I made a run at a flipped unit for my Geometry classes. I’ve done flipped lessons and some flipped units before, with pretty good results, so I felt good about putting this unit together. To see the plan, click HERE and click on the link for the unit plan at the top of my page. It will download a word doc which is editable and has links to the tutorial videos.
Why I did it:
- I knew I’d be taking a bunch of sub days, for various reasons. And, I wasn’t totally sure when they would all be. Some were known, others were a bit up in the air.
- There have been and would continue to be many student absences. We have a bunch of field trips scheduled during March and April, then special testing in May. Plus, it seems it’s just been a bad flu year, too.
- I want to expose students to lesson resources beyond just their teacher (me) because I think it will good for them to have more places to find information. Especially in light of our limited time together, thanks to reasons 1 and 2.
- When students have seen some of the concepts before class, they are more prepared when they are first discussed in class. They’ve had time to digest some of the information.
- When they have more class time to work problems and do activities, there is more of a chance that they will be able to ask questions with peers and with me. And, there is more chance that more students will complete most assignments.
- With more time for activities and interesting problems, our classroom climate is stronger. We all become learners and can ease some pressure and stress.
FYI, reasons 1-3 were my immediate concerns, but 4-6 are the reasons I’ve used flipped teaching in the past.
Ideally, students watch a video lesson before coming to class. Then, the key points are summarized in class and students have more time in class to complete problem sets or other activities. It can be as traditional or project or problem based as the instructor determines.
I purposefully excluded Mondays as due dates. These are built in buffer days. They can be used for getting caught up after absences, explorations, team activities, short assessments, etc….
How I did it:
Well, I pretty much followed the topics in the order of the text, except for the first couple of sections. I merged and re-ordered those a bit. Some might be critical of following the text, but I think for the circumstances and reasons for the unit, it was a good approach. This way the students and substitute teachers have something to go by.
I would seek out videos on Khanacademy or YouTube, with YouTube really being my go to resource for video lessons. I would review them and go with the ones that I felt were most similar to the content and terminology of the text and my own vocabulary. I would try to find different instructors, so that kids could see the assortment out there.
When kids come to class I know they haven’t all watched the video. I’m not worried about that, because it’s meant to be an introduction and I equate with the fact that not all kids will get all their homework done, no matter what it is.
So, I ask the students what they remember from the video. We talk about vocabulary, and keep track of formulas. Then I supplement with more information and we do a couple of examples together.
Students spend the rest of the class working on an assignment. They have more time to work on it, because there’s been less time spent on whole class instruction. And, I have more time to get to students, group or partner them and have a better knowledge of what they understand well, and where they still need guidance.
Having Mondays left with no due dates was an unexpected gem. I think it’s a great take away in terms of leaving some breathing room in the plan. On a regular week at our school, every class meets on Mondays. Then, you see the students two more times for a 90 minute period. Absences are a real killer. Mine and theirs. For our school, flipped teaching (especially for math) makes a lot of sense.
What the plan doesn’t show:
Engaging openers and open questions. It’s so important to include these during class. There’s a book called 501 Geometry Questions. There are some great questions in there. We focus on HOW to solve problems. They are great to use for creating open questions. You can omit some information, or they may spark creativity to generate open question.
Assessment schedule: yeah, no planned quizzes in there. I really wasn’t sure when I’d be there. So, I left that a bit open. The kids don’t seem to mind. Because of the break next week, I may just do a project type assessment after the break. I plan to figure that out during the break. Sometimes, I have them take partner quizzes. They like those, because I tell them if something isn’t quite right. They go back and try again. Usually with some serious debate and excitement.
How I’ll make it better:
Before class: Someday, I’d like to have my own videos. But, that would defeat the value of reason 3 above (expose them to other resources).
During class: I’d also like them to have a more organized place for a running list of formulas, etc. And/or, hand out a practice test or something, so they can “document” their learning at certain points.
Also, I’d like to modify the assignment instructions so they have a choice over which problems they are working. I’d like to assign 20 and tell them to complete 15, of their choice, and let them know which ones are more straight forward, and which ones are more challenging.
After class: Move closer to a 2-4-2 homework model with the flipped lesson.
I’d also like to find a better way to regularly assess than the the big unit test on a certain date. I do that with quizzes, of course (not for this unit, granted), but I still would like an assessment that’s more interesting than that. At least sometimes. So, for this unit, I’ll be doing that over the break, and can add it to the plan for next year.