Flipped Classroom attempt #2

I changed schools this year so I decided not to flip my honors chemistry class at the beginning of the year.  I learned from my previous school what when you are non-traditional in a very traditional program that has had much success with traditional methods, maybe you need to take it slow.  So, what I did this year was to slowly integrate aspects, philosophies, of the flipped classroom into each unit so that when I did flip, the transition wouldn't be so dramatic.


To be clear, my supervisor, while open to my crazy ideas, was hesitant to let me have full control so I am only flipping in my Honors Chemistry class.  The class is made of 26 sophomores: 12 boys and 14 girls.  While all of my students have computers at home, the level of technology use is extremely varied to the point where I had to show one student how to find my videos on Youtube.  I have 8 netbook computers in the class only because I stole borrowed 4 from a colleague who never uses them.  Otherwise the only other piece of technology in the room is my personal Tablet PC and the school's projector.  


Change #1:  Objective based grading
I wanted the grade in the class to be less about the assignment and more about the objective behind the assignment.  I have 3 objectives for my stoichiometry unit:

1. Determine the number of grams of a compound produced in a reaction given the amount of reactant.
2. Explain, citing specific sources of error, why the percent yield of a reaction in a lab was not equal to 100%.
3. Explain why it is necessary to identify the limiting reagent in a reaction and how it can be used to explain the results of a lab.

Each activity whether it be watching the podcasts, completing a HW, or performing a lab, had one of those three objectives with it.  While all of the assignments were always linked to an objective, this time I just made it more obvious which ones.  I also identified some assignments as REQUIRED and others as optional.  This threw the students off because they saw an assignment name and immediately thought they had to do it.  What I explained was this optional assignments were going to be used as a way to better demonstrate their understanding of the material to me.  Everyone has to do certain assignments as basically a benchmark to compare each student, but the others are ways to help them pull up their grade.  Also, every objective has multiple assignments associated so just because you get a perfect score on 1 activity, doesn't mean you have mastered the objective.  You need to demonstrate it in a variety of ways.


Change #2:  Vary electronic assessment
Even though I use Moodle for my website, not everything runs the way I want it to.  Last year I saved class time by having my quizzes online.  While I initially had that setup, it has failed me so quizzes are going to be done in class as well as the tests.  I had rumors of cheating last year and I want to squash as much of that as possible.  I am trying to integrate more electronic assessment into the class, though.


Change #3:  More problem-based labs
I have always wanted to do this one lab that is adapted from an AP Chem exam question.  The question gives the students a variety of pieces of equipment, a few chemicals and asks them to develop a procedure for producing a specific amount of Barium Sulfate.  It is a great question and the perfect problem-based lab. My labs are typically cookie-cutter labs where as long as they follow the procedure, they are fine.  This will be the first time both my students and I are doing this type of lab and I am excited to see how they handle it.


Change #4:  More examples
One of the most common suggestions I received from my students last year was that they wanted more example problems in the podcasts.  The dilemma I faced was fitting in the information as well as the examples into the 15 minutes (Youtube doesn't allow videos longer than 15 min).  Such an easy, and obvious fix, is to simply make entire podcasts of example problems.  All of the problems come from the Review Sheet and it is just me going over the work.  Using Camtasia Studio makes it simple because I can switch from a document to the PowerPoint and zoom in on the question we are working on.  I don't have to create more problems or make ppts just for them.  Has helped a lot of the students and allowed me to ask more in depth questions during our 1:1 time.


We are only 1 week into a 3 week unit so check back after Thanksgiving to see my update.  I will also post the survey results that I am doing on Stixy.

ISTE Conference part 2

So after an amazing first day, I was super excited for day 2 of ISTE.  I actually miscalculated how long it would take me to drive in and ended up getting to the PACC at 6:30!  Spent some time in the blogger's lounge and wandered around for awhile before heading off to the Keynote for the day.

Keynote
I was super excited to listen to Stephen Covey speak.  I misunderstood where the keynote was and stopped by the ISTE bookstore to purchase The Leader in Me just in case this was a small session where he would sign my book.  Well, not only was the keynote in a reception hall that is larger than some airports (and I am not exaggerating about this.  I've been to Burbank Airport and this room was definitely bigger), but Stephen Covey wasn't even there!!  His speech was livestreamed in.  Complete disappointment number 1.  Then, he basically just went over the important points from 7 Habits of Highly Effective People.  Maybe I built the event up so much in my head that I felt let down, but I heard other people commenting that they felt the same.  Here are some quotes that I wrote down.

• leadership is communicating people’s worth and potential so clearly that they can see it in themselves.
• Life life in crescendo
• Treat a man as he is and you make him worse than he is. Treat a man as he has the potential to become and make him better than he is.--Goethe

The Flipped Classroom
Since the keynote ran long (and I even left early), it was a spirited walk to get to this session.  The room ended up being full 15 minutes before the session started so they ended up starting early.  I was one of the lucky ones to get a seat.  I was amazed at how many people were so interested in this new method of teaching.  Jon Bergmann and Aaron Sams did an amazing job as always.  Since they were swamped with questions and keeping things on track, myself and Brian Bennett (who was not at the conference) actually monitored the Twitter backchannel.  Here are the important point about the Flipped Classroom:

• Benefits:
• Independent learners
• provided guidance
• Objective based
• No gaps
• fewer misconceptions
• no place to hide
• quiet kid has to talk to teacher
• What it’s not
• it’s not about the videos
• not magic
• not an excuse for poor teaching

Get Ready, Get Set, Get Organized!
Fantastic panel discussion talking about Web 2.0 tools that can be used help keep a teacher organized.  Instead of listing all of the things I learned, here is the website that they put together and presented from.  Great information here and more links than I what I had written down.

Advanced Moodle--Michelle Moore

Loved the presenter!  She clearly loved what she does and was extremely knowledgeable about Moodle.  I would love for her to come to my district and convince them to not only use Moodle, but teacher the teachers how to use it properly.  The session was really about making your site not suck.  The basic message was that Moodle is not a traditional website, but a way to manage the learning in your classroom.  It can be made to look flashy, but is not meant for flashing things, spinning text and fancy fonts.  Provide good content that's listed in a logical fashion and you will help your students improve their understanding of the content.

Later this week I will talk more about the people I have had a chance to meet.  Actually talking with someone right now (William King) about making "What a Newbie Learned at ISTE 2011" post.  Enjoy!