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 :)
I am jumping on board this flipping idea. I think that it is genius and mad that I didn't think of it myself. I did it with one block of my kids and had the same frustration as you with some choosing not to watch it. In reading this post, I wonder....Since the "Homework" is to watch the video, how about having the students keep a log that their parents sign. Perhaps it could include a blank spot for exactly how long the video is, and how long it took them to watch it with stopping to write stuff down. Maybe just make it worth 5 points per lesson and collect it at the end of the chapter. I know there would be ways around it for them, but it may be at least one way of holding them accountable. Thanks for the updates on your successes and trials. I don't "tweet" but I have been using edmodo to keep up with you. Good luck!!
ReplyDeleteI've run into the same issue about the students not watching the videos. Here is what i decided to do. Have those students watch them during class. They can't go on to the next lesson if they haven't mastered the one they are on. So, i have those who are faithful to do their homework, after meeting with me to check for understanding, work on a group math project. Those who are being lazy about homework are having to do the homework AND the classwork in class, while they watch their more responsible peers have fun working on a project. This has produced some positive changes.
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