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.
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
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 +
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 +
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 +
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 +
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 +