Curriculum Improvement is slow work, Just going one step at a time....

So another nice day out, and I am making boards about Algebra 1 and Calculus.  These are the two classes out of the seven I teach that I am trying to flip.  It simply taking steps during summer to be slightly better each year - just 2% each year I joke and next thing you know you are making real substantial progress.

School in-service starts in 2 days - and I have done a lot of reflecting and working this summer on curriculum.  But I will admit the ugly truth - I have not made the best lessons and videos I could have.  That's because there is never enough time, I am always delivering less than my best (it is my best for the time available).   (Note - I know I read about this ugly truth in another article or blog  - but cannot locate it to cite - but I am joining that author and admitting the ugly truth.)

And sometimes that can be a weight on me.  I want to do the best - not just the best I can within my workload, or the best I can in some amount of time.  But that is not truly possible and something I rarely discuss - I talk about working hard, and making choices that maintain sanity.  I cannot spend 4 hours prepping a 45 min lesson - cause I have 7 different ones that day (7*4>24).

So another nice day - and I worked on curriculum - not all day, but part of my summer day and that is the best.

Studying 15 minutes can save you 15% or more on math tests

Encouragement comes in many forms, 10 minutes and a flip camera....

Fun!

Flipping pains - still moving forward

So as I try to flip my room I find some small problems and I myself to be a problem.

So one of the issues I am having is trouble with internet and students adapting to watching videos for homework.  In our rural community some students do not have access to reliable internet, so as an instructor I must be prepared to give multiple days for assignments (just have to adapt my plans).  I also must do a better job of checking that they do the videos (notes).

I have always found checking homework to be a task.  Sometimes I collect it or check it at the desk, or just tell the students that it will wait for the next day.  I know some homework has value, but the class time is always more valuable - but the videos are a higher priority.  They need to be watched prior to the class time to be really effective and that means my attitude must evolve.   But as your typical cro magnon man I find that difficult.

I need to keep focus - but all the preps wear on you.  The main thing is that I take small steps - if I keep small stepping the flipping will eventually get there.

Watched first flipped videos today!

So today, on our first full day of school, I had the Algebra class and Physics class watch my flipped videos and take notes on them in class (links are in titles).  And it went well, the students said they see the advantages and are excited to try it.  They understood the need to take notes and worked through it with me -- best of all it took less time and the students had better engagement.

So the first step is done!  I had set my lessons to watch all videos together this week, doing a few homework problems at home and reevaluate next week.  But I am already thinking of flipping Friday so they can start at home.   I will see how tomorrow goes then decide.

I am not sure what I expected, I did not think they would fight it but also did not think they would buy-in so easy. I am really glad FIZZ has there independent program with steps to getting you to flip (was the motivation I needed to make videos).

So now to get everyone more comfortable and move videos to homework - then the truly new part - getting better in the hour - making students higher order thinkers!

Sports and Math -- Why do they have to be different?

Is coaching and teaching different?  So this year I am coaching HS volleyball, and this is not a post on that.  But it is a post about why do we feel there is a difference between coaching a sport and teaching math -- because I think most people think they are different.

A key to coaching is not to talk too much, and it really is tough.  You show them a skill quickly and then give them a chance to replicate and we develop, we make them better - we coach.  Math teaching should be exactly the same - we need to lecture less.

All too often we seem to think we can talk our way to their understanding.  I have been working hard at making flipped videos for my Algebra class and while I rarely lectured more than 20 minutes - these videos are falling between 4 to 8 minutes.  So what was I doing the other 14 minutes?  (A post for later)

I just need to work on guiding more, talking less.  And remind myself, repeatedly, that students learn from doing, not listening (and I would argue a minority really listen and understand when I do lecture).  But the key will be too talk less and have the students do more.  It is time to become a math coach, get the players active and develop.

Homework in 2013, changing what I do -- how to keep the class "high-level"

So I posted some of the things I am working on with respect to homework before and I am still trying to figure out the last part.  The last part was how to get my students the practice they need and have it be more like 2013 versus 1985, which I previously posted as:

Finally the workbook/text book combo.  I am currently looking for ways to move low level things out of my class (by flipping, out of class reading/note taking, etc) and doing a combo of text reading (needed for college) and ....

So I have been trying to figure out what this workbook/text combo idea looks like and how it fits into my classroom.  The more I work at it, the more I lean towards flipping the classroom and having problems completed in class.  I still remain quite unsure of how it will work but have located a resource.

I have been following the FIZZ ideas for how to flip (about style of video, content, etc) and have basically completed their entire first module, I am actually now applying but either way I am again moving forward with their ideas.

I like it because it has that teacher touch, my students taking instruction from me.  It also makes me really think about what I am teaching, how I will integrate and follow up on.  There are plenty of details but I have upload my first couple of videos (fractions, classify triangles by angles and/or sides) and they are better than my previous ones I feel - so it is progress!  With school only 3 weeks away I now have a path (at least).

Again - no more 1985.....