Scheduling Reassessments

In order to further empower students, and create greater awareness around the reassessment process, starting next week I am going to require that students fill out the below form prior to reassessing. I am hopeful that “forcing” students to not only indicate the standard (I use a standards based grading system), but also reflect on how they prepared for the reassessment, will organize and improve the reassessment process.

CLS RTI & Tech Conference

I was honored to speak at the California League of Middle and High School’s annual RTI and Technology Conference this Friday. Below is screencast of my presentation recorded using Screenflow. WARNING: this video/presentation is EXTREMELY janky! The internet connection was very poor/no-interent, and thus, many examples and demonstrations did not happen. Either way, I had a blast and the participants were awesome and challenged me with fabulous questions. CLS RTI & Tech Conference Presentation

Negotiating the Access Issue

Whether you are implementing some form of flip instruction, using an online assessment system such as ALEKS, or requiring your students to engage with one of a myriad of activities outside of the traditional classroom space, negotiating the issue of equal access is always a concern. Keeping in mind the intention of this website, I am a firm believer that flip instruction, regardless of model, is not a silver bullet, or even a form of pedagogy. Rather, “flip” is a means of harnessing technology to Read More +

Student Chomps

To prepare for our upcoming exam on gases, students worked in groups to make instructional videos using Screenchomp. Below are the steps I used to facilitate the process: Step 1 Each group designed and solved one problem on a blank sheet of paper. I did not allow the use of any materials, textbooks, etc. Step 2 Groups recorded their solution using Screenchomp according to the below rules: Question is only spoken Solution is spoken and written Multiple colors are used Each member must be heard Read More +

Flip Instruction: Questions that Must be Addressed

Yesterday I was forwarded a powerful blog post written by a high school Economics, History and Government instructor (Coach Brown) from Ukiah CA, about Flip Iinstruction. Click here to read this thought provoking post. Along with outlining his approach for incorporating a Traditional Flip model into economics class, he poses some very important and direct questions that must be addressed if Flip Instruction is to develop into a pedagogy that can be adapted in a meaningful way, in a variety of disciplines. Below is each Read More +

Standards Based Grading

This year I am committed to fully transitioning into a Standards Based Grading (SBG) system in my AP Chemistry class. In order to merge the process with the inquiry cycle described below (Explore-Flip-Apply), I re-wrote, and unpacked my old standards to fit into “cycles”. Each cycle consists of an in-class guided inquiry activity, a teacher and/or student created sceencast outside of class, followed by an application phase. The next day begins with a quiz to conclude the previous cycle. Obviously not all the standards could, or needed Read More +

Importance of a Reflection Mechanism

I have written often about how including a Google form to track student qualitative and quantitative reflection of instructional videos has made all the difference in my class. The below video provides an example of this process (note: there is a numerical mistake in the example problem shown and I no longer encourage students to chunk the video up into parts while providing the summary. I have found that asking students to reflect upon entire video encourages more synthesis and critical analysis): Recently I stumbled Read More +