882012-10-05T19:01:00.003-04:002012-10-05T19:10:14.862-04:00Will the Real Fred Flintstone Please Stand Up?Sometimes with the flip I feel I can over emphasize technology. Don't get me wrong I love utilizing technology in the classroom. I feel the more students access various technology platforms on a daily basis the better. Sometimes however, its nice to take a minute and go "low tech." This week we did some "low tech" yet "high impact" activities. The Flipped Classroom allows me the time to do this kind of stuff, sometimes I have to remember that when I'm preaching the gospel of the flip- its not about videos or technology- its about having time to reach my students and let them explore the material in a meaningful way- technology assisted or not!<br />
<div>
<br /></div>
<div>
The students recently watched a lecture on Cave Painting that went along with their study of CroMagnon man. I thought it would be fun to try it first hand. Students had to "crawl into the cave" which was dark inside and leave something to "symbolize they were here." It was very interesting all day not knowing what it was going to turn out like...here it is:</div>
<div>
<br /></div>
<div style="text-align: center;">
The "cave"</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-awmLjHlEjw8/UG9kyoWDqyI/AAAAAAAAAVs/qQ1d_Bq6W28/s1600/cave1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-awmLjHlEjw8/UG9kyoWDqyI/AAAAAAAAAVs/qQ1d_Bq6W28/s1600/cave1.jpg" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="" style="clear: both; text-align: center;">
"Inside the Cave" (it was darker when students entered):</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-qcvN3Euy6xM/UG9k7Poe8OI/AAAAAAAAAV0/EgkueuAPNzg/s1600/cave2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-qcvN3Euy6xM/UG9k7Poe8OI/AAAAAAAAAV0/EgkueuAPNzg/s1600/cave2.jpg" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
Our finished results: </div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-oKuJpeY75tM/UG9lF3k53rI/AAAAAAAAAV8/ePNgK6AS5ps/s1600/cave3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-oKuJpeY75tM/UG9lF3k53rI/AAAAAAAAAV8/ePNgK6AS5ps/s1600/cave3.jpg" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
In addition to cave painting this week we watched an episode of The Flintstones where students categorized things into show into "Old Stoneage" or "New Stoneage" (ie things like: written language, cooking food, axe, fire, wheels, etc). I love the kids realizing how much of The Flintstones is historically inaccurate ("Hey there were no dinosaurs at the same time as man"). Its a fun way to get them to think outside the box.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
We also studied the "Naciremas." If anyone has done that exercise themselves in a Sociology class it was a great way to introduce the kids to historical empathy and cultural awareness. They loved it. Basically its a fake anthropological study of a "unique culture" that does "weird crazy things." Its written in such a way that the students always tell me it must be an ancient culture from far away. The great part is the reveal when they learn the culture is actually our own! Its a great way to get them to open their minds to other cultures instead of just saying their "weird." It also is a great example of the "historical bias" we go over at the beginning of the year, students realize they need to examine ancient accounts rather than take them at face value, since its all about how something is described. </div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
Finally they got their first essential question today and are starting in class projects next week. Overall I'm really happy with how this week went, hopefully the long weekend will be a re-energizer and not a momentum loser! </div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div>
<br /></div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-46236204786652487552012-09-28T15:17:00.002-04:002012-10-03T08:09:55.961-04:00Standards Based Assessment Exit InterviewsI currently grade on a Mastery Based grading system. I really like it because it allows students to reap the benefits of time spent relearning material and also allows me to see what they are struggling with and what I can spend more time going over with them.<br />
<div>
<br /></div>
<div>
Their current "Mastery Tests" at the end of a unit are essay based. They are usually asked to define terms by explaining their relationship and significance to larger historical events and write essays that synthesize the information from a particular unit into a well crafted written piece. Only once they demonstrate an understanding of the key concepts of the unit and the ability to synthesize, rework, and produce information do they "master" the assessment.</div>
<div>
<br /></div>
<div>
In order to master an entire unit they must, in addition to the Mastery Test, complete all of the work associated with it. This includes watching lecture videos, filling in two-column notes, answering section review questions, creating flashcards, completing Critical Reading's of articles and finally completing their in class work which is an in class project each week based around an essential question they receive. Its a lot, but manageable. </div>
<div>
<br /></div>
<div>
I have been struggling to find a way where I could give students another opportunity to demonstrate mastery that did add on to their current workload. I have also been looking for more effective ways to use my one on one time with them. Currently I can assist them with in class projects, or if they struggled with a particular concept and come to me, I can sit and go over it. I wanted a way however to suss out those that were too shy to tell me they weren't "getting it." Additionally under our new evaluation systems they are interested in seeing how we use data to assess and react to student learning. I've been wanting to do this for a while and this will be a good push.</div>
<div>
<br /></div>
<div>
I decided to create "exit interviews" for each unit. Currently a student must present me all of the coursework for the unit when they have mastered all of it, and I sign off that it is done and mastered and it goes into the books. I've decided to change this a bit and make it another chance to assess mastery.</div>
<div>
<br /></div>
<div>
I made a simple checklist<i> (adapted from <a href="http://www.twitter.com/fnoschese" style="background-color: white; color: #de8435; font-family: Verdana, Geneva, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; padding: 0px;">Frank Noschese</a>'s <a href="http://fnoschese.wordpress.com/2012/08/23/keep-it-simple-standards-based-grading/" target="_blank">great example</a>hat I found through <a href="http://www.brianbennett.org/blog/how-not-to-start-a-flipped-class/" target="_blank">Brian Bennett</a> ...yay for the power of networking!) </i>that included all of the state standards for the course. The first column had the standard the second column had a simple "Mastered?" This year I'm starting with just "yes" or "no." I'm sure in the future I can find ways to show "working towards mastery" but for now I wanted to keep it simple. At an "exit interview" students will bring all of their work, notes, quizzes, tests, projects, flashcards, critical readings, etc. One by one I will go through the standards, they can either orally demonstrate mastery, or they may show me in some of the work they have done where they can demonstrate mastery of the concept.</div>
<div>
<br /></div>
<div>
I plan on making these "interviews" as comfortable and informal as possible. "No" answers under the Mastery column may be changed at any time, a student can bring me something that demonstrates a mastery of that standard and I will change it. This won't take away from what they've done, rather it will be one more chance for them to show master, for many of my students answering orally is preferable to writing. I am not lifting the required writing of the course, merely giving them another opportunity to clarify their thoughts.</div>
<div>
<br /></div>
<div>
While this will be time consuming and initially difficult to set up I think it will allow me to track where students are more closely and get a better sense of who is mastering things quickly and could be more challenged and who is still struggling. However I think it will be worth the time in the end. I will have a calendar where students may sign up for the exit interviews. They may sign up during class time (only 1-2 per class I want to make sure I'm still available for the class at large), during our SSR (a silent reading period...a post for another day), or before or after school. </div>
<div>
<br /></div>
<div>
After they've received "Yes" on everything for the unit, they will have truly mastered it, and I have decided to print out "mastery" certificates for the units. After all, it is still seventh grade, and everyone likes to be recognized for their efforts!</div>
<div>
<br /></div>
<div>
<div class="MsoNormal">
<o:p> Here is an example of a checklist for our Early Man unit, taken from the Massachusetts Curriculum Frameworks: </o:p></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b>Standard<o:p></o:p></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<b>Mastered<o:p></o:p></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b>7.1 Describe the
great climatic and environmental changes that shaped the earth and eventually
permitted the growth of human life. (H)<o:p></o:p></b></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">7.2 Identify sites in <st1:place w:st="on">Africa</st1:place> where archaeologists have found evidence of the
origins of modern human beings and describe what the archaeologists found.
(G, H)<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">7.3 Describe the
characteristics of the hunter-gatherer societies of the Paleolithic Age
(their use of tools and fire, basic hunting weapons, beads and other
jewelry).<o:p></o:p></span></b></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">7.4 Explain the importance
of the invention of metallurgy and agriculture (the growing of crops and the
domestication of animals).</span><o:p></o:p></b></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">7.5 Describe how the
invention of agriculture related to settlement, population growth, and the
emergence of civilization. (H)<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">7.6 Identify the
characteristics of civilizations. (H, G, E)<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">A. the presence of geographic boundaries and
political institutions<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal" style="margin-left: .25in;">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">B. an economy that produces food surpluses<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal" style="margin-left: .25in;">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">C. a concentration of population in distinct
areas or cities<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal" style="margin-left: .25in;">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">D. the existence of social classes<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal" style="margin-left: .25in;">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">E. developed systems of religion, learning,
art, and architecture<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 383.4pt;" valign="top" width="511"><div class="MsoNormal" style="margin-left: .25in;">
<b><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">F. a system of record keeping <o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 59.4pt;" valign="top" width="79"><div class="MsoNormal">
<br /></div>
</td>
</tr>
</tbody></table>
</div>
<div>
So as an example for checkpoint 7.1, they could tell me orally, show me an essay they had written on a test where they already did this (everything will have been graded at the interview), or show me a project that they created in class dealing with that standard. </div>
<div>
<br /></div>
<div>
I really want them to reflect on why they are doing what their doing, and really realize how much they know and are learning! </div>
<div>
<br /></div>
<div>
Do you do any kind of standards based assessment? What do you do to encourage students to reflect on their own work? How do they demonstrate they've mastered something?</div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-1065784559194938012012-09-20T14:00:00.001-04:002012-09-20T14:03:31.768-04:00Our In Class Archaeological Dig!I think sometimes in the Flipped Class community we can spend a lot of time discussing the out of school part- the creation of videos, the work that goes with them, and what to do with students who don't always watch them. This is fantastic and helpful, but I think its also important to share what we do during class, since this is the whole point- freeing up this time and realizing what we can do with it.<br />
<br />
This week I had two great experiences. The first was a discussion of our "critical reading" article. Students read an article about stolen artifacts and we had an in class discussion surrounding the idea of returning objects to their home country, preservation of artifacts, private owner rights..etc. IT WAS GREAT! Sure it took a few minutes to warm up, but once we got going to students had a lot to say. I got to hear a lot of opinions and spend an entire class period taking an idea and fleshing it out from start to finish- I never had time to do something like this prior to the flip. This was a topic related to Ancient History (which is my core subject that I teach) but tied to the modern world, it was something interesting but not something that we would have had the time to spend on before.<br />
<br />
The second thing we did was an in-class archaeological dig. Students were broken into teams. At each table I set up a "mini dig site." A tray with brown sugar, corn meal, or flour filled with artifacts, and an iPad. Students had to map the dig site, divide it up, and excavate and record the artifacts they found in the site. They also had to record "soil conditions." They used the iPad to take pictures of their artifacts and ultimately put them into a presentation. I put all kinds of things in the trays, spoons, paper clips, necklaces, cupcake wrappers. Teams then had to determine what they thought the site was and ultimately present their findings and information to the class in a Powerpoint presentation.<br />
<br />
Here are some pictures from our team dig:<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-ugCk-48aFZE/UFswwOJvJ8I/AAAAAAAAAUM/tK4iPynX09Y/s1600/IMG_0814%5B1%5D" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://3.bp.blogspot.com/-ugCk-48aFZE/UFswwOJvJ8I/AAAAAAAAAUM/tK4iPynX09Y/s320/IMG_0814%5B1%5D" width="320" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-S-a4FBI04xA/UFtZMQ1ocrI/AAAAAAAAAUo/fv86lPkNWTU/s1600/IMG_0819%5B1%5D" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-S-a4FBI04xA/UFtZMQ1ocrI/AAAAAAAAAUo/fv86lPkNWTU/s320/IMG_0819%5B1%5D" width="240" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
How are you using your class time? Do you find more time to do hands on activities? Has flipping your class changed the type of activities you run? </div>
<br />
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-51050275403420854482012-09-15T16:15:00.001-04:002012-09-15T16:20:16.649-04:00Of Mice and Men: First Day Hurdles, Week 1 of the Flip, and the Positives of a Negative Twitter Experience Warning: Lengthy post ahead. I haven't posted in a while so this post will be three posts lumped into one.<br />
<br />
<b>First Day Hurdles</b><br />
<br />
After two days of staff meetings and logistical meetings my version of New Years Day finally arrived: The First Day (with students). The smell of freshly sharpened pencils and new denim filled the air as the kids bustled in for their first day of seventh grade. Homeroom seemed to last forever as we explained all of the paper work that the students would need to bring home that evening (Google Docs would simplify this process so much, but alas thats a discussion for another day).<br />
<br />
I was extremely excited about the activity I had planned (see my previous post). I went to the main office to pick up the laptop cart, brought it to my room and plugged it in, and with that lost power in my classroom. Apparently our 1960s era school did not anticipate the toll that computers, ipads, and the like would take on the circuit breakers. Incidentally I also caused the Vice Principal to lose power..oops! So there I was on the first day with no power and an awesome lesson I couldn't implement...what's a teacher to do?<br />
<br />
Well we proceeded anyway sans technology, I'll admit the first few classes did not go as I hoped since I didn't have the ipads to do the online portion with them. I have a prep in the middle of the day and was able to print out the materials, so things went MUCH smoother the second half.<br />
<br />
In terms of the tape and straw activity, the kids LOVED it and I think they were really able to see how it connected to the flipped class and how the flipped class was going to help them. I will definitely be using this again next year, with a few minor tweaks. One being that in all the excitement I forgot to go over names with my kids (oops sort of a big deal on the first day). I felt a little like a first year teacher again. I guess in a way I am since this is my first fully "flipped" year. A lot of what I'm doing is reminiscent of my first go around.<br />
<br />
What I learned from this? Technology is great, iPads are wonderful, but sometimes they fail and don't work, so don't forget to have a paper back up! Incidentally, don't we tell our kids this all the time!?!<br />
<b><br /></b>
<b>Onward and Upward: The First Week</b><br />
<br />
Overall this week wasn't the most exciting for the kids, I went over how to watch the videos at home and did a lot of checking in with their passwords and such. I handed out the coursepacks and went over how to use them. I also lectured in class so they could see how I explain the powerpoint slides that they would be seeing in the video and made sure they knew how to follow along with the notes.<br />
<br />
What I learned: Students adapt quickly. I was really worried that students would need a whole week to get used to me and my note style before they started to watch the videos at home, I think all they really needed was a day. Next year I will probably start with the at home videos within the first two days, that way we can get right into the fun stuff "doing" history instead of listening to me talk about it.<br />
<br />
<br />
<b>My First Negative Twitter Experience</b><br />
<br />
I was participating in a Twitter Chat and I used the word "irregardless" I hadn't even realized that I'd used it. Now, trust me, I am fully aware grammar is one area that I could really improve on (you read my posts so you're aware of this) heck I'm sure this post is filled with errors (I'm not saying this is OK, just that I'm aware it happens). However, I am fully aware that "irregardless" is not a word. I honestly, even now cannot tell you why I used it. I was tired, it was the end of a long day, none of which excuses using a made-up word, but my point is it happened, as these things some times do. I was alerted that I had a new tweet and when I looked someone had replied with a statement that "irregarless is never acceptable for an educator to use." I froze, I realized my mistake, I was mortified and embarrassed. She was right of course, how could I as an educator have made such an error? Would people still take me credibly on Twitter? I pulled the offending statement from the interwebs hoping people hadn't seen it. As silly as it sounds, this woman's tweet sat in the back of my mind the whole next day at work. I began to question myself. I suddenly pictured my tweet getting picked up by some organization as an example of an ill prepared educator. I started to wonder if I could call myself an educator. I couldn't get past those words "is never acceptable." Someone in my profession should know better, should never have made such a mistake. Beyond all that my feelings were hurt, I had been trying to make what I thought was a really positive point on education and this woman zeroed in on my mistake, broadcast it to the universe and really made me feel like I had no business being a teacher. I felt judged it was "never acceptable" for an educator to make that mistake, therefore, I am not an educator, I am a fake.<br />
<br />
I realize this may seem very silly to some of you (I can hear you now: for goodness sakes it was JUST a TWEET) but it honestly really really impacted me...and then it hit me....words are powerful...words hurt....we as teachers use words all day every day.<br />
<br />
How often do we quickly correct a student's error without looking past it at the point they were trying to make? If this woman via cyberspace that I have never met in person could impact my feelings in such a negative way, imagine what I could do to a 13 year old sitting in my class. If she could cause me to question my abilities within my profession...what could I cause my students to question?<br />
<br />
I firmly believe in making mistakes, I believe that you learn from them and that failure can lead to great outcomes if you choose not to accept it. However I also believe there is a way to correct my students without causing them to question themselves. I realized I need to approach how I correct students very carefully and so I came up with following to guide me this year as my students (and I myself) inevitably make mistakes.<br />
<br />
1. Absolutes do not encourage improvement. I would never tell a student "it is never acceptable for you to make this mistake." Rather I would tell them that it is acceptable, they are human, they are learning, they are incomplete in the best possible way. Together we will learn how to take mistakes, learn from them, and implement change from them. We will look at why we make mistakes, what preconceived thoughts we have about things, and realize that sometimes, we just make them, and as long as we are willing to fix them, and try our best to not make them again, that's ok.<br />
<br />
2. Public correction of a mistake is more about the corrector and less about the learner. It's one thing to realize many students are making the same mistakes and going over them together, but announcing a students mistake in public is going to do little more than embarrass them and make them afraid to make another one. All it will serve is to make the teacher look "all powerful." Socrates was famous for purporting that the first step to becoming wise is admitting that you don't know everything. I'm not saying we should let mistakes go and never point them out, but rather I think it is important to allow students to learn of an error in a comfortable private environment where they are given the opportunity to fix it.<br />
<br />
3. Words have power, negative words, positive words, all words. I need to choose them wisely and be aware that constructive criticism while far better than negative criticism can still hurt. It is essential for my students to realize that I am correcting their mistake and not personally attacking them. I believe strongly in the use of positive language with students and will continue to look for the meaning and the message first and foremost before I go about correcting the incidentals. I don't want to miss out on a student's brilliant ideas because I'm stuck on a spelling mistake. Praise the idea first...privately correct the spelling mistake. I need to make sure my words are about empowering my students and not phrases meant to only empower me as a teacher. A private message from this woman pointing out my error would have been welcomed, but I guess I wouldn't have learned as much from that.<br />
<br />
I thought about tweeting back to this woman and telling her that she'd hurt my feelings, telling her that I hoped she would never correct her students publicly like that, but finally I realized that I need to get it together and grow up. I'm an adult, I've been avoiding Twitter, I've been ridiculous. I made a mistake, I fixed it, and now I'm returning to probably make more...but that's why life long learning is so great! In the long run this woman did me a great favor, reminding me of the power our words have.<br />
<br />
Ok way too long of a post. So as you can see I've learned a lot these last two weeks. How are things going in your first few weeks? How do you handle things like technology and power failures? Have you had any negative experiences on social networking sites? What are some ways you help students realize their mistakes without making them feel poorly about themselves?<br />
<br />
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-15602597401641287452012-08-24T12:11:00.003-04:002012-08-24T19:18:07.164-04:00Virtual Syllabus and First Day ActivitiesI'm one of the lucky ones who do not go back until after labor day. It gives me an entire extra week of Summer, but to be honest I really consider this the last true day. Next week I'll be in my classroom every day setting up, printing my coursepacks and putting everything together. I'm so excited for my first full year as a flipped class.<br />
<div>
<br /></div>
<div>
I have spent the summer creating videos and setting up Schoology, pick a day on the calendar and I can tell you what video lectures are that week and what projects the kids are doing in school. I have it all planned out...except for the first day.</div>
<div>
<br /></div>
<div>
I have a confession, I have never ever "planned" my first day. I have always just done a quick introduction: state your name and your favorite kitchen appliance (thought I was "changing up" the typical first day intros...oh how wrong I was). I then handed out the Syllabus, read it with the kids, usually run out of time before we finish reading it and send them on their way.....ew. How boring for a 7th grader, I as an adult would not want to do that 8 times in one day, I cannot fathom 13 year old me being any more enthused. If I really reflect on it, this first day style really did a disservice to the type of class I run, student centered, project based, and enthusiastic. In short it projected the opposite view.</div>
<div>
<br /></div>
<div>
Since this entire year is going to be flipped, and going to be different, I decided the first day needed to start differently. I wanted to convey that this year would be different, and why the flipped class would benefit them, so this is my (tentative) plan for the first day:</div>
<div>
<br /></div>
<div>
Students enter room and sit in groups. Each group will have the following on it: an ipad, string, tape, glue, and a pile of straws. Each group also has a supply draw next to it with things like whiteboards, markers, and scrap paper that they can utilize throughout the year. </div>
<div>
<br /></div>
<div>
Students will be instructed to use whatever they have at their group's station to construct a tower with the straws. They will have 5 minutes, at the end the group with the tallest tower will get an A, second tallest a B, etc. They may not undo anything as they work, they can only add to what they've done. The catch: they cannot talk...at all.</div>
<div>
<br /></div>
<div>
After the five minutes I will explain that this grade does not count, and that I want to discuss with students what things would have made them more successful and helped them to communicate, I'm hoping for (and will gently nudge) answers such as:</div>
<div>
background knowledge</div>
<div>
plan in place</div>
<div>
the ability to talk</div>
<div>
use of phones</div>
<div>
ability to look up examples and ideas</div>
<div>
the ability to redo and fix mistakes</div>
<div>
etc.<br />
<br />
I want them to understand that in my class its OK to fail at first, many groups will have failed at this task. However its not OK to accept failure.</div>
<div>
<br /></div>
<div>
I'm then going to use this is as a segway to talk about the Flipped Class and how they will be encouraged to communicate, question, research, do and redo during class. How it will help them meet success and fix failed first attempts. We will discuss ways technology will help us to do this, and how having a background from the video lectures will help us to create a plan for our projects.</div>
<div>
<br /></div>
<div>
Finally we will use the ipads to flip through a virtual copy of the syllabus:</div>
<div>
<br /></div>
<div>
http://snack.to/fu52z8a3</div>
<div>
<br /></div>
<div>
I created it to look more like a magazine, and less like a boring document. Students will receive a paper copy in the front of their coursepacks. I like that students can "flip" through it.</div>
<div>
<br /></div>
<div>
Before leaving they will receive instructions for signing onto Schoology and their Parent FAQ letter (which basically an adult version of their virtual syllabus). They will be asked to watch an Intro Video and Web Resource Video for homework that night.</div>
<div>
<br /></div>
<div>
I'm not sure if this will work or by the end of the day I'll be back to reading the syllabus, but its worth a try. </div>
<div>
<br /></div>
<div>
What are you doing with your classes on the first day? Have you found ways to get away from the "reading of the syllabus" routine?</div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com4tag:blogger.com,1999:blog-8018969950131077142.post-25023224218910406712012-08-20T22:02:00.000-04:002012-08-20T22:07:52.716-04:00#flipclass chatSo I've known about the #flipclass chat for a while, but have been too overwhelmed to jump in. After a few weeks of lurking, I finally joined tonight. Wow. I didn't even contribute much, maybe five tweets at most, and yet I found the conversations stimulating, invigorating, and reenergizing as I come into the homestretch of Summer.<br />
<br />
As I'm heading into my first full year flip, and reflect on my 1/2 year flip this past Spring, I realize the one thing that was more valuable to me than any resource in my classroom....the resources out there...out in cyber space...the people out there...out in cyber space.<br />
<br />
I came across the idea of a flipped class by accident. I was looking for ways to integrate technology into my classroom, and happened upon an article about it. Which led me to another article....and another...and another....and all of a sudden it was 4am and I couldn't sleep because I knew I had stumbled on to something amazing.<br />
<br />
Next came the blogs, teachers, from all corners of the country...all corners of the globe....sharing how they were incorporating the flip. Disseminating information, sharing resources, all for the betterment of the students. Twitter and the #flipclass chat is yet another extension of this.<br />
<br />
I think this is what I have come to love about the flip class more than anything else- the community of educators it has put me in touch with. People that I would never have the pleasure to interact with in my daily life otherwise, have become my mentors, my collaborators, my teachers, and my global colleagues.<br />
<br />
Teachers get a lot of bad press these days. We're lazy. We only work until the bell rings. We only care about raises and money. We're not in it for the kids, we're in it for the paycheck. How dare we call ourselves "professionals." The attacks go on and on.<br />
<br />
I would challenge people that hold those beliefs to do a simple search of "flipped class" on Google. Check out some blogs. Lurk on Monday nights for the #flipcclass chat. What they will see is enthusiastic and engaged professionals who are connecting with others purely to share ideas and help better their students' experiences in their classrooms.<br />
<br />
They are not prompted to do this from a boss, or by a contract. This is not part of what they get paid to do. This reaching out to others, this evolving and learning as a global community, is done purely in the name of education and doing what's best for the kids.<br />
<br />
In history class I often talk about "grass roots" movements. We discuss the role they have played from the dawn of time forward, and how a few individuals really can incite change. We discuss how their agendas vary from awareness to policy change. To me the flipped class truly is a grass roots movement. Creating an awareness that the institution needs changing, and providing a pragmatic way to do it. Its not about the videos, its not about the newest "trend" in education. Its about doing right by the kids, and creating a classroom that inspires learning, and prepares them for the world we live in. Its about changing the way we teach, and the way we as teachers learn. Its about rethinking our craft and recreating ourselves as needed.<br />
<br />
You don't have to flip your class to do this, great teachers do it every day with no flip involved. If you do want to flip though....if you do think this might just be the thing you were looking for...the thing that keeps you up until 4am too excited to sleep...with too many ideas floating through your head...<br />
<br />
...join the conversation. Mondays 8pm EST #flipclass.<br />
<br />
<br />
<br />
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-87849008669247204352012-08-16T18:58:00.000-04:002012-08-16T18:58:27.527-04:00Coursepack VideoI made this video to explain the different parts of the "coursepack" to students. It is very straightforward, nothing special. I'm posting it here just to show what I have my students doing at home during the videos and in addition to them. I wanted to make sure they weren't just watching the lecture videos but were responding to them. I also wanted a way to check their progress.<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dz8wkCbkJoYAnt56xSqToPxzQCl3HJ8-ebqHwNJ4phVo3eZL8W_rjc0xZFc_dN0ae0sHW0Zl8gRgjmJ45j74g' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<br />
I think I'm going to make a video of myself watching actually doing the activities in the Coursepack, but this is what I have at the moment.Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com2tag:blogger.com,1999:blog-8018969950131077142.post-81779034381917615412012-08-14T19:32:00.000-04:002012-08-16T14:40:39.384-04:00FAQ by Parents VideoThis is a rough draft of a FAQ video for parents. I wanted to play around with the new "screen in" feature of Screencast-o-matic. I definitely need to rewrite some parts, and I think I will split it into two videos, one on what a flipped class is and a separate video on what mastery based grading is. I think in this I just skim over the grading too quickly. Having played around with the isight screen in feature I can see that I need to adjust my camera angle and lighting.<br />
<br />
I think overall I probably won't use this feature for student lectures, I think it could distract them from looking at the actual slide. However, I think for introductory purposes it is a nice feature so parents can get a feel for who their student's teacher is. I also think I will use it for the first few student videos. I was reading up on student "trust" levels. Despite the fact that we are having students listen to videos via their computers it is really important that they buy into the idea that it is "their teacher" disseminating information. That is why I make my own videos, despite the fact that there are far more professional looking ones out there. I need students to trust me as their teacher. I wish there was a way to turn the screen in feature on and off, for example have it on to introduce the video and then turn it off for the lecture. Has anyone figured out how to do this?<br />
<br />
Anyway here it is, again, rough draft:<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzUZodTtOBpIkZpsTw8x83WMOwJFfOe0l2e6w59mFLoF8nx2kY_jifEeSYTQRrWI3WOdlubZPLSRMRebHxCEg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
Parents will receive an explanatory letter the first night of school and a link to this video. I have a separate blog for parents that I update each Friday so I'll house it there.</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
Has anyone found a better screen cast software? Right now I'm limited to using free software. I've toyed around with the idea of using iMovies but I like the ability to open websites within the screen.</div>
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-33773041170057818922012-07-22T10:16:00.001-04:002012-07-22T10:16:48.672-04:00Intro to Flip VideoThis is a very rough draft of an intro video for my incoming students. I'm contemplating on sending them an epacket prior to the start of school with their account passwords, intro letter, and a link to this video. I made it using PowToon which I know a few other educators on the blogs have started using. I found it really easy to use and think it could be a fun tool.<br />
<br />
<a href="http://www.powtoon.com/p/cYZgDQdKvlN/#.UAwJycy3Ykc.blogger">PowToon : What is a Flipped Classroom?</a><br />
<br />
<br />
The video itself goes pretty fast, probably too fast for studen't to grasp everything the first time. I plan on making another video that is much slower and easier to follow...I'm still learning to use this presentation software.Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com1tag:blogger.com,1999:blog-8018969950131077142.post-45012580143279753182012-07-20T21:13:00.002-04:002012-07-20T21:13:16.063-04:00Critical ReadingI've been (slowly I'll admit) tackling my summer projects that I mentioned in the last post. The first part of the summer I was wrapping up a grad class, and the rest of the time..well the weather in New England this summer has been beyond beautiful. In fact it rained yesterday for the first time since school let out, so you can imagine its been tough to find the motivation to think about my classroom.<br />
<br />
<br />
<div style="font: 12.0px Helvetica; margin: 0.0px 0.0px 0.0px 0.0px;">
<a href="webkit-fake-url://505E156A-163A-4574-8833-0677D7C7767A/imgres.jpg" imageanchor="1"><img alt="imgres.jpg" border="0" height="173" src="webkit-fake-url://505E156A-163A-4574-8833-0677D7C7767A/imgres.jpg" width="200" /></a></div>
<br />
<br />
Well, that's not true I'm ALWAYS thinking about it, but todays clouds meant I finally sat down and worked some things out.<br />
<br />
One of my projects this summer was to create stronger "Content Folders." I use the Schoology program to deliver the flipped classroom and one of the features I love is that you can create folders to house related materials. Students can easily see them and there can be folders within folders. Thus I can create a folder for example entitled Ancient Greece. Within that giant folder I have folders for each week with all the content that should be worked through. Student can work ahead to the next week if they master everything in that week's folder.<br />
<br />
This is an example of last year's but of course I'll be "tweaking":<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-K2kY9iOMesw/UAoAXpa7C6I/AAAAAAAAARI/P2VKWIdV7_c/s1600/Picture+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="223" src="http://4.bp.blogspot.com/-K2kY9iOMesw/UAoAXpa7C6I/AAAAAAAAARI/P2VKWIdV7_c/s320/Picture+1.png" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
The inside of each week's folder looked like this, you can see the videos, quizzes and discussion threads:</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-EB01UYIZuCY/UAoAoZBEnHI/AAAAAAAAARQ/fZaLNqTB-gM/s1600/Picture+3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="297" src="http://4.bp.blogspot.com/-EB01UYIZuCY/UAoAoZBEnHI/AAAAAAAAARQ/fZaLNqTB-gM/s320/Picture+3.png" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br />
Since this past school year was my first attempt with the flip, the folders only contained the lecture videos and the online quizzes. I knew I wanted each week to contain more, and I knew I wanted a way to introduce more reading into their weekly work. If you follow my blog you probably already know that I hate the textbook that my school system gave me. For one thing it was written so long ago that my name (yes I once was a student in my very classroom...a humorous discussion for another time) is written in the front of one (incidentally I used to offer extra credit to any student who found it), but I digress. So you can see the problem, hate the book, but value students reading content as well as watching lecture videos. Lo and behold my grad class (not an education class by the way) provided the answer to me. Prior to each class my professor (Prof. Carragee at Suffolk University) required that we read an assigned article and do a "critical reading" of it. At first I thought, "well I always read critically" but this particular professor required that we write a one page paper, in a very specific format that forced us to read critically and best of all come up with a question.<br />
<br />
I decided to borrow the professor's idea and "tweak" it down to 7th grade level. One of the things that I am trying to do this year is go paperless (for the most part). The only paper handed out will be in the form of "coursepacks." At the beginning of each unit students will receive a coursepack with all the notes they need to fill in, all review questions, flashcard requirements, and yes critical reading assignments. I will post more on the course pack when I finish the first example. Essentially it will function as a workbook for the class. The "blank form" of the critical reading assignment will be found in the coursepack, students will write in the answers.<br />
<br />
Every other week in their content folders there will be a reading. It may be an article written by an historian, it may be a primary source document, or something else that ties in with their lectures that week. Students may view the reading on their computer, download it to a mobile device or eReader, or they may take a hard copy in class.<br />
<br />
After completing the reading they will fill in the following in their coursepack (the bold will be given, they will fill in the information on lines after):<br />
<br />
<!--[if gte mso 9]><xml>
<o:DocumentProperties>
<o:Template>Normal.dotm</o:Template>
<o:Revision>0</o:Revision>
<o:TotalTime>0</o:TotalTime>
<o:Pages>1</o:Pages>
<o:Words>104</o:Words>
<o:Characters>597</o:Characters>
<o:Company>Home</o:Company>
<o:Lines>4</o:Lines>
<o:Paragraphs>1</o:Paragraphs>
<o:CharactersWithSpaces>733</o:CharactersWithSpaces>
<o:Version>12.0</o:Version>
</o:DocumentProperties>
<o:OfficeDocumentSettings>
<o:AllowPNG/>
</o:OfficeDocumentSettings>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:WordDocument>
<w:Zoom>0</w:Zoom>
<w:TrackMoves>false</w:TrackMoves>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing>
<w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing>
<w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery>
<w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:DontGrowAutofit/>
<w:DontAutofitConstrainedTables/>
<w:DontVertAlignInTxbx/>
</w:Compatibility>
</w:WordDocument>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" LatentStyleCount="276">
</w:LatentStyles>
</xml><![endif]-->
<!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin:0in;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:"Times New Roman";
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;}
</style>
<![endif]-->
<!--StartFragment-->
<br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Citation:</b> <i>A citation for the article you read using Chicago MLA format</i>. We will be going
over this in class, but this is a sample: (I'll include a sample for them)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Summary</b>:<i> 2 (and only 2) sentences summarizing the major point that the author is making in the reading</i>. Believe it or not you will find it difficult to summarize something in only 2 sentences, you need to make sure you really understand the main point that the author is trying to make.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Critical Insight:</b>
<i>2-3 sentences describing something that you learned from the reading or a new
insight that you gained.</i> It could be something that you already knew, but now you understand better, if that is the case tell me why you understand it better now. What information did the author present that sparked your interest or made you think?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Critical Question</b>:
<i>A question you have after completing the reading.</i> It could be a critique of
what the author has said (something you agreed with or did not agree with), or something further that you would like to know.
This should be a well thought out question, not one that can be answered by the
reading. It should be an open ended question (not a yes or no question). This is the most important part of the CR assignment as it forms the
basis for our class discussions.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Students can complete the Critical Reading at any point during the week, and on Fridays after our CNN Student news quiz, we will have a class discussion based on their questions. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Things I like about this: </div>
<div class="MsoNormal">
</div>
<ul>
<li>students will be exposed to the writings of various historians</li>
<li>they will be forced to think about what they are reading, not just go through the motion</li>
<li>they will get practice creating citations, something that I try to prep my students in as I feel that (at least in my district) history classes do not spend enough time going over, while English classes seem to do an excellent job of prepping students in something that they will undoubtedly be expected to know in college</li>
<li>class discussions will be a great way to end the week, and basing it off their questions will give the ownership of the material they have read, I will merely facilitate and play the "devil's advocate" where necessary </li>
<li>I have tried class discussion in the past but often get a blank stare, hopefully the questions will prompt better discussions</li>
</ul>
<div>
Problems I foresee:</div>
<div>
<ul>
<li>students not giving quality responses, thinking that because it is only 2 sentences they can just write "anything" rather than really trying to understand the main idea</li>
<li>questions not being deep enough to foster discussion (I think this will take some time initially but hopefully they will get the hang of it after a few discussions)</li>
<li>getting the classic "I don't get it" line as an excuse for not completing the assignments, I'll need to make sure students remember to utilize class time to ask me questions if they don't understand the reading</li>
<li>time management, hopefully I'm not asking too much</li>
</ul>
<div>
On weeks where they are not doing Critical Reading assignments they will be completing an internet literacy assignment..but more on that at another time!</div>
</div>
<br />
<!--EndFragment--><br />
<br />
Have you incorporated readings into the "flipped classroom"? Or into a traditional classroom? Did students complete them? Were they able to foster discussions? Am I asking too much?<br />
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com1tag:blogger.com,1999:blog-8018969950131077142.post-12888995475097244692012-05-31T08:39:00.002-04:002012-05-31T08:39:37.314-04:00Summer Projects<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="margin-left: 1em; margin-right: 1em;">
</div>
<br />
<br />
I haven't posted in quite a while, its Wedding season here in New England and between that and the end of the year activities fast approaching I've put my blog on the back burner. I plan to update throughout the summer however as I have several projects I'll be working on to improve my classes for this fall. I'll be rambling and thinking my way through those on here in the coming weeks, but at the moment this is simply a stream of conscience post so that summer's ice cream enduced haze won't wipe out all the thoughts I had:<br />
<br />
<b><u>Project 1:</u> Going paperless</b>....well nearly. I'm pretty sure I routinely take out a forest or two during the school year. I'd like to get all of the notes, worksheets, and readings that students complete bound into a notebook for them. I'd also like to have the notebook available to fill in online, so that for the coming year students can pick which way they'd like to fill it in. Other than this initial hand out, I'd like the rest of the year to be paperless. We're not a 1:1 school so I would have to think carefully about how this could work, I think having students bring their own devices could help.<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcSevGHcDE0JmhDl5Vb6wqin-jOCReB4JPClMihMTIbSutFAQzXz" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="133" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcSevGHcDE0JmhDl5Vb6wqin-jOCReB4JPClMihMTIbSutFAQzXz" width="200" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<b><u>Project 2:</u></b> <b>BYOD</b> (Bring your own device). I piloted this idea with two small groups of students in two different classes and it was wildly successful. I found students able to use them for research far faster than our lap top computers. I found that 90% of the time they were using these devices for school related work. The other 10% of the time I found that they were listening to music, which to be honest I'm ok with. Many students appeared to work very calmly on their projects while listening to music and still managed to collaborate with peers. We are always teaching students various study methods, for some of them music is part of that...why not let them try it out. In order for this to be successful I need to develop some kind of guidelines, as well as meet with school admin about getting access to wireless. Currently my students can only access it if I have the laptop cart with the wireless transmitter in my room...which defeats the purpose in the long run.<br />
<br />
<br />
<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcQ77hALjrDgjmTPhVdziO-fgGKVxlDRBBRoAtTJbngtOq048Ub7" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcQ77hALjrDgjmTPhVdziO-fgGKVxlDRBBRoAtTJbngtOq048Ub7" width="197" /></a><b><u>Project 3:</u></b> <b>Leveling my classes</b>. Yes, one of my main reasons flipping was to make differentiation easier. Even before the flip I have always made sure to differentiate for those students on IEPs. What I hoped to achieve with the flip was to challenge my very advanced students who often get bored in their classes. I'd like to take this a step farther this year. Students currently work their way through "content folders" on Schoology. There are lectures and quizzes for each unit. I'd like to level those folders, so that everyone will get the state standards, but those students who would like more of a challenge can listen to lectures that cover deeper content than the standards. Which brings me to Project 4:<br />
<br />
<b><u>Project 4:</u></b> <b>Creating better content folders</b>. My vision is that each week there will be an online content folder containing not just "videos" but readings, webquests, discussion threads, and quizzes that students should complete. I'd like to see them developing critical questions in response to readings and making connections to the lectures. I'd also like to see the out of class discussion threads get more use. They were being used at the beginning of the year quite well, but I would like to see them become something students want to do rather than have to do as part of their grade. I'm on the hunt for a secure educational chat room for the students, one where we could have a synchronous discussion, even set times for extra help, but that would be secure and that students could only access with me "present." I know some educators have "hang spaces" in Google+, I'll admit I haven't jumped on the "+" train yet but intend to explore it this summer.<br />
<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcR5oJ0A-v7OiP3S7kY1AurSKQwFWXFEE8aRamX68RbvVJpSwPjg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcR5oJ0A-v7OiP3S7kY1AurSKQwFWXFEE8aRamX68RbvVJpSwPjg" width="200" /></a><u><b>Project 5:</b> </u><b>Personal content building</b>. I'll admit that while I enjoy teaching Ancient History, my passion (and really my area of expertise in terms of teaching) lies in American History. It has been a personal struggle for me to deliver content in this area with the same enthusiasm. This summer I have created a reading list for myself and plan to take some free online courses through Yale Open Courses and some other places. My goal is to gain insight into all those "little known facts" that make history fun and interesting. I have a myriad of these facts for American History, but I want to discover them for the content that I teach. I spend so much of my time trying to read up and learn about the newest technologies, and implementing them into my classroom, sometimes its good to go back to basics and think about the content itself, after all that is what is at the heart of all of this right?<br />
<br />
<br />
<b><u>Project 6:</u> Relax.</b> Spend time at the beach. Grill. Read for fun. Travel. Explore. Spend time with family and friends. Not think about work. Revel in the fact that "summer vacation" and "first day of school" are still part of my vocabulary as an adult. Remember the excitement those two phrases hold? Summer is a time to recharge the batteries and ready ourselves for another year. That's one of the best perks of the job, right?<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcSFQANTtID_LvpmRQwng1N5TBCwwQGYavDuyobBDZRE1DiajiaH" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="126" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcSFQANTtID_LvpmRQwng1N5TBCwwQGYavDuyobBDZRE1DiajiaH" width="200" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
We still have three weeks of school left, so I will still be posting as I wrap up my first flip, but I'd be kidding myself if I didn't say my thoughts (as well as my students) have already begun the turn toward summer. There are so many other things that I want to accomplish this summer, and this list is by no means exhaustive, but if I honestly complete two things on this list I'll consider it a success. <i>What are your educational plans for the summer? </i><br />
<i><br /></i><br />
<br />
<br />Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com0tag:blogger.com,1999:blog-8018969950131077142.post-46426071872014884102012-04-24T10:33:00.001-04:002012-04-24T10:36:06.242-04:00Admitting that videos don't work for all...We just started a new term yesterday (our school works on quarterly terms rather than semesters) and a new nit (Ancient Rome). Since we were starting "fresh" so to speak it was a good opportunity for me to attack some of the problems and concerns that had come up in the flipped class. There are always going to be a few problems that occur but a major concern for me was those students who were not watching the lectures at home. There weren't many, but a small handful that I felt needed to be addressed.<br />
<div>
<br /></div>
<div>
I'll admit, I was angry with those student's. I felt like I was offering them such a "<i>better</i>" alternative to traditional homework.<i> "How could they not want to watch a video?" </i>I thought,<i> "Don't they know I could be giving worksheets and busy work? I'm trying to do something <u>for</u> them!"</i> Then I took a step back...wasn't the whole point of this to do what is best for the students? If they aren't watching the videos, they aren't getting the main content. There must be a way to fix this. </div>
<div>
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQNzv6QwUsUYd56QvhUSo3acOoxr5pMxH6V7pe9Cqh_lT4ESNpi" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQNzv6QwUsUYd56QvhUSo3acOoxr5pMxH6V7pe9Cqh_lT4ESNpi" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div>
As much as I dislike the textbook that has been assigned to my class (I don't even use it with the kids, I have 100 of them sitting on a shelf) and as much as I dislike assigning worksheets and bookwork (I feel students don't really read they just look up answers) I knew this could be a short-term solution. I found chapters in the book that corresponded for the most part to the video lectures and set up a reading schedule. I also found guided reading worksheets that go along with these chapters. In lieu of the notes that most students take while watching the videos, my "book" students would take these guided notes while reading, and take paper-based quizzes in class each week.</div>
<div>
<br /></div>
<div>
I had trouble squelching the voice, "<i>But I want them to watch the videos, I don't want to use the book, this is a "flip" the whole point is to watch the videos."</i> Its not, "flipping" really has nothing to do with videos, the concept of flipping is a shift in how we conceptualize the use of class time as application rather than delivery of content- <b>and it looks different for every class</b>. As much as I wish these students would watch the video lectures (there's so much I can do with showing images of the places were studying and telling human interest stories that the textbook doesn't cover) they aren't, and that is the fact of the matter at the moment. Getting content from the book is better than no content at all. Additionally <u>I have to remind myself to do what's best for them, and maybe the videos just don't work for everyone</u>. Do I think the videos are more informative and far more interesting than the textbook? Absolutely. However I'm willing to admit that <u>for some students the flip is just to radical</u>, and some old fashioned reading and worksheets might rectify the problem.</div>
<div>
<br /></div>
<div>
They will still be learning the main content outside the classroom and collaborating on projects in class, I am hoping that of the eight students I am assigning the book too, a few will decide that they would rather watch the lectures online. I told them that if they decide to go back to the lectures, if they complete two weeks in a row and on time, that they may return to the computer based rather than the book. </div>
<div>
<br /></div>
<div>
<u>At first I felt like going back to the book was admitting defeat</u>, but I now realize <b>its the opposite, its continuing to differentiate and adjust the delivery of content so that every student has the same access to the curriculum</b>. It has even got me thinking about creating different "levels" of videos next year. Essentially different students taking different "course levels" so to speak right in the same room. Oh the ever lengthening things I want to do this summer!</div>
<div>
<br /></div>
<div>
I said this was a short-term solution because I used the book and the worksheets that came with it. Next year if I were to create an alternative reading plan for some students, I would probably create my own guided notes, and perhaps look into different texts (or maybe have them read an historical novel!?! :) ) and create something a little more inline with the videos.</div>
<div>
<br /></div>
<div>
Has anyone else come up with solutions for students not watching the videos? What has worked for you? What hasn't? I'd love to hear what some others have done!</div>
<div>
<br /></div>
<div style="text-align: center;">
<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcQSq43KRudQ3O9THL_GPX7XMoZaPkW11ahoMq2tnV3xJqSWDV64" imageanchor="1"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcQSq43KRudQ3O9THL_GPX7XMoZaPkW11ahoMq2tnV3xJqSWDV64" /></a>
</div>Elizabeth Millerhttp://www.blogger.com/profile/10892163109013159928noreply@blogger.com6