Tuesday, August 15, 2017

It's A New Year - Here Come More Flipping Change #flipblogs

Students arrive on Monday, but for the second year, I will not have a classroom. Last year I was an instructional coach. My goal as an instructional coach was to offer more flipped professional development sessions and struggle with the adult learner version of the question ‘what will I do if they don’t watch the video?’ This year my role will be different again. I will be involved less in the curriculum and instruction side of education, but I still see a role for the things I have learned from flipping my classroom. In fact, I think the pillars of flipped learning still apply.

F – Flexible Environment

Flexible Environment in my new role will be less about the actual room and more about preparation and follow through. My success will hinge on the ability to provide different modes for communicating information as needed. It will also require monitoring and adjusting. Instead of students it will be processes and results that will be monitored.

L – Learning Culture

I imagine that with communication being key and providing information and ensuring understanding a must for success the importance of Learning Culture could be similar to a classroom that is using an in-class flip that is just-in-time teaching. Providing information that is meaningful and does not depend my actual presence to access the information should prove helpful.

I – Intentional Content

Efficiency is a must and, like a classroom, there is not time for busy work. I am certain the people I am working with would agree that Intentional Content is necessary to keep those involved in the process informed and engaged. Any information I provide or processes I use must be relevant and accessible to all levels of understanding and ability.

P – Professional Educator

This one is a bit of a stretch since I am not working with students any longer and except for some professional development, I do not know how much real teaching I will do. Some would question if the Professional Educator is part of my new role. But, I will be educating people as we work through processes. There will also be data to evaluate and refection to be done.

So, no more students, no more classroom, but those things that make a flipped teacher an excellent teacher will still apply in a different setting with some tweaks. I’ll have to start down this new road and see what really works. 

Sunday, July 30, 2017

She Pushed Me! #flipblogs

Looking for the one inspiration for flipping my class leads to one of two stories, a long winding yarn about observing an amazing teacher, Dena Leggett (@denakleggett), and her first year of flipped AP Chemistry class, much contemplation and consideration, or a very short single word – data. In 2011, the week of inservice before school starts included a twenty-minute session about flipping the classroom. Dr. Leggett presented data from her AP Chemistry class and the data from Clintondale High School Algebra. At the time, I taught on-level physics in Texas where every high school student is required to take physics on an algebra II level. This lofty goal was quite a struggle when the students in my class included many who had not even passed algebra I or chemistry yet.

Dr. Leggett flipped her class in 2010 with great success based on the model proposed on the AP message board by Jon Bergmann and Aaron Sams. I had the opportunity to observe her classroom, help her troubleshoot the issues, and see the results for myself. But this was AP, I teach on-level. It might have ended there, but then she showed data. Seeing data where failure rates dropped from over 50% to less than 20%, made me realize I could not continue without giving flipped learning a try.

That afternoon, I met with my teaching buddy and let him know I was going to flip. I hoped he would join me, but I was okay doing this by myself. It was a tough sell since we had good lessons and activities, but he reluctantly agreed and we got to work that afternoon finding a video for the first day. (Keep in mind this was 2011 and YouTube was not the educational resource it is today, Khan Academy was to high level for my course, others were not mathematical enough.) After a few hours of searching and previewing, we found suitable videos for day one. We created our guided note with the YouTube link. We also wrote a letter to parents explaining that their student was telling the truth, physics homework was watching a video and taking notes.

We did it, flipped our first day. Just like any homework assignment some did it, some did not. Some students had notes and some did not. So far it was not much different. There were some benefits. We had a lot of class time to actually finish an introductory lab on measurement, collected all the data, worked on questions, wrote conclusions, and even got to the post lab. Students had time to think and collaborate. We had time to talk to each student, make sure they could measure correctly, and lay the groundwork for good data collection for the rest of the year. That was something very new for our course.

We were happy enough with the initial experience, we kept going. The two biggest struggles we faced were learning to create videos that matched our content and making sure students had quality activities to do the learning. The best reason for flipping was it made learning physics less painful for many and a joy for more. Looking back, we learned, changed and improved so much after that crazy first attempt, but you must start somewhere. We jumped in, it was not pretty, but we
didn’t drown. Thanks for the push, Dena!

Monday, February 13, 2017

(Not) Fail! #flipclass flashblog

              Today’s #flipclass flashblog topic is about an essential teaching practice. There are many things involved in teaching. Reflection has always driving my practice, but I would have to say that when I embraced the idea that failure is just part of any successful process and let go of the idea that perfection was the measure of success, I became a much better teacher. This idea allowed me to adapt and meet the needs of as many students as possible. The plan was always to teach every student, but the execution was tough as long as mistakes were not an option.   

              This shift has brought much joy to my professional life as well as improved the classroom for many students. Flipping the classroom allowed time to differentiate, provide meaningful feedback, adjust strategies mid class period, and really help students learn and do physics. It has led to more opportunities to include collaboration, creativity, inquiry, and communication. I started this blog and after three years of trying, I was able to include student blogs in a second-year physics course. That same course evolved from traditional to project based learning to a whole year physics and engineering based service course. There was a time when I would not speak in front of a crowd of adults, now I am active in providing professional development in and outside the district. My students defended their proposals for projects to an audience of district administrators and experts. None of that would have happened without some risk along with colleagues and administrators willing to support my journey.  
              Be brave, ask questions, try new things, but be honest in your reflections and evaluations during the process to make sure the process is complete.