Dear Parents,
Your child has an exciting year of History ahead in my
classroom. However, things will be a little bit different than what you may
have been used to in the past, you see my classroom is a “Flipped Classroom.”
What is a “Flipped Classroom”? Please take a few moments and look at the
presentation that I have put together on our classroom blog. While you are
there make sure you book mark it, as I update this blog each Friday with
information on what we did in school that week.
Here is the address:
An even better option would be for you to watch this
presentation on Schoology with your child. They received the codes and
instructions in class today, we will be going over it live in class tomorrow if
they have any questions. On Schoology you will also find an important video on
Web Resources for our class that you may want to view with your student.
In short,
traditional classrooms see students receiving instruction in class (usually
listening to a lecture of some sort) and then doing an “application” activity
for homework (ie: worksheet, project, etc). In the flipped class we reverse
that.
This letter is to
address some of the Frequently Asked Questions that parents have regarding a
“flipped class.”
What does homework
look like now? They don’t have homework?
Well that’s
not entirely true, students do have homework, it just doesn’t look like what
you’re used to. Homework is completed
over the course of a week, at your child’s own pace. Rather than completing worksheets
and reports at home, they watch 2-3 lectures per week for homework. The lecture
videos are created by me and are approximately 10 minutes long. Each video
covers one topic, and is essentially the same lecture I would give students in
class. The videos are available in our online classroom on Schoology. Students
may access them from any internet ready device (computer, ipod, phone, tablet,
PS3, etc). Students without internet access may also upload them on a flash
drive. Students that traditionally have trouble keeping up in class or with
notes can pause, rewind, and re-watch a lecture as many times as they need.
During the lecture
they will fill out the corresponding pages in their “Coursepack.” The
coursepack is a series of fill-in notes and section review checks. There are
also flashcards that they create to correspond with each lecture. Both the
videos and the courespack are organized in sequential order so that they will
always know what they need to complete by a certain date.
Once they watch a
lecture and complete all of the coursepack work that goes with it, they take an
online quiz based on the lecture. They must achieve an 80% or better on this
quiz before moving on. They may retake it as many times as needed.
In addition to their
lecture work, every other week student’s complete a “Critical Reading” or “CR.”
To complete a CR students read an article provided by me from a variety of
sources (the NYT, the Smithsonian Institute are some examples that come to
mind). After reading the article they fill out a form in their coursepack where
they are required to think of a question regarding the article. On Fridays of
CR weeks we have a class discussion, driven by student questions.
On weeks where we do
not have a CR, students complete an Internet Literacy Worksheet or IL. IL’s
range from deciphering reputable sources, to learning how to use the library’s
search engine. They are skills that will help your student not just in history
class but across the curriculum in high school, college, and the workplace. On
Fridays of IL weeks we will go over the skills as a class and practice applying
them to our historical research.
So even though they don’t have traditional
homework, they are actually doing a lot of work at home, but they are doing it
at their own pace. Students are provided checklists with due dates that work
must be completed by. As long as they meet deadlines, students may work ahead
as much as they like. Many students like the option to complete their
“homework” at times that work best for them in their schedule.
What does classwork
look like now? If you’re not lecturing how do you “teach”?
I suppose it’s true
that I am no longer “teaching” in the way we normally think of it- t I am not
standing at the front of the room delivering content. However, I am still
educating students all through class.
When students first
enter the room they are presented with a “Media Literacy Question” of the day.
Along with their groupmates they answer it as best they can in their
coursepacks. We then watch CNN Student News together as a class. It is a 10
minute long news program produced specifically for students. During the
newscast we talk about current events and answer the Media Literacy Question.
Once the news is
over students move on to their weekly projects…Each week students are assigned
a project that digs deeper into the content of one of the lectures. They are
asked a critical question about the topic and are given the support and
resources to find the answer. Students are given projects based on interest and
ability. They spend Monday-Thursday in class researching, developing, planning
and executing everything from posters to models, reports to brochures, even
sometimes performing in a play. While they do not have “group” projects they do
sit in groups and are encouraged to bounce ideas off each other and assist each
other in the process. In other words, they are collaborating and learning from
each other, but ultimately responsible for their own grade. My role is to
circulate the class, giving one on one time where needed, helping students to
hone researching skills, and clarifying facts and information. Sometimes I even
get to have a whole conversation with a student on a topic they’re really
interested in, it’s fantastic! I also have the ability to go over concepts a
student may not have understood from the lecture, or to answer any questions
they come into class with. I can give each student one on one attention, each
day- something that would not be possible in a traditional classroom model. I
am no longer the “sage on the stage” but rather the “guide on the side” it’s
taken me a while to get used to not being the “center of the classroom”, but I
feel I’m doing more “teaching” now than I ever did before…it just looks a lot
different! Now your student is the “center of the classroom”!
What does the Flipped Classroom require of
you as a parent?
The “flipped
classroom” allows you to be more involved in your child’s history education.
Many parents will agree that they don’t remember much of their 7th
grade history class, so they do not always feel that they can help and support
their child during homework. However, with the “flipped classroom” there are
several easy ways you can help your student:
- Provide your student with a quiet place to watch the
lecture videos. If internet access or a computer is not available, provide
your student with the time to stay for open computer lab, open library, or
with me in my classroom to complete their lectures. Students can typically
complete all of the lectures in one afternoon at open computer lab.
- Ask your student questions about what they watched,
and review their notes in their coursepacks.
- Follow along with their checklists to ensure that
they are meeting deadlines.
- Encourage them to take their time when watching
videos and to rewind, pause, or re-watch portions as needed until they
really understand the content. Asking what their grade was on a quiz at
the end each lecture is a good way to ensure they are understanding, and
not just going through the motions.
- Some parents
like to watch the videos with their students and look at it as an
opportunity to learn something together.
- Read Critical Reading articles and discuss them with
your student on the way to sports practices, music lessons, or even over
dinner.
- The best way to support your student is to be
positive! This is a new style of learning for them and it will take some
adjusting, however with a positive attitude from both their parents and guardians
and myself, I’m sure they will find great success in my class. If you have
concerns, please communicate them with me, so that we can alleviate any
nervousness you may feel, as well as your student’s.
What does the Flipped Classroom require of
your student?
In reality the
flipped classroom does not change the expectation that students should be doing
history homework every night. It just changes the type of homework that they
do. Instead of completing worksheets, students should be engaging with the
content at home.
The flipped
classroom requires your student to be responsible for their learning in several
ways:
- Students must plan to watch the videos when they are
fully awake and when they can devote the time to completing the coursepack
work that goes with each video. Some students prefer to watch all three
lectures for the week and do the work that goes with them in one sitting,
on a Sunday afternoon for example. Other students like to break it up
throughout the week. It is up to your student, they may do what works best
for them, as long as they put their full effort in.
- Students must take the initiative to re-watch videos
that they need to see again. They should put the same amount of time into
this as if they were re-reading parts of a textbook that they didn’t get
the first time (although I think this is more fun).
- Students need to make sure that even if they are
absent they still keep up with the due dates for lectures. An absence does
not excuse a student from their weekly video or coursepack work.
- Students must take the initiative to communicate with
me either online, or in person if they are having trouble with something.
This includes before school, during class, after school, or during our
online help sessions.
- If students are having technical issues with the
videos, they need to communicate that to me so that we can come up with a
solution before they fall too far behind.
Grading Policies
Just as classroom
and homework look different than what you are used to, so does our grading system
this year.
How are students
graded? You don’t have tests??
This is the biggest
question I get. Again, not entirely true, there are tests they’re just a
different style. I like to think of them as “assessments” rather than “tests.”
Students are graded based on the number of units they master. Each term has
between 4 and 5 Units. Mastery is considered an 80% or better. To master a unit a student must complete all
tests at an 80% or better. They also must complete all work in their coursepack
associated with the unit. An example of how grading works is shown below:
If a student were to
master:
4 units= A
3 units = B
2 units = C
1 unit = D
Mastery of Units
counts for 50% of their overall grade. Grade breakdown as follows:
Mastery of Unit =
60%
Critical Readings
In Class Weekly
Projects = 20%
CE Quizzes/MLQs =
10%
Remember those
quizzes they take after each lecture at home? They have to get an 80% or better
on all of those within a unit to sit for a mastery test. They may take the mastery
test online when they are ready, or if they prefer they may take a paper-based
one in class or after school. Most students prefer it online as there is no
time limit.
So you see your
child will not have an “average.” In fact their grade can change at any point
during the term, right up until the day grades close. They may redo and retake
anything they wish until they achieve mastery.
What do assessments
look like? Can they use their note?
Yes they can use
their notes! I want them to use their notes!! History as a discipline is not
about memorizing facts and dates but rather synthesizing information and using
it to create coherent arguments about the past. For their “assessments”
students are asked to identify and define a number of people, places and dates
from the unit explaining their importance. They choose a number off a larger
list that they feel they can write about best. Finally they must write an essay
that pulls all the information together and requires them to use all their
information to create a solid thesis statement and back it up with facts and
details. So they can’t really cheat since each test is different and I
absolutely want them to use their notes, there is no sense in having all this
information if they don’t know what any of it means in the “big picture.” If
they have to redo an assessment because they did not master it, we would sit
together first and look at their essay argument and how it could be more
coherent.
If you have any
further questions (and I’m sure you do because this is very confusing at
first), please feel free to contact me here at the school at 781.937.8233. You
can also email me at lmiller@woburnpublicshcools.com
or contact me via Schoology if you would like a parent code. Finally you may
may make an appointment to come and see me at the school, my door is open. If
you would like to make an appointment to see the “flip” in action, I request
that you give us a few weeks to adjust, and then, with the permission of the
principal I would be happy to accommodate your request.
Thank you! I am
looking forward to a great year!
Student
Name:_____________________ Period: ______
Parent/Guardian:
___________________ Date: _______
Parent/Guardian
Please initial the statements below:
___ I have read the
letter (required)
___ I have watched
the video (reccomended)
___ I have watched
the Web Resources Video
Parent/Guardian
Please initial both statements below:
___ I understand the
expectations that the flipped class requires of me as a parent as
stated in the letter and FAQ video
___ I understand the
expectations that the flipped class requires of my student as
stated in the letter and Student
Information video
___ I understand
that my child will be graded on a Mastery Based grading system
Please check one of
the following:
[] We have a computer with consistent internet
access at home.
[] We have
a computer at home, but the internet is inconsistent. My child will bring a
flashdrive to school to get the videos. My child will make arrangements to come
in early, or stay for open computer lab, to take the quizzes when the internet
is down, or speak to Ms. Miller about other arrangements.
[] We have a computer but do not have any
internet access. My child will bring a flashdrive to school to get the
videos. He/she will make arrangements to come in early, or stay for open
computer lab, to take the quizzes when the internet is down, or speak to Ms.
Miller about other arrangements.
[] We do not have a computer at home but my
child has access to the internet consistently at a friend, neighbor or
relative’s home nearby
[] We do not have a computer at home, and my
child does not have access to the internet consistently. He/she will be
staying for open computer lab, open library, or with Ms. Miller. He/She will
come and see Ms. Miller to set up a plan that ensures he/she will be able to
fully participate in the class.
I think the
following solution may work: ____________________________ ___________________________________________________________________________________________________________________.
Student
Name:__________________
Student signature:
________________ Parent signature: ____________
The way for Ms.
Miller to contact me from 8am to 2pm during the work week:
[] Phone:
_________________
[] Email: __________________
Please note: Ms. Miller will work hard to ensure that
there is a plan in place for all students to complete the assignments by the
appropriate deadlines. In order for this to work it is crucial for students
(and parents) to openly communicate with her if there are technical problems or
acess issues. Please alert her as soon as possible if the status of a child’s
computer and internet access changes during the year so that she can make the
neccecary adjustments.
Questions, comments,
concerns regarding the Flipped Classroom:
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