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Sometimes I am really flipping stupid...

1/6/2019

 
        Last week I blogged about some new class structure ideas that I would be starting a few days later (tomorrow!):
  • online assessment/accountability for the flipped video lessons
  • opening more class time for 1:1 conferences...
  • ...and for discussions about the concepts introduced in those videos

The stupid part of that plan is that Crystal Kirch already pioneered it with the WSQ model! It's like that idea was buried in my subconsciousness (I finally read the whole book last July) and stayed dormant until now. I actually made marks all over that book about Crystal's systems and how they compared/contrasted with mine. At the time, I was deliberately resistant to systematic changes ... but mid-winter almost always welcomes a sea change of some sort.

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I will try to do something smart: Write out the step-by-step plan for how I will set up the lessons and how students will interact with the flipped videos & with each other....
  1. I produce and upload a video into Edpuzzle with several multiple-choice questions. Those will act partly as refreshers & engagement points for the students -- and partly as stopping points that I can see on the Progress Screen in EdPuzzle, to verify students' partial completion of the task.
  2. I will add the link for those Edpuzzle videos and several question items on the "Need2Know Responses" GoogleForm that I meticulously created today. First, I had to test and re-test to ensure that the settings ("Limit to 1 response" & "Edit after submit") will let students revisit their answers later. I also added 2 questions to help with the grading/accountability aspect [illustration above]. The response spreadsheet has conditional formatting to make the "revised", "late", and "we made a deal" items display differently for my benefit. The specific scores were carefully considered over the past several days. 100% scores will be earned through revision after the class discussions (except for maybe 1 or 2 kids who actually really did nail it the first time).
  3. Now I think I could assign a flipped HW task with 1 day notice, but usually I will stick to 2 days. In the LMS (right now it's Schoology), I will post an assignment that just contains a link to the Need2Know Response form -- always the same form, although the old questions will be "bumped down" the list each time for students' sake. That is how I can enter the grade into the Schoology gradebook for each different flipped assignment. I need a different gradebook column for each task, but I decided that I should only have one GoogleForm for all of the responses in this unit, or else I will be going crazy clicking between forms and tabs!
  4. Students will open the Schoology assignment, click into the GoogleForm, find the Edpuzzle link, watch & answer questions about that lesson, then write their several-sentence response to the summary question. [example below] They should also enter at least 1 curiosity / concern / confusion question. Finally, they predict their grade.
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5.  My turn: on the morning of the due-date, I scan the students' responses and I can quickly assign a fair grade (85% or 50%). I also plan to copy all the responses for each class section, paste them into a document (without names) and print handouts for each student. Those should help our subsequent class discussions: we can all see examples of good, bad, and ugly summaries! This is my twist on Crystal's approach to let all students see each other's GoogleForm responses.
6.  Class discussion for about 20 minutes about these concepts. At appropriate moments, I could focus attention to questions that students had posed online. We will probably see some popular/common queries repeated on the handout! I expect that students who gave Incomplete (50%) responses at first will learn how to correct their misunderstandings during these conversations. Maybe not, but this seems like a good way to try. This is my approach to another element of Crystal's system: "WSQ chats"
7.  Brainstorm during this afternoon's dog walk: I get a bunch of different-colored Post-It notes. Students who got a score of 50% receive one color of Post-It on their handout, and students who did not yet do it at all (0%!!) get a different color. That's a quick and easy way for me to give feedback, I think. Best of all would be if I save the last couple minutes of those discussion days for 1:1 conversations ... especially for those who got a 50% score (unless I can explain it clearly on the Post-It note).
8.  Those identified students should go back to the Need2Know Response form (like I used to make them re-take part or all of their assessments for more credit) to improve their 50% scores with accurate understanding. After some more thinking, I decided that 80% should be the highest-possible retake score for a "Fine" response. The 5-point "penalty" won't really impact anybody's term grade, but it sends a message about the importance of making a solid 1st attempt and it reminds me about their previous trouble with just a glance at the gradebook. I think those students should be eligible for a 100% score, though, if the re-attempt is such high quality. Does that seem fair?

Of course I will blog about the results after I unveil this on Wednesday!

Flipping the directions for a major project

11/4/2018

 
        I haven't really been flipping the past couple weeks. The last video lesson assignment I gave was over a week ago. There are several reasons for that, including a totally messed-up calendar last week:
  • Monday: normal, but I had to plan to miss 1 class for an IEP meeting
  • Tuesday: 20-minute classes wedged between a poetry slam assembly and a risk behavior survey
  • Wednesday: normal except for an extended homeroom that shaved 2 minutes from each period AND we don't have end-of-period bells so actually you lose 3 or 4 minutes because the classroom clocks are not synchronized
  • Thursday: early-release and school-wide activities so no classes at all
  • Friday: normal 47-minute classes (finally!)

        With my mastery-assessment model, I need to expect at least two consecutive days of class: one for the initial quiz and quick feedback; the next day for re-takes (and whomever was absent the first day). I wrote about this realization last Saturday, and how/why I ditched an objective and a Need2Know video lesson. So what have I been doing?!

        Students are working on an Election Scrapbook about the US Senate, House, or state governor race of their choice. Popular selections include Cruz/O'Rourke in Texas, Gillum/DeSantis and Scott/Nelson in Florida, and Bredesen/Blackburn in Tennessee. Of course, this will wrap up after Election Day when students learn who won.
        I chopped the project into separate GoogleDocs, each due every 3 or 4 days. A recent one (example below) was about watching at least part of a candidate debate. I could monitor students' progress and responses on those GoogleDocs, so I can verify completion before they place those items in the physical booklet. Yay! Frankly, that has been challenging but I've pretty much kept my head above water, and I know that will make it much easier to score the final drafts.

        Those final scrapbooks will be 12-page booklets, made by folding 3 sheets of large construction paper. I needed to standardize the format of those booklets to simplify the creation process AND for my own sake when I read through these things. As I have written here earlier, these 8th-graders have inconsistently followed directions on other tasks. How could I make sure they know my expectations for this project?? They really need to know these things.... AHA, Need2Know! That's the kind of thing I flip! Why spend 20+ minutes reviewing the directions in front of the projector?? What about the kids who are absent, in the bathroom, zoning out, etc.?
         So I made a pair of simple videos [thanks, screencast-o-matic!] and plugged them into a GoogleForm. Unlike my usual system of closed-note in-class assessment, this time students could see the video while entering their responses ... so they'd better be good! On the due date, I conferenced with a few students in each class who showed misunderstandings.

          I wish I could report that this was a perfectly effective system, but a few days after that online assessment some students have still been making significant errors in the project design. Most of those mistakes are putting the wrong items on a certain page: I require them to separate factual information from their opinionated judgments about those facts -- to symbolically and actually keep apart the subjective from the objective. FORTUNATELY though, I'm having them do all the physical booklet creation in my classroom, so I can catch these mistakes in the middle of the process. And of course that was part of my original motivation to start flipping: bring these projects out of the homework realm and into my domain where I can help as needed with resources and assistance.

          Next week looks more normal, at least in terms of the school schedule! It's too early in the season to fear snow days, so I've got that going for me too.

Ups & downs of the school year so far

11/8/2017

 
       My school year is about 2 months old. I finished mid-trimester progress reports last week. This is usually the hardest part of the year: getting to know students, setting class expectations, helping them adjust to student-centered/flipped learning, establishing historical context knowledge to build upon later. (The last several weeks are the next-hardest portion of the school year, especially in 8th grade.) So it seems like time for a progress report on myself:

Participation: C+​
  • After a summer of intense and diverse collaborations online, I have failed to sustain those connections adequately since September. My attendance with #sschat, #flipclass, Slackchat, and other online communities has tailed off, but I still chime in and submit a few items a week to each.
  • The #flipblogs experiment did not catch on like I hoped. I have not reflected enough about why that's true, and how much more I could have done to sustain it.
  • At my own school, though, I joined the student-faculty soccer game last Friday. (And didn't get myself hurt! YAY!) I'm also making sure to meet colleagues outside my classroom to maintain connections. So at least I'm keeping F2F and IRL participation alive....

Quizzes/Tests: B+
  • This year more than any other, I feel like I have the formative / summative assessment cycle pretty well established. Not quite in the "A" range yet, because I have high standards. 
  • Student average scores are 87% or higher for all assessments so far. That seems pretty dang good.
  • I still wish the unit objective assessments took less time to implement, but I am getting really good stuff from nearly all the students. If they need 45 minutes to express all they know, that's not a bad thing, right? 

Projects: INC
  • I've only assigned one project up to now, so it seems too soon for a full self-assessment.
  • It took a total of about 10 hours to grade them all, which feels excessive. I still didn't give a sufficient amount of feedback to students, despite all the time invested.
  • The format options and general level of student output was satisfactory, especially for the first piece of the year.
  • I gave less class time than usual for working on these pieces, and that's an important area for improvement. Grading would take less time if the projects were better quality, and the weak ones could have been fixed by a conference with me halfway through. Lesson learned.

Homework: B
  • My own personal homework load is manageable. I don't bring quizzes home anymore; I score them during that day's class period, to provide immediate feedback.
  • I've only had to produce 1 new video so far. Most video lessons are recycled. I have reached the Flipping Promised Land!

Hello from the other side

6/27/2016

 
        I just finished writing the month-by-month summary that you are (presumably) about to read. Important preface: The year wasn't the disaster that it might sound like, and flipping was the cure not the cause of most problems.  My middle school is in a transition period, and many factors would have complicated my 2015-16 school year no matter what.  
        That being said, I am grateful for surviving to the end.
September 2015
  • hottest opening day ever (93 degrees!)
  • first video assignment: How to Watch a Video (that turned out to be a good idea)
  • postponed teaching historical content in favor of SHEG activities about historical thinking
  • two middle-of-the-week Jewish holidays interrupted the calendar (no 5-day weeks!)

October
  • field trip on Friday Oct 2 cancelled by big cold rainstorm
  • had to 'tread water' for 3 weeks until we could re-schedule the trip to the 30th
    • I think video assignments were too long and heavy on details
    • disconnected in-class activities didn't help, but my mid-October plans hinged on the field trip!
  • then I got sick on the day of the trip (a respiratory flu)

November
  • slogged through the first week while sick...
  • then the Veterans Day and Thanksgiving holidays busted the calendar
  • I don't really remember this month, but I think it was when I first heard the Hamilton soundtrack album! So that wasn't not a total loss.

December
  • end of the 1st grading term, so I gave a structured reflection assignment
    • got some helpful student feedback that I blogged about afterward
  • re-arranged the Declaration of Independence rewrite task to give variety of output options 
    • still one of my best videos....
    • got some very good projects, especially the song lyric rewrites
  • the teaching assistant I had for 2 of my 4 classes quit to take a long-term substitute teaching job ....

January 2016
  • .... her replacement was much less effective -- I was basically on my own for the last 6 months
  • We made the Leutze painting re-enactments that made me semi-famous on the interwebs this month
  • I got philosophical and reflective, inching toward a rabbit hole this month.
  • shook up my assessment procedure with very encouraging results  ...  but after two more rounds it was clearly impractical 

February
  • I became even more alone (after the TA departure) when my content partner got pneumonia at the start of this month. She was knocked out until March!
  • now things really went off the rails:
    • an unexpected snow day on Friday the 5th ... and then another on Monday the 8th!  
    • Stoopid 4-day weekend before the scheduled week-long vacation.
    • Better than the previous winter's snowmageddon, but still had a big impact on my planning
  • Here I was on Valentine's Day trying to convince myself it's gonna be okay. Sad boy.
  • Disneyworld on vacation week!  That was the only 5-day stretch of no work since ... um .... probably 3 years ago.

March
  • still kind of flailing after the vacation, because I saw the year's end rushing toward me with just 11 teaching weeks left to go
  • finally, though, I think we got the 19th century unit under control
    • I used a set of Hamilton songs to help us zoom through the tumultuous 1790s, with mixed results but I know how to fix that next year.
    • The 19th century key was a set of thematic timelines, which I will probably blog about later this summer.

April
  • big highlight for students: the 2-week Pioneers simulation -- it's like a real-life Oregon Trail game
    • I made some significant changes, but the core is what I blogged about in 2015
    • This time, though, I flipped the groups' trail decisions so they could consider and discuss the choice outside of class time.
    • However, a big consequence was losing the skill focus. In 2015 it was discussion participation; in 2016 it was.... nonexistent. Oops.
May
  • another blur of a month, with standardized testing in the morning of 7 days
  • got back to skills with a pair of decent research activities which were pretty well-connected to the flipped videos (19th century reformers, American slavery)

June
  • the long good-bye for 8th graders, with Step-Up Day and a 3-day out-of-state trip punctuating the month
  • the "working for stickers" Civil War mini-unit was at least as successful as in 2015 -- maybe I can start the school year with something similar in September/October?
  • last day: Thursday June 23   ---    byebye for now, room 212!
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Still trying to find a flipping balance

3/28/2016

 
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      Yikes!  It has been far too long since my last fresh blog post. I have been thinking and writing, but not so much online lately. During the February Vacation week, I changed my early-morning routine to avoid computer time during breakfast.  Instead, I started journaling while slurping my cereal on pages like the scrawling you see on the right. ----->
       I have been teaching nearly half my life (!) and flipping for almost 3 years. However, I still feel insecurity and uncertainty from time to time. Can't imagine what this is like for newbies! In this journal page you can see my struggle to establish routines and patterns for my Social Studies class.  Basically, that's the model I have adopted this month and I plan to write more about it in here soon.
​

          Anyway, the main inspiration for today's post was a recent piece by Jon Bergmann about "Why Student Centered Learning is Only Half Right."  It reminded me why my colleague and I started this method in the first place.  We tried for years to encourage independence with creative projects like research and simulations. We had a fervent desire for our 8th-graders to lead their own learning, while we operated as coaches and guides.  However, there's some information that you just gotta know in every subject. When our students produced glossy, fancy, unique pieces of crap that showed serious misunderstandings, these self-directed experiences seemed like educational malpractice. At best we were the ignorant bystanders to a crime; at worst, we were accomplices or perpetrators.  What's the point of an illustrated "travel brochure" to an imaginary island if the student can't identify the direction of north?!*

* inspired by a very true and very sad story
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          I hope Jon Bergmann doesn't mind me borrowing the image above. It's such a terrific illustration of our efforts to find balance between didactic "traditional" instruction & libertarian "free-range" schooling. The teacher DOES know things the students do not know.  The student can first show understanding (provided as many times as necessary in a video or audio recording) and then the student can apply/analyze/evaluate those basics in various ways.  
          As Jon Bergmann concluded, "Flipped Learning is a way to foster greater student ownership of learning while at the same time valuing and encouraging curriculum."  I can liberate class time from nearly all direct instruction, and I can avoid the pitfalls of textbook reading assignments (valuing and encouraging the curriculum); my students can gain ownership of learning with meaningful activities under my supervision like role-playing
​, document analysis, individual research tasks, etc.  
​

A flipping turn-around

2/14/2016

 
        Okay okay, I am calmer now. Things are gonna be okay. The previous post contained some despair and self-doubt. I omitted the fact that my teaching colleague has been sick with pneumonia for over two weeks. Last year I wrote about the importance of flipping with a partner; she is a crucial collaborative planner and sounding-board. Without her I have been spinning my own wheels and trapped in my own head. Nevertheless, I turned a corner last week, with help from my wife and from a flipping role model.
        After I blabbed at her for a few minutes on an afternoon dog-walk, she reminded me to consider what's really important: critical-thinking skills > factual information.  Accountability for video-watching is still important, but perhaps we had over-emphasized the assessments of understanding facts.
        The next day, Jon Bergmann appeared on a #reflectiveteacher chat. I seized the moment to ask him:
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         BOOM. Don't expect solid factual understanding right away.  Just check their notes.  
       That can mean various things and depends on amount of class time, age/skills of students, and video content. If you have 11th graders in a block-scheduled Chemistry class, then you might individually verify students' well-formatted notes of formulas and chemical reactions. In my case, I have short class periods (45 minutes), middle-school students who are still learning note-taking strategies, and ~10-minute history videos that tell a story and/or explain a concept. So "checking notes" might vary from assignment to assignment, and I have little class time to do so.
       I tried an informal self-assessment by displaying 5 sentences on the screen, labeled A B C D E. The direction was "Write the letter of each true sentence" by thinking and working independently. They could use their notes to help decide, and meanwhile I walked around the room to observe. Who did/didn't have a sheet of notes? By now I know which students need an extra look, and which can probably fly through the task. I was also looking at the letters they wrote. "I hope you chose A and C," I announced after about 2 minutes. "If not, then your notes might not be good enough."  Then I assigned seat partners to rewrite sentences B, D, and E to make them correct.  We spent class time that day and the next day to synthesize, simulate, and discuss the video topics.
       The "real" assessment came two days later. I will write more about the details another time. These questions were higher up the Bloom's taxonomy scale than my quizzes used to be.  They are also "non-Googleable" so I allowed students to use their notes. "Why were some people afraid for America's future in the 1780s?" (Yes, you get some hits when you Google that question, but the articles are unfriendly to 8th-grade readers, even the Wikipedia link.)
          My experiment was marred by external factors. We had two unexpected and consecutive snow days on Friday the 5th and Monday the 8th, and this coming week is a school vacation. That killed the intended flow from homework video to class activities to basic assessment and beyond. I must wait until the end of the month to restart the process.

          Below you can see the diagram that I used to illustrate these ideas for my students:
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Purple shows the pattern from September through January.
(I used the pull-down screen to hide t
he top half while I reviewed this portion.)
​

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The green boxes and arrows show how I re-arranged the class activities.
​
I will blog soon about the "ongoing Assignment Choice."  Basically that is the sponge activity + culminating project + flypaper: a creative, self-directed item that is never truly finished.


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"Pass" and "Fail" will be determined on the 2 or 3 question assessment.  If you don't get it yet (even with your notes and even after the class activities), then you're not ready to move onward.  This is the most explicit differentiation.

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I must sign off now. The family and I are flying to Florida for a few days -- yay!! Just wanted to ​jot all this down before I forget the experience.

Not a very good flipping week...

2/1/2016

 
      If this blog is an authentic representation of my experiences with flipped teaching/learning, then I can't just write about the good times and successful lessons. The past few days have required significant soul-searching -- not quite to the point of abandoning this method, but certainly reconsidering some elements. I propose 3 new questions of humanity to replace Gauguin's famous trio:
  • What the #@$& are we doing?
  • Why the #@$& are we doing this?
  • Where the #@$& is this class going?
      Any teacher who can confidently answer those three philosophical quandaries is in a happy place.  I'm trying to find my way back.
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        I'm not quite sure where the angsty-ness came from. It creeped up on me like one of those gigantic Australian land crabs. I've tried various strategies to get/feel/be healthier: going to bed earlier, journalling during breakfast instead of schoolwork/email, drinking a little less wine/beer/port/vodka/cider. Dammit, I'm even riding a stationary desk-bike while I type right now.
        A couple weeks ago, I blogged proudly about assessing students' understanding orally.  Today, about halfway through period 2, I realized that I just can't sustain it.  This was my 3rd attempt, and I never make it through the entire class list within 40 minutes. I have 6-8 more students in every class to assess tomorrow, plus a few others who really didn't perform well today and will be asking to make corrections. It's a 3-alarm dumpster fire of a problem. This failure is disappointing on many levels, not least of which is the shame of trumpeting a useless strategy....

       Maybe teachers of other disciplines don't struggle with this, but I often find it difficult to prioritize my teaching topics -- what is truly essential and video-worthy? vs. what are the high-order levels that should stay in the classroom?  There are so many topics & sub-topics to each period of American History ... more than I expect for 9th-grade algebra or 7th-grade chemistry, but perhaps I'm totally off-base about that.
       I'm just going to end with that for now. My legs hurt. The kitchen smells good and I want to go to there.

Lights, Camera, Action!

8/12/2015

 
       This week is mostly devoted to filming and publishing some videos for September. I still have almost a month before students come to class, but I feel urgency to create and update some content.

       I also felt a strong need to improve my video-production system. Last year I recorded several clips during the early morning (unshaven, ugh) to take advantage of the quiet, or in a classroom at school (echo! echo! echo!), and even screen-casting in my car (good acoustics, but sketchy wifi and sometimes it got cold). I refuse to invest hundreds of dollars in recording equipment, because I want to show that teachers DO NOT need lots of extra stuff to be successful flippers. And I would rather spend my spare cash on golf clubs or fixing my car....  The simplest videos are made with webcams in the teacher's house, but the background items distract me (Ew, weird curtains! He should dust that ceiling!), and their voices usually sound muffled. Besides, proper lighting was always a problem in my at-home recording sessions. I often looked like a ghoul or a ghost.
       After some tinkering and testing, I finally achieved a decent solution in the basement:
       The green felt was super-cheap: about $3 at a fabric supply store. I only wish that it were a little wider, but it works okay. I call it "Kermit Skin" because I'm a morbid and gross person. It needed some ironing, but now it will just stay hanging on the water pipe so it should remain wrinkle-free.  This place has pretty good lighting from two fluorescent bulbs, and I have enough space to put the cheap $15 tripod from Target. The acoustics are terrific down there ... as long as nobody walks around upstairs and the dog doesn't bark.
       The camera I use now is a Kodak Zi8 (like a Flipcam) which I borrowed from my school's video journalism program. I'm the program adviser, so that helps. The microphone is surprisingly good, and its WVGA mode is just fine for my recordings. Nobody needs to see my face in 60-fps HD!  I think any point-and-shoot camera would work fine as well. I tested the webcam feature on my Macbook, but the video quality was too low and it garbled the greenscreen background.

Why did I bother filming on a greenscreen? 
  1. It avoids the issue of distracting background items.
  2. I can replace it with plain colors OR an appropriate illustration.
  3. With plain colors I can color-code segments of a longer video, which makes them easier to scan.
  4. If I revise a lesson months or years later, then I can just record a new clip at the greenscreen and splice it into the video.

Here is my first finished product: "Major Issues of the 1600s-1700s" 
How much did this video cost me? $20 and about 2 hours
  • location: free (my house)
  • camera: free (borrowed)
  • recording accessories: $20 ($3 for Kermit Skin, $15+tax for the tripod)
  • video-editing software: free (iMovie is already on this school-provided laptop)
  • scripting/planning: 20 minutes
  • filming: about 10 minutes (just one take!!)
  • editing: 60-75 minutes on a really slow Macbook -- I do have lots of iMovie editing experience
  • uploading/publishing on Vimeo and Youtube channels: 15 minutes
<<Previous
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    Who is this flipping guy?!

       Andrew Swan is in year 20  of teaching middle school (currently grade 8 US Civics/Government in a Boston suburb). Previously he taught 6th, 7th, and 8th grade English, US History, geography, and ancient history in Massachusetts and Maine. 
      For the past 6 years, Andrew has flipped nearly all his direct instruction so we have more class time for simulations, deep discussions, analyzing primary sources, etc. ... and also to promote mastery for students at all levels.
      His wonderful wife and his 2 high school-age children indulge Andrew's blogging, tweeting, & other behaviors. These include co-moderating the #sschat Twitter sessions and Facebook page. 
      ​
    Andrew does not always refer to himself in the third-person. 

    Twitter @flipping_A_tchr
    Instagram @swanversations

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