--Originally published at Mrs. Gibbs Flips Algebra 1
Last spring I was asked to teach two classes for our local community college. I agreed (spring is a blur, so I'm not sure I can be held accountable for my actions, LOL). Only one of the classes made it: Pre-Calculus Trigonometry.
The first night after a week of videos was particularly quiet.
The second time of flipped lessons was more of what I was hoping for and expecting. A couple of students worked together, everyone was working on something different, several asked me questions and I got to work one-on-one with students.
That night, students told me they liked the flipped class. They thought my videos were helpful, they liked being able to watch and rewatch and go at their own pace, they liked the class structure. They particularly like that they don't have to listen to me for 4.5 hours.
I think the students are still trying to figure out how to get the most out of the flipped environment. I think they like that they can stay with me for as long - or as little - as they feel necessary, but I'm not sure they're all staying long enough to get the help they need. That might change after they get their first test back. :)
I have learned something about videos that I think I'll implement in my middle school classroom this fall: smaller chunking of videos. One of the first videos I made for Trig was 18 minutes long. Now...these are college students and not 14-year olds, but still. I decided videos needed to be about topics, not entire lessons. That 18-minute video should have been 3 videos. Since that first week, the videos range from 7 to 10 minutes long.
It's time to rework my Algebra 1 videos this year, and I think I'm going to make videos by topic, not lesson. That will potentially mean more than one video per lesson - something I've fought against - but I think it will work nicely into self-pacing. It will also allow students to work with one thing at a time and give me more opportunities for formative assessment.
So...I've graded the first test, and students did about what I expected (there's that benefit of knowing who is where with grasping the material).
The student who obviously doesn't need me and loves the flipped format demonstrated understanding.
The student who stays and works and asks questions also demonstrated understanding.
A couple of students struggled.
Next task? Figure out how to structure a retake opportunity at this level.