Flipped Math Class in Action

Angela Gonzales decided it was time to rethink the structure of her math class. (Check out her reflective blog post here!) She was able to collaborate with Ginny Burdett and the results are amazing! Angela and her co-teacher, Michelle Fisher, are in week one of this flipped model and the benefits are already visible. Once students master the structure, they will complete the video, notes and an exit slip at home.

Teaching the Concept
The lesson objective for the day was to multiple decimals using a hundredths chart. Students were able to begin by going to their math course in Schoology and linking to Blendspace. They downloaded the notes and began watching the video that Miss Gonzales had created on how to complete the problems. This would fall into Augmentation on the SAMR ladder, since students are able to watch the video at their own pace and go back to look at any part of the explanation again and again.

Lesson created on Blendspace to put links, videos, notes, and exit slip all in one place.

Practice
Once they completed the notes to explain the steps of the problem and watched Miss Gonzales do examples on the video, they were able to start practicing. The students used a smart notebook file to draw and explain their thinking as they work through the activity for the day. This is also at Augmentation on the SAMR ladder, since students are able to use the variety of tools in the notebook program to clearly communicate their ideas.   

Student work with explanation of thinking.

Once they have completed the problems, the students submit their work into three folder based on their understanding in Schoology. Students that feel they completely understand and could teach a friend, place it into the first folder. The next level is for students who mostly understand, but may have a few questions. The final folder is for students who identify that they do not understand. The teachers use these folders to pull students for math groups.

Sharing the Learning
Once they finish, the students create videos to explain how to do the problem. The videos can be shared with the students who need more support through a media album on Schoology. This would bring the lesson up to Modification on the SAMR ladder, since students are able to teach and share their learning. Once all these components are mastered, the students go to IXL math to complete individualized lessons based on skills they need to practice.

Individualized Instruction
While all of this is going on, the two teachers are pulling groups to give students the extra explanation they need to solidify their learning. This is possible because the management procedures in the class are solid. Class dojo is up on the board and Miss Gonzales can reward or warn students by awarding them points from her iPad without leaving her seat. The students know to ask others at their table first, if they have questions about turning in work or what to do next.

Small group instruction and classroom management with Class Dojo.

I was able to speak with one student to ask her how she felt about the new structure of math. She said, "I like to watch the videos and I usually get it after watching it once, so I can start my problems and I don't have to wait for everyone else. It really sticks with you and I can go back and look at it if I do forget."

Angela described her class as a well oiled machine and I completely agreed. The students were engaged in individualized tasks that allowed them to express their math knowledge. Using MAP data, she plans to continue to differentiate and enhance her math instruction!