For my first unit of flipped math, I experimented with flipping only one of our two math sections. Last week I mentioned that my flipped class averaged about 5% more growth than the non-flipped class. That was before I had all my tests in (there were a few absences, and a few retakes that were yet to be done). I now have all the retesting/testing complete, and the results were pleasantly surprising! My flipped class averaged 12% more growth from their pretest to their post test. Wow! While I was hoping for positive results, I didn't expect this.
As an added bonus, I also presented my flipped class to my Board of Education and they were extremely enthusiastic, giving me a ton of positive feedback. I posted about that here.
We are now into the tail end of our second unit in math (a very short unit on area and perimeter). We will be testing at the end of this week. I did not give a pretest this unit...I absolutely intended to, but we had our state mandated MEAP test, which took up a large chunk of time, and last year when I gave the pretest for this unit, my students got almost everything wrong. It is the most difficult unit of the year, and I can't wrap my head around why. Basically, the students need to know how to find the area and perimeter of parallelograms, rectangles and triangles. They are allowed to use their formula sheet on the test. On next week's blog I plan to give a brief summary of how last year's students performed on this assessment, and a breakdown of how last year's kids compare to this year's students.
This week I did experience quite a bit of frustration with the students who aren't watching the video at home. The students who don't have internet access aren't my biggest issue. They have been trying to come in right off the bus (and even during their lunch) to watch the videos, and I have been very proud of their responsibility. My issue comes from the students who have access to the computer at home, but still don't do the work. I haven't really decided what I want to do about that. I talked to the students about the issue & they recommended splitting the groups up, putting the kids who don't watch the videos in one group, and the kids who consistently watch the videos into another group...I have to admit, I have considered it, but the idea of not allowing some students to participate in flipped math goes against my core as a teacher. But on the other hand, if they aren't watching the videos as homework are they really participating in flipped math right now?
As you can see, I am having some inner conflict, but I am hopeful that I'll work out a solution soon :)