Career Growth Year 2 Presentation

Current Inquiry Question:
How does a paradigm shift in a math classroom improve student learning?

To address this question I will focus on the following sub-essential questions:

o   What technologies are available to use in the classroom?

o   How can the video be used to deliver course content?

o   What is the role of the teacher in the 21st century?

My progress to date:
I have been semi-flipping my AP Statistics class for 6 years where they read the textbook and we practice and explore in class.  This has been a very active way to learn the content.  I have continued this practice with this project.  Ane and I teach AP Calculus and we inverted our classrooms utilizing current video’s online. We have flipped an entire unit to date.  I have not made any videos yet but I am using pre-made videos that I find on the internet (improvement focus #1).  I share these with the students using QR codes and shortened URL’s.  I also maintain a Google website that the students can access for the links, calendar, and other content.  

I have been maintaining a blog of my progress and thoughts on the structures.  I have also solicited feedback from the students and have invited them to comment on the blog (improvement focus #2).  Their informal feedback is that they love the new format.  They can stop, rewind, and replay as necessary and the practice in the class with me is key (improvement focus #3).  

Attached items:  

1. Some blog entries
2. Agenda that is handed out to students.

Data Collection:
In my calculus we have given the same assessments that we gave last years group to get a gauge of the differences.  I will compile that data to see if there is a statistically significant difference in the measure of understanding between the two formats (improvement focus #4).

Improvement Foci:

1. Time consuming searches are making this not a feasible approach.  I am seeking out the materials needs to make this feasible.
2. How can I get the students to comment on the blog?  I want their feedback and comments.
3. How can I get this from a flipped model to a problem based learning model?
4. What other data do you see as relevant to be collected?
5. How can I make this better?  

FLIP=Focus on your Learners by Involving them in the Process

Ok, so I snagged the title from Barbi Honeycutt, Ph.D. of "Flip it Consulting." But I LOVE it!!!  I have been really struggling with calling this thing that I am trying out in Calculus as a flip because my ultimate goal is to have the kids be the Captain of their own ships of learning!

I actually prefer the title "Inverted Classroom" or "Hybrid Classroom" as I do not feel as though this is flipped.  I want to focus more on Project Based Learning and Investigative Tasks.  I believe that this model is allowing for that for my kids.

I graded the first tests that the kids have been following this model with.  Surprisingly, some were not as good as I expected and others did exceedingly well.  I am going to compare these grades to last year's assessment on the same content because I used the same test so that I had a good measuring tool to go by.

Off to do more grading!..

First Formative Assessment Under the Flip!

First formative assessment under the belt.!  Unfortunately, we changed (by we, I mean me) the assessment too much to be able to compare to past years.  My goal for formative assessments is get them back the very next class day.  That way it is fresh in their minds and they are able to use it for its intent to inFORM them of their learning progress.

I am excited about the prospect of using the iPads for my students in period 1.  I would love to have them make their own videos to demonstrate their knowledge.  Thank you Nathan for your feedback on this!!!!  I am Super Excited now!

I am going to make a video this weekend if I can find the microphone!  I moved my computer into another room and the microphone seems to be the casualty.  Off to continue my search......

Flipping - Day 5

Today was our first "regular" double block.  I wanted to do some exploration with the kids today on the Fundamental Theorem of Calculus I.  Unfortunately, I WAY underestimated the time that it would take to complete what I wanted to do!  Here is what I wanted them to do:

1. Check practice problems
2. Take a quick (25 minute) quiz
3. Look at the trapezoidal and midpoint method of estimating areas under a curve
4. Investigate the FTC I
5. Look at the Worker Problem
6. Practice Trap and Mid with problems from the book.

Here is what we got done:

1. Check practice problems
2. Take a quick (25 minute) quiz
3. Look at the trapezoidal and midpoint method of estimating areas under a curve
4. Investigate the FTC I (only half way)

Their homework is to practice the Trap and Mid rule (without me - ugh!) AND to watch two (short) videos. I am not sure how I underestimated so much but I will revise that agenda for next year!

I like the hybrid model but would like it to be more fluid.  I would also like to have the kids make their own videos of the problems for others to see and share.

Next task:  Start making videos for next unit.

Found this interesting summary of information from a survey done by TeacherView.  Unfortunately, they do not state how the survey was done so I am not sure if there was bias involved:

Flipping - Day 4

Today was a bit of a different day because we followed a modified double block schedule.  But, as always, the kids were terrific!!!  We began with a comprehensive warm-up review of the video from last night.  It was pretty clear who watched and who didn't. The warm-up provided some great talking points about the net area and total area.

Some great suggestions from the kids would be to have some type of forum that they could get their questions answered at night while they are watching the videos.  This may lead me to have an online office hour at night.  I will need to think about how to best do that and keep to a schedule that the students can count on.

Some students finished the practice in class (yeah).  One thing that I am noticing is that there are fewer questions than I expected. I am looking forward to creating my own videos!

My needs...

Here are the things that make teaching easier:

1. Chocolate - ok, well not necessarily a need - it makes it easier! 
2. Students that nod in agreement and are actively listening.
3. Students that ask questions and are not afraid to question me!
4. I need to be CREATIVE!!!!  
5. I need students to relax, laugh, and enjoy learning!  It wouldn't hurt if they found my jokes funny as well.
6. I need to be able to try new things - I never want to get stagnant.  That would be detrimental to my mental health and to the health of my students!
7. The occasional pat on the back should never be underestimated - I LOVE them!  Good Job TERRY!
8. I need all my students to walk away from my class with a proficient understanding of the material.
9. I need feedback to make improvements along the way.
10. I need chocolate - already covered in number 1 but it never hurts to mention it again :)

Tools of the Trade!!!!!

This new class format is starting to occupy every "free" moment!  I am finding myself doing research before I go to bed and as soon as I wake up.  My most productive time is in the shower but it is difficult to remember all of my wonderful ideas by the time I get dressed! (note to self: invest in a grease pencil).

I am excited to start making my own videos.  I have ideas on how to improve them from my first ones that I made.  I want to do a picture in picture - nothing like the personal touch!  I also want to use the iPrevo (just put in for it at the school - $69 - nothing motivates like a new toy!).  I have the webcam and microphone as well as the Camtasia software!  I am ready (almost) to go.  I am struggling with teaching without students to feed off of.

Here is a list of sites that I am currently using and why:

Website	Why?
http://goo.gl/	To shorten the URL’s to the videos for the kids, this can also be tracked for how many times that shortened URL gets clicked (handy) - thanks for the tip Nathan!
http://generator.onbarcode.com/online-qr-code-barcode-generator.aspx	Generates a QR code
http://www.eleven21.com/notetaker/	Generates customized Cornell style note sheets – sweeeeet!

I will continue to add as I use more resources.  But for now, I am off to get a grease pencil!