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.

Flipping

I had a training session on Monday at our local CESA (a regional educational support building/system with consultants for a number of high schools) with Jon Bergmann about flipping my classroom.  It really reinforced my belief that it is not just technology but about relationships and best use of time.

My big challenges remain the same.  How to get students watching videos, how I make sure they are watching videos and how I change my class.  And that is the rub for me, I rarely lectured before.  About 10 minutes out of 45 in the past, and then we worked together -- it may have been large projects, small practice problems, sometimes now I use Khan in lab so students practice what they are still mastering - but it was always doing.  But this 35 minutes of time on problems is not greatly differentiated, so that is the next step.  How do I get the spectrum wider, handle the management and get better growth in my students (and growth is not some CCSS test). 

Again is slow incremental change, slightly better tomorrow than today.

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!

Flipping Algebra 1 and Physics! Where is the time and why only those courses?

So I am reflecting on why I talk so much during my typical math course!  Probably cause I know so much math! Ha!  Really it is based on a combination of teaching how I was taught and believing I have something really important to say!  Too often I tried to talk a student to understanding. Over the years I have lectured less and less.  Now my flipped videos are about 5-7 minutes, I had lectured about 15-20 minutes last year. But the real question, what was I doing the other 12 minutes?

I really cannot answer that question yet.  Flipping makes me think about the concept harder and simplify.  And hopefully flipping will make the learning process deeper.

Because if flipping works like I hope it does, students in my classroom will have better notes taken outside of class in less of their time and the class hour will be filled with problem solving and critical thinking things.   I have to take it slow, I am only moving my Algebra 1 course and Physics course - and those were picked for specific reasons.

My Algebra group is always new students to me.  As the only HS math teacher all other classes (Geometry, Alg 2 and so on) have had me before and are use to my style.  I did not want to have the battle about "who moved my cheese."  (Good book about change)   Starting with a class that has never been taught by me will make it easier, they won't expect the standard lecture routine I did.  (Though I was not really typical, we never graded homework or review questions from homework -- homework was recursive practice, all 'new' things happened in the hour.  Still running the rest of my classes that way.)

My Physics class is upper level - Juniors and Seniors, based on large projects, labs and daily "mini-projects."  Since it is a high level class I am trying to flip them too, because they are good team to discuss how the videos work and get feedback. Typically the group is self-motivated and driven, and this is science which is different than math, so again the students do not have a preconceived notation on what the class "should look like."  

The biggest challenge will be setting up new hour once the videos replace homework.  But the key will be too talk less and have the students do more.  It is time to become a math coach.

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.

Videos - just keep posting....

Just gotta keep posting....  That should be my mantra with math videos.  It is so easy tape a concept or skill and so easy to forget to....

Today I recorded a quick 5 minute intro to finding volume about the y-axis in Calculus.  Nothing stellar, but a video that my students can watch again when trying to do problems for practice.  I try to cover ideas too, but it is a skill video.

The big thing is to remember to record!  Not to worry about quality but to just keep getting the videos out there.

My next big thing is to figure an easy way to record myself at home doing skills -- some sort of screen capture, but not using the mouse...  Drop a comment if you have a good idea....

Flipping classroom

So I just keep making videos - with my smartboard recorder, my flip cam and screen-o-matic.  I get some problems on the board and work thru them for students to have for reference.  I post them on youtube and schooltube.  The next step is to have students view the videos on review items that require attention.

Just tonight I did Midpoints and Distances for Geometry.  Nothing magical - just some examples and more info, trust me I know I stumbled while talking but the videos are out-there for students now and I have decided I cannot concern myself with quality of speech and production.  Only quality of concept and explanation -- though now I use it for the skill side of my classes.

I am excited - I am quickly approaching 50 videos on you tube.  That is actually a useful library.....
Now - to use the videos to individualize each students required review!

Technology is great.