A New Year Brings Fresh Ideas

One of the best things about being a teacher is of course the summers off, but more importantly is the fresh and renewed perspective.  The summer break is great.  I get to spend time with my family but it also provides me with the opportunity to dream up a whole new school year.

Last year, I flipped both my Honors and AP Chemistry course. (I would recommend that you flip your classes one at a time, although, now I am happy that I did.)  Last year, I was hoping to blog more about the experience, but I was way too busy creating the videos and I never got around to writing on my blog.  I have new things that I am going to be trying this year and I hope that I have the time to write my reflections here more regularly.

For a few years now I have been very interested in Modeling Chemistry.  From what I have seen it has a lot of potential and it sounds very interesting.  I was hoping to attend a local workshop on modeling chemistry, but for personal reasons I couldn't make it.  I am grateful to bgoeckner's blog Science Without Spectators. (Sorry, I don't know your name.)  She attended the conference and is providing a day-by-day description of what she learned.  I am so inspired.  While I am not I'm moving to 100% modeling classroom, I do plan on experimenting this year.

So that brings to the Marshmallow challenge.  Tomorrow is the first day of school and I wanted to start with something different.  I have always started by going over the syllabus and all the other boring stuff.  I found this on Science Without Spectators's blog, which was taken from The Marshmallow Challenge website.


The challenge is simple.  Teams have 15 minutes to construct the tallest freestanding structure that can hold a marshmallow on top made only from spaghetti, string and tape.  Check out The Marshmallow Challenge website for more detailed instructions and background information.

I am hoping that my students walk away from this exercise with:

1. ...the importance of and an appreciation for working in teams.
2. ...an understanding that sometimes you have to fail to learn something.  (Prototypes are important!)
3. ...the importance of planning and experimenting.

I am going to tie this challenge to my quiz re-takes.  Last year, I let my students re-take quizzes as many times as they needed.  (I can't believe I did that, but I am glad I did.)  My students really liked it and I loved the lesson that it is okay to fail as long as you get back up and try again.  To do well on the Marshmallow Challenge you need fail many times.  The trick is to look at what you did and make it better.  I want my students to know that success doesn't come easy and it doesn't come without failing and set backs.  I hope this is what they get from the challenge.  

I will have an update on the challenge in the a later post. 

I hope this year I can post more regularly.

Thanks

Dan

Why Flipping your Class Matters

As I was going through my tweets today and I came across a link to an article by Derrick Waddell titled Khan Academy: Why the Flipped Class Won't Save Education.  I found the article on Future Imperfect but it was originally posted on Derrick's blog called TeachTheCloud.  While I don't completely disagree with what he is saying I think his piece misses the point of a true flipped class experience.

A Good Flipped Classroom is not about the Videos!

His first point is: It is Still Consumption

I will give him that.  The video lessons are recorded lectures, which students must then consume.  Even so, it is a more efficient way for students to consume the material.  I try to create video lessons that are about 10-15 minutes long.  Instead of sitting in class and listening to a 40-50 minute lecture they now go home and watch a more condensed and focused lecture.  These lectures are free from student interruptions and tangent conversations.  

The video lessons give students more control over the traditional lecture.  They can stop the video and go to the bathroom or just take a break.  They can rewind something they missed and they can re-watch the video lecture as many times as they want, when they want.  For final exams, I told my students I will re-teach any topic you want as many times as you want...just hit the replay button!

Education is about student consuming knowledge.  Somehow, someway students must consume information.  I am not saying that the videos in of themselves are groundbreaking educational innovation.  It is what you can do in the class now that you are free from the lecture that is innovative.  

His second point: Teachers are Accountable for Student Learning

This idea of teacher accountable is a debate for an entire post on it's own.  But again Derrick misses the point of what you do in a good flipped classroom.  He says "How can they (teachers) be held accountable for learning that is supposed to be taking place outside of the classroom?"  In a flipped class, the learning does not take place outside the classroom.  My students watch the videos to develop background information not to learn.  I never expect my students to watch a video at home and come to school the next day knowing the material.  If so, I would be out of a job.  The idea is they walk in with a general idea of what is going on and have developed questions.  I can build on that in the classroom.  I have tried to get them to do this by reading the textbook, but you know how that goes.  Now, we can do different activities, labs or projects that we didn't have time for because I was too busy lecturing.  

My students learn in the class.  They ask questions and are more engaged in the material.  We have conversations about the material.  I am no longer standing at the front of the room dishing out information.  I am walking around the class interacting with my students correcting misconceptions, helping them make connections to the material, and just getting to know them.  Can this be done in a "traditional" classroom?  Yes, but the flipped model makes it easier and gives you more time.  

His third point is: Not Every Home Can Support a Flipped Classroom

Yes, I agree.  Not every home has internet and some that do have very poor connections and slow computers.  There are was around this.  There are ways to even out the playing field. 

At the beginning of the year, I collected data on how many students have access to the internet.  Fortunately for me, all of my students but one had connections.  I talked with her after school and gave her some choices, which are listed here:

1. I can burn all of my video lessons on a dvd  and she could watch them on her TV.  Almost everybody has a TV and DVD player.  
2. I could burn the videos on a flash drive and she could watch them on her computer.
3. She could go to the media center during her homeroom time to watch the videos.
4. She could just read the material in the book on her own, after all watching the videos is not mandatory.

She ended up telling me that she is a tutor in the Math Resource Center and that she had time to watch them on her phone in between helping students.  

While the flipped model seems to be favoring the more fortunate, resourceful teachers and students can find ways around these obstacles. 

I know that Derrick says that he loves what the video lessons are doing and that he was not trying to bash...but I just think he missed the point of this flipped revolution.  He is right...the video lessons are just a resource and they will not save education alone.  It is what you do with the other half of the flipped classroom...it is the in-class portion that will make all the difference.

I am grateful for Derrick's piece because it did what he intended.  It shed light on some of the "negative" aspects of the flipped classroom.  I hope this article helps to dispel the negative!

Thanks

Dan

The Periodic Table--The Star Trek Version

ElementTrek

This is a really cool periodic table for fans of Star Trek and chemistry by David Barnhardt.  This version of the periodic table looks like is should on board the Enterprise.  Not only is it really cool looking but it is also full of data (get it...Data...).  It gives you not only the atomic number and atomic masses but it also gives you graphically represented electron shells and subshells, absorption & emission spectra for each element, graphical representations of melting & boiling points, ionization energies, and much, much more!

Best of all...it is FREE!

Beam this to your computer or iPad today!

Thanks
Dan