Visitor Information

Before I start my post today I needed to share this quote that I came across in a position paper on technology in the classroom:

"Swimming pools can be dangerous for children. To protect them, one can install 

locks, put up fences, and deploy pool alarms. All these measures are helpful, but 

by far the most important thing one can do for one's children is to teach them to 

swim." –Dick Thornburgh and Herbert S. Lin

I feel like this quote speaks directly to those educators who are too afraid to bring technology into the classroom for fear of "the great unknown" of the internet and what trouble students should get into. Rather than avoid technology, we should be teaching students appropriate use of technology, and correcting them when they make a mistake, as they inevitably will...is this not our job as educators? We would not refuse to teach children to read in the event that someday they may come upon some salacious material...internet literacy should be no different, it is not even the way the world is going, it is the way the world has gone. We are doing them a huge diservice not just to their future, but to their present by avoiding instruction in an area that is vital to their everyday lives, but I digress...

Ok rant over, so I've been getting a lot of visitors lately to my room in various capacities. I had my standard observation with my principal, my supervisor for my mentor program was making yearly classroom visits, and the Department of Ed had been doing random visits for a compliance review in our school. 

Given the confusion that a flipped class can present (wait..what does she do all day)? I decided to come up with a visitor packet to give a summary of my class and what its all about. I put them by the door, and included a feed back form. I've copy and pasted it below in case anyone was interested in doing something similar. 

Visitors Info Packet

Hello! Welcome to 7^th Grade Ancient History. I put this packet together so that you would know what was going on in my class. At first glance it may look like I am not teaching….and that’s because I’m not! You see I have “flipped” my classroom. Students now listen to lectures at home and do “homework” or projects in our case, in class. If you are curious or confused, please continue reading.

What is  a “flipped” class?

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.

What do they do at home? They have no homework??

 Well that’s not entirely true, students don’t have homework in the traditional sense. Rather than worksheets and projects at home, they watch 2-3 lectures per week for homework. During the lecture they will fill out the corresponding pages in their “Interactive Notebook.” The IN is a series of fill-in notes and section review checks. Finally they take a quiz after each lecture. 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. 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 and are responsible to get work done by a certain date.

What do they do in class? You don’t teach??

No I suppose that is true, I am no longer “teaching” in the sense that I am standing at the front of the room delivering content. However I am still educating students all through class. Each week students are assigned a project that digs deeper into the content of one of the lectures. Students are given projects based on interest and ability. They spend Monday-Friday 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, pointing students in the right direction for materials, 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, its fantastic! I am no longer the “sage on the stage” but rather the “guide on the side” its taken me a while to get used to it, but I feel I’m doing more “teaching” now than I ever did before…it just looks a lot different!

How are students graded? YOU DON’T HAVE TESTS???

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.

4 units= A

3 units = B

2 units = C

1 unit = D

Mastery of Units counts for 60% of their overall grade. Grade breakdown as follows:

Mastery of Unit = 60%

Notebook and Discussion Threads = 10%

Weekly Projects = 20%

CE Quizzes/BW = 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 can take the test in class, after school, or even online. In fact most students prefer it online.

Doesn’t that cause cheating? Can’t they use their notes?

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.”

Why did I do this? Was it hard to revamp your entire class structure?

Good question, yes it was, but I feel it was necessary. Under the traditional class set up I wasn’t reaching all my students. Most weren’t doing homework, many were not taking anything seriously, and worse yet most didn’t care. I think I did a good job with special ed and 504 accommodations, but it doesn’t mean they were “engaged” the whole time. I also felt that the really advanced kids in my class were bored. I was sort of getting through to the “middle of the pack” but even they were bored at times listening to be drone on about dead people, and you know what… I was bored too. I needed a way to ensure that my students were going to be engaged the entire time they were sitting in my classroom. I figured it was worth a try…and I have no plans to go back. Sure there are still students who won’t do work at home, but at least they are engaged the entire time they are in my room. Furthermore those students who do care have the option to retake tests, no more “bad days” resulting in ruined averages. My advanced kids? I can challenge them more with projects requiring more in depth thinking? My students that need extra attention? I have the time to do it now. In short this is by no means a perfect system, but I feel it has done good things for my students, and is a great starting point on my evolution as a teacher.

Cool! Where I can I get more info on this flipping thing?

There are many teachers across the country “flipping” their classrooms. I have a PLN (personally learning network) where I communicate with many of them via blog and twitter, there is also the first published research coming out this summer on “flipping.”

Check out my blog for links to other educators doing the same thing:

www.flippinghistory.blogspot.com

Getting Rid of Tests?

Ok ok so I'm not getting rid of all tests, but I'm revamping the way they are taken. Currently students take their quizzes online and then take their Mastery Tests with me during a scheduled time. A large number of students took the test last week and I have to admit with our short 45 minute periods and all the activity going on in school, finding a time for students to take the test and finish it was a real problem. Many students still need to complete their essays, I find that 45 minutes is not enough time for a well thought out essay.

I spoke with one of my faster moving classes about this today, and they suggested taking the tests online as well. The current style of the test is choosing terms to identify and define and then choosing two essays. I'm trying on tests at least to do away with multiple choice. I am keeping multiple choice for the quizzes however as that is the style of standardized testing in this state.

Doing the tests at home would mean students would have access to their notes during the test, but the more I think about it, the more I think this is ok. I have long said history is not about memorizing facts and dates but about synthesizing information, and understanding why things are important. Shifting away from a memorization test would, in my opinion, be even more of a leap towards mastery of content learning. Students take notes, but do they use them to actually study? I don't think so. Testing this way would allow them to take their notes and actually demonstrate to me that they understand relationships. It would also allow them as much time as needed.

I'm definitely concerned about the backlash I may get from the administration about not actually giving "tests" but I also know that this is much closer to how they will be assessed in college (far away thoughts for 7th graders but isn't that how we should be preparing them)?

Finally this will be the last push I think towards a (nearly) paperless classroom.

Has anybody else done away with in class testing? What about allowing students full access to notes and material while being assessed?

Ramblings from inside the Flip

We had a delayed opening today due to snow. Only in New England would this be happening March 1st! Normally delayed openings bring a lot of stress. Since I teach five sections of the same subject I try to keep all my classes in one place. Delayed openings and early dismissals always pose a problem. It means that since I only see half my classes, those classes end up a whole day ahead of the others. Since I did not want the classes too far off one another, these days in all honestly used to be "throw away days." I would do something related to the content we were covering, but not something that would make any one class ahead of the others. Usually an episode of something on the history channel, or a fun facts worksheet of sorts. I hated that the day felt like a waste.

I'm excited because since I've flipped the delay doesn't change anything, the kids will come in as usual and continue working on their projects. I'm excited because since everyone works at their own pace, I don't have to worry about anyone being "off." My only concern is the classes I don't see today having time to finish, but all their projects seemed to be coming along fine yesterday.

This week brought its own set of challenges. The physical space of my classroom continues to be an issue, its a small room and having kids bustling around, grabbing books and sharing supplies has led to organized chaos. Next week I'm going to try to have a more organized set up, dividing the room into more defined areas (ie: Research, construction, study, lecture catch up). I also need to figure out some better storage solutions for their projects.

Observations this week:
Cons: Many students are still not listening to the lectures. I'm not sure if there is a disconnect between how that will impact their grade or not, I'm hoping to rectify that for the coming weeks. This tends to be the same group of students that didn't do homework before. I would say that there are not as many students blowing off lectures as there were blowing off homework, but its still a number I'm not comfortable with. Also, there are still a few (very few) students who are not utilizing class time efficiently.

Pros: I let students pick where they sit, this week less people sat with friends, and more students sat with people working on similar projects. I also noticed far less "Ms. Miller!!" questions and more questions directed at their peers, students really started to help each other out.

How do those flipping classes highlight the importance of mastering the content? Does this realization come with maturity? Or is it something that students have to learn the hard way (ie: not finish the units to get the A)?

Video and Note set up

I'm not one to do two posts in one day, but I did promise an example of a Screencast and the notes that go with it (from the interactive notebook) this particular lecture is short (less than 10 minutes) on the Geography of Ancient Greece:

This is what the notes look like that students will be filling in as they watch:

Day 3

Overall things have been going great, a lot of kids went home and watched the videos so far, hopefully the majority finish their lecture assignments by Friday. The projects have also been coming along, today we saw the turning point from research to putting things together.

There were a few hiccups, I still have two students who have produced nothing this week. I'm hoping after our chat today that they turn it around for the last two days of the week. Since it is February vacation here next week the projects are going to be due tomorrow since we are having an all day movie day Friday with the other teachers on the team. Most students seem to be in good shape to get things done.

I've posted a few pictures below to showcase some of the in class projects:

I'm actually happy we have February vacation next week as it will give me a chance to assess this first week and make adjustments.

I will update tomorrow with how the finished projects work out.

Day 1

Well today was the day, we flipped. I was incredibly nervous about how the kids would be when they came in the room, if they would remember their supplies and so on.

I was pleasantly surprised. A few kids forgot of course, but they used today for research. I divided my desks into pods of 4 and in addition to the desks to work at created a "research corner" where my reference books were, a "reading corner" with mythology books and chapter books and finally I created a "quiet corner" for students to go and sit and quietly work when the group was distracting them. I also allowed them to chose their own seats.

So the question is, how did Day 1 go? Well I like to start with the cons, I don't know why it makes me feel better about the positives I guess, so here goes:

Cons: Some students did forget materials and while that was ok today, tomorrow it may be a problem. A few students took advantage of the time negatively and used it as an excuse to walk around the room and get into trouble. A few students could not get started without a lot of input from me. I emphasize a "few" on all of these items, perhaps 2-3 out of 90 students.

Pros: I saw many many students working together and staying on task, helping each other out with the research. I saw one girl who rarely does anything in my class take advantage of the quiet corner and go and sit and do work...that was probably my most thrilling moment of the day. Finally I felt like I really got to walk around and get to know their learning styles a bit more, and really help them come up with ideas for their projects. I saw them getting enthusiastic, and asking questions, and actually CARING. I haven't seen this  in a long long time from my students.

Overall I was incredibly happy with today, I know its a honey moon phase and their are still kinks to be worked out, but for at least today I'm exhausted but incredibly happy with how things went.

On a side note, a colleague of mine introduced me to the concept of making QR codes for the kids, I'm playing around with it and there's definitely potential for some really cool things. Has anyone else used QR with their students, I'm interested to hear of others projects.

Counting Down

The official "flip" occurs on Monday, which means I'm going to be assigning students their first projects at the end of this week. I'm actually going to Washington DC this weekend, so I won't be in school Friday- bad timing on my part. This means I have to work double speed to get everything done in time!

I am almost finished with the interactive notebook- I'll post an example once its finished. I'm really pleased with how it came out. I used powerpoint to create it. I put in the two column notes the kids already used, but incorporated maps, pictures, and spot check questions as part of it, all corresponding with the lectures. I'm hoping to have it done tomorrow, and to record at least the first units lectures tomorrow and Wednesday night...so much to do!

I decided that I should also set up some kind of online gradebook so that the kids could keep track of their grades from a more accessible place, since this style of classroom is putting responsibility on them to complete the materials, it only makes sense that they should always have access to their grades. I used a site called Engrade. It was really easy to set up. I logged on and clicked "create new class" and typed in the kids first and last names and ID numbers. The site even generates a print out of all the kids access codes so I could send it home with them to test out. Many students had expressed interest in this sort of thing to me, so I hope they take advantage and set it up.

My school system already uses an online gradebook (though not one accessible to the students) so plugging grades in online won't be a huge change. I'm hoping I can do it at a faster pace though since I will only be correcting several exams at once instead of 100. I also think this will give me more time to really give feedback on essays and short answers.  I currently have to skim those looking for key points, rather than give them the full attention they deserve.

I'm getting nervous, and a little sad, I enjoy lecturing and I do try to make my lectures "funny" for the kids so I'm going to miss that a little...who would have thought! However if this method works better for the students- this is what I need to do.

I will update tomorrow or Wednesday with an example of an interactive notebook and an accompanying lecture.

Does anyone else use Engrade? Do you find your students utilize it? I'm curious if seeing the grade constantly change with their work will motivate them.