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Friday, January 5, 2018

Flipped Mastery Geometry

Moving to Flipped Mastery Geometry Class
Why did I do this? That is something I always want to ask my self, especially when I am doing something new. If I don't know they why, how can I expect my students to understand what we are doing. I blogged about why I am trying to do this in my #OneWord2018 Challenge here. One of my biggest goals is that I want students to own their learning. I felt like this class needed to try something different as what I was doing wasn't getting them excited for math. This lets me to try this model out with one class and see if it is worth doing with my other classes.

Desired Goals
  • Students to own their learning
  • Increase my ability to give help
  • Have better relationships with my students
  • Students have a better basic understanding of geometry
Set up of class
I made a class website to help facilitate everything. Check out the site here. I would love feedback. Please let me know if you catch any errors or broken links.
  1. Students watch a video in a google form then take a self check quiz in that form. The quiz grades it live and I provided video links for review for each problem. 
  2. Students take Quiz in class
    1. Before they can Quiz they must get a 100% on the self check quiz in google forms. There is infinite amount of re-takes.
  3. Students need a score of 7 or more to move on to the next skill (Using my same standards base grading rubric)
    1. If student's get bellow a 7 they must do one of the following before re-quizzing:
      1. Corrective assignment
      2. Error Analysis Sheet
  4. When students finish all skills in a unit they take a unit test
    1. To move on to next unit they must have an average of all the skills of an 8 or better
  5. Pacing Guide used to help keep students on track.
    1. After the date of a skill if students have tested it goes into grade book as Missing (Students can still take just there to help motivate them)
Warm-up Everyday
Students take a quizizz everyday coming into class. The quiz is just simple vocab from that unit. After we review common missed mistakes.

Things I am concerned about:
  • My biggest reservation about moving to this model is I felt the classroom would make it less interactive. I am trying to think about ways to include 3-act math lessons and other collaborative activities.
  • I personally don't like the concept of a pacing guide. I don't like saying this is how much time it should take you to learn a certain topic. I included just as a guide
  • I think for the class to work correctly students who need extra time will need to be given time in the summer to catch up. Not sure if my school will allow that. 
Quick Observations in week 1
  • So I have three students who passed PQ 1& 2 and are on PQ 3, 1 student who quizzed on PQ 1 & 2 and needs to do a corrective assignment, and 2 students who still need to quiz over PQ 1. One of the students who has done the self check quiz in google forms at least once and the other hasn't taken it once.
  • I like that students are progressing at their own pass. 
  • I have been able to give more feedback to the students.
  • It takes more work to build a website and organize content then I thought.
  • Like that google forms can give instant feedback with links for help. 
  • Trying to make all the practice problems available online. No need for paper or to print out anything. 
  • Not sure If I need to make the practice and explore part required. Right now I am making it optional. I thought that if a student watched the video and understands the material I don't want to waste their time with what might be viewed as busy work. I also want to create a mindset where the students want to do practice and improve. 
  • It will be impossible to get a score less than an 80% in my class. 
Thank You!
Huge thanks to the follow list. They helped and inspired me to move to this model. 




5 comments:

  1. Thanks for posting this on #flipblogs! I hope we can rejuvenate the hashtag this year.... Mastery is tough! I have hybridized approach for my 8th grade USHistory class, but you are way beyond me! A couple quiz Qs:
    * how many students do you teach? how many sections/class groups?
    * Why do you give two different ways to improve from a "7"? (corrective asst or error analysis) That seems complicated!

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    1. o my teaching situation is probably very unique. I teach 4 different math preps. My classes are small. I have 10, 4, 6 and 8. My geometry group has just 6 students.

      My thought process for two different ways to re-quiz is that we had been doing the error analysis already first semester and I thought they might prefer that process since they know it already. I thought about requiring both. I like the idea of having choice and the students being able to pick a method that works best for them. I thought about including a third option where students record a reflection of their mistakes on Flipgrid.

      Note on Mastery. I use a 5 to 10 scale for grading and 10 being mastery. Mastery has to have a time component. Students who got a perfect score on their first take only got a 9. In order to get a 10 students have to score another 9 or complete a mastery challenge. This usually happens on the unit test or on the semester final. This year I moved to 100% standards based in the grade book. I use to give a small percentage to class participation or projects but not anymore. What I have noticed is that it is really hard to get an A in my class. I think between all my classes I had only 1 A and few A minus. It also makes failing my class very difficult. We tend to make getting A too easy AND failing a class.

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  2. Alex,

    Been doing flipped mastery with Geometry for about 7 or 8 years now with the Algebros. Love flipped mastery. Yes there are many challenges and things aren't perfect. I think for it to be ideal we'd have to create our own school a bit. I also am not thrilled with the Pacing Guide. I'd like it to be more natural. I honestly think if kids understood that they had to learn the material before they moved on it would be motivational that the current system that is based on seat time. Certainly some kids would need more than a school year while others would progress faster.

    Good luck and let us know if you need any help.

    Sully
    The Algebros

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    Replies
    1. Sully,
      Thank you for your encouragement. You have no idea how much your support means to me. You guys have been a HUGE inspiration for me. I really like what you guys are doing with the Algebra 1 Common Core.

      -Alex

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  3. Alex: great work moving to Flipped Mastery. I love what you are doing. If you need help feel free to reach out.

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