The IDOE discussion this week asks about whether you listen to yourself or are bombarded with the “noise” that surrounds you. Take a look at http://elearningbookclub.blogspot.com/2014/07/thrive-week-5-listen-to-yourself.html and post if you are interested.
Our discussion this week focuses on page 69. Tell us about a time when you have gone through the 3 steps listed on page 69 in order to overcome resistance. What was the product? Was it successful? How did you feel at the end of the process/project??
A couple of years ago I was really frustrated with how the AP Calculus class was going. We could easily spend the whole class period going over 1 or 2 homework questions or maybe just one example. We would not have time to finish the day’s notes, answer everyone’s questions, etc. There just wasn’t enough time for anything. We were getting farther and farther behind each day. I had to find a solution so that the students could still get instruction and I could also help them with their assignments. This is when I discovered the “flipped classroom”. Students receive the instruction/lecture at home which opens up the classroom time to work on homework and time to work with students on problem solving. It was a new concept and no one at SW was doing this. It would be something brand new for my students and myself.
ReplyDelete1. To combat fear, you must start.
It was very overwhelming to think that I needed to get a year’s worth of instruction on to video. I knew it would take a lot of time and effort. I had to find the right software to make the videos and a platform to get the videos to the students. I purchased a book written by two high school teachers that made “flipping” famous. I read the book over spring break to get ideas on how to start making the videos. I knew that as soon as summer began I had to start making the videos. Making that first video was interesting. I think I stopped and started at least 10 times. At first I only did 2 chapters as a trial run to see how it would go. Once school started and I saw it was working, I continued to make videos throughout the school year and even started making videos for the Pre-Calculus course. I was fearful of making that first video, but once I got started I made over 100 in total.
2. To overcome uncertainty, you must focus.
As that first year went on and I had to face making videos on most nights and weekends, I often wanted to quit. The whole reason for starting this project was that traditional lecture in the classroom was not working. The flipped classroom was my solution. I had to continue it to see if it was the right solution.
3. To surmount doubt, you must finish what you’ve begun.
I was worried when school began if the videos would be successful. I was doubtful whether the students and parents would give them a try. There is often resistant to anything new. I just had to assign the videos and wait to see what would happen. For the most part everything went well.
Of course I did have some negative feedback from some students and parents This always makes you think that maybe you aren’t doing the right thing. However, I had to realize that no matter what you try there will always be those negative people that find fault with anything you do. I did take all the feedback (negative and positive) to help improve my videos and how I used them in my classes. I’m still adjusting things today and will continue to do so to meet the needs of my current students.
It was scary to go out on limb by myself to try this new concept. I knew there might be resistance by the students, parents, and even colleagues. Even though no one at SW was using flipped instruction, there were many teachers throughout the US using it with proven success. I had to trust the knowledge and advice they were sharing to try this in my own classroom. I am so glad that I implemented this. I have seen success. As I mentioned before, I’m in a constant state of adjusting and tweaking to try to meet the needs of all my students.
I wanted to increase the quality of note taking in the classroom while decreasing the off task behavior during discussions. I decided I was going to try not issuing textbooks so the students would be more accountable to write notes and examples they could refer back to when completing assignments and studying. I did give each student a cd of the textbook and demonstrated how to acess and use it. When necessary I would have students use a classroom copy of the textbook while in the room. I decided I would select one class so I could monitor the results. I created outlines so the students could write definitions, complete examples (called my turn) and practice sample questions (called your turn).
ReplyDeleteI encountered much resistance during the first nine weeks. Some students asked frequently to have a book. I received parent emails expressing concerns about not having textbooks for the class. Students and parents were not used to using a textbook in any form other than a hard copy. I was determined to complete a grading period before I reconsidered issuing textbooks. By the end of the first nine weeks, students mentioned how nice it was not to carry the heavy book. Students were getting to the classroom quicker as they didn’t need to dig so many books from their lockers. I noticed students were routinely bringing paper and most were creating their own organized folder or binder. During notes I saw less off task behavior. I started to see students referring back to their notes/examples while working in the classroom. More students were engaged and asking questions. Most days we were discussing the concepts instead of them just listening to me lecture. Students were doing very well on assignments and test scores were above average. I decided I would extend the process through the first semester and told the students I would make any necessary changes at that time.
At times I was ready to give up as I was spending a lot of time making the outlines, copying, making daily assignments in place of textbook problems. By the end of the first semester, I had noticed improvement in the how well the students were focused and felt the extra time I was putting into the class was well worth it. I tweaked the outlines and discussions. During the second semester, I added in some partner work. The partner work was usually more challenging than regular assignments but the class rose above and beyond my original expectations. At the end of the year, most students said they had not used the cd at all. In general, I am pleased with the results I saw.
For the last five years I have been teaching at the elementary level. I always thought my strengths were at the secondary level but these little ones taught me that I can be just as successful with younger students. Each year I try to think about what I can do to make the classroom more successful. Over the last three years I've really worked on my PLN and tried to take ideas from other teachers that have been successful to apply to my room. I never really liked my discipline methods, names checks on the board (years ago) colored sticks, colored cards, etc. Through my PLN I found clothes pins. Many have been using this method but I just discovered it. My concern was the kids would not embrace my excitement and not like the change, but I moved forward with the idea. I bought colored paper that was subdued colors in gradated colors. Starting at the top and going down the chart: Positive Parent/Principal note (they loved this), Outstanding Choices, Great Choices, Good Choices, Ready to learn, Warning, 1st Consequence, 2nd Consequence, Office Referral, The basic concept is everyone has a pin with their name on it. At the beginning of each day each student's pin would be placed on Ready to Learn.
ReplyDeleteAt the beginning of the year the students notice right away if I have done something new and are curious as to what it means. I explained that each one had a clothes pin with their name on it. Through out the day they had the opportunity to move up or down the chart depending on their behavior. I then explained that it was flexible and even though they might get a consequence they still had the opportunity to move up the chart.
At first they had difficulty understanding it, because they had not experienced a system that allowed them to rewind their day and go from having a consequence and then possibly getting to a point of having a positive note at the end of the day.
My fears and concerns were of no need. They loved it. I found that after the first nine weeks they were taking control of their pins. They asked to be moved up. They were able to identify/justify why their pins should be moved. (This was an added bonus. I want them to be able to identify what are good choices in and out of the classrooms) They also loved that each time they reached the highest level or got a 100% on their point sheet I put a mark on their pin. Once they got 10 marks I had an area in the hall called 'The Wall of Pins". Each student had their name on a card and we would clip their classroom pins to it. It was awesome to see their faces when we moved a classroom pin to the hall, then make a new pin for the classroom. This was one new plan I am so glad I adapted. The students felt more empowered and it allowed to the classroom to go a little smoother than in the past.
This past year was a first for me teaching at the middle/high school level. I was fortunate that I already knew most of my students, however, what I was going to do with them as secondary students was very frightening. I had a huge amount of self doubt and was very afraid of failing. I had looked at other classrooms and their programs but as I looked at what they were doing I had so many ideas I didn't know where to start. I am most grateful to my supervisor who told me, "Jean, your program can be anything you want it to be. Make it fit for you and your students."
ReplyDeleteThat being said, I still struggled with both the diversity of student needs, and the ability levels. In a sense it was teaching two different classes. Once I started outlining some basic schedules and programs it did become easier and I did in a sense "find my way". Of course as I added new students to my class and things changed, I had to focus on the original tasks and scheduling, and adapt. I was amazed that following through and finishing a task not only gave me a sense of success, but also opened up more ideas to build upon. This year I plan more changes and hope that I have the success that I did last year. I am lucky to be in a supportive enviornment.
Actually, I would say I'm in the midst of these steps currently. It may seem trivial, but I tend to like to do things "in a certain way". Thus, when we were mandated several years ago to start stating the standards, objectives, instructional strategies, & differentiation, I created a lesson planning template for Mary Wilson & me to use. It worked. More importantly, it worked with my "methodical mind". So, there's the backstory of my current saga.
ReplyDeleteAt the conclusion of last year, our administrators decided that all of us must start using "planbook.com" to create lesson plans. Thus, it would be easier for them to oversee our plans etc. My first reaction, "Isn't it more important for it to be easy for us to complete/uses for you to look at them?" See, I have a reactive nature it seems.
1. START
So, my attitude towards this change isn't the greatest. However, I made myself "start" during the last week of school. I made myself "log in", which wasn't easy as it seems they mispelled something along the way. Quickly, their "support" fixed the issues, and I was able to start using it. I created some classes, but other than that...I didn't really do anything past that. Sadly, as the summer progressed, the thought of "changing" my lesson format continued to be the thorn in the upcoming year.
2. FOCUS
Last week, while I was working in my classroom, I returned to planbook. I set up the school year, revised my schedule, redid my colors. So, this week and next, I hope to begin creating my first attempt at a week's lesson planning. Will it be as quick as my "methodical template"? No. Nothing that is new is quicker when started, but if I focus...I know I can adjust.
3. FINISH
Well, this one I can' t respond to yet since I've not put it into action. However, I will finish. I generally speak my disagreement and then submit to the administrator's decision. So, I "hear" it is easy to use the tool, and I know that "tech tools" are generally quick for me to pick up. So, I predict when I finish...my perspective will be much improved. However, you'll have to let the anticipation build and check back with me in a few weeks.