Geometry

Google Classroom Codes:

Period 1 (ABC) - 1qqof80

Period 5 (ABC) - qvqwyq

The flipped classroom switches around the traditional order of teaching with the purpose of creating a more in depth and supportive environment in the classroom when the teacher is present and able to help students. It allows for students to receive a more individualized education where my actual face-to-face time with them is being used effectively. This results in them understanding the content at a higher and deeper level than before. In addition, it challenges students to learn how to take charge of their learning and manage their time, becoming resourceful learners. Lastly, it provides time for more “higher order thinking” discussion and questioning during class time, helping students to become reflective communicators and to think more deeply about the content they are learning.

In the traditional math classroom the teacher spends most of the time presenting new content in a lecture format, students practice with the teacher, then, if time permits practice on their own. The students are assigned practice problems for homework and are expected to show their understanding of the content learned in class. The next day, homework is reviewed and new content presented, the cycle is repeated.

Homework: In the flipped math classroom, the lecture is taken out of the classroom and presented to the students through media content. For homework, students will view an eight to ten minute video, one to three nights per week, on math content to probe their thinking and spark interest, practice examples, summarize, and question what they don’t understand.

Classwork: Then in class the next day, in place of the lecture, students spend a specified amount of time responding to each other’s summaries and questions. The remainder of class time is spent in differentiated small groups to deepen understanding of content by having high achieving students move forward, or providing further review by using hands-on activities and manipulatives, or slowing down the lesson to meet the needs of struggling students through intervention. In this way I am able to make the best use of my face-to-face time with students.

Technology should not hinder a student’s ability to participate and be successful in the flipped classroom. Therefore, it is up to the teacher to have a system in place for students that do not have technology/internet at home. Since I will be requiring students to access my class content for homework via internet, the following system is set up to meet the needs of all learners:

1. Students can come to class before or after school or during our lunch and learn period to view content.
2. Students with a working computer but no internet can bring in a thumb drive to upload the video content.
3. Students that have a smartphone can access all the video content from our EdPuzzle and Google Classroom pages

1. Students are expected to complete their homework and watch video content when assigned. (There will be nights where homework will look like “regular homework”).
2. Students have the ability to watch video content at their own pace, re-watching, rewinding, and pausing when needed.
3. Absent students will not miss out on instruction, they always have access to class content.
4. Students should set aside time to complete homework while they are fully awake. Using headphones while watching video content will limit distractions.
5. Students are not expected to have full mastery of homework assignments but are expected to come to class prepared and ready to participate in discussions, group assignments, and other assigned tasks.
6. Students are expected to use the provided guided notes for taking notes, and practicing problems
7. Students are encouraged to bring any questions or concerns to my attention at any time.

1. Parents will receive a letter explaining the flipped classroom.
2. Enables parents to be more involved in their child’s math education.
3. Parents have access to video content and are able to see how lessons are taught.
4. Parents are able to have meaningful content related discussions with their child.
5. Parents can encourage their child to take their time while watching videos and remind them to re-watch, rewind, or pause when necessary to make sense of what is being taught.
6. Parents can watch the videos with their child to help them review for tests.
7. Parents are encouraged to bring any questions or concerns to my attention at any time.

Daily Progress Form/Do Now – 2 points per day classwork grade

• Do Now problem pertaining to what section you should be on if on pace
• Reflection on yesterday’s work and goal setting for the day’s class
• End of class reflection on what was completed

Flipped Video For Each Section – 1 point per video homework grade if completed on or ahead of pace

• Completed on EdPuzzle
• If done before deadline you will get full credit, if done after you will get no credit

Section Notes and Practice – 2 points classwork grade for completion of the notes and the problems

• Teacher facilitated practice problems pertaining to the content in the videos
• One-on-one conferencing with the teacher available during this portion of the class

Mastery Checks – 5-6 question assessment that is done after you complete your class notes and problems

• You must score 80% or higher on the assessment to earn mastery on the topic
• All mastery grades are 100’s in the quiz category when you achieve mastery
• They go in as 0’s if the skill is not mastered or if you are behind pace

Unit Assessments – 100 point Tests to be completed after all lessons in a unit are mastered

• 25 points of the assessment are gained by taking it on or ahead of schedule
• You must earn higher than a 70% on these assessments to show mastery
• Your authentic grade goes in when you achieve mastery (if you score an 86%, that goes in the grade book)

Corrective Assignments – 2 point classwork grade when completed prior to taking a mastery re-check

• Exempt in the gradebook if you master the skill on the first mastery check

• Flipped Learning transfers the ownership of the learning to the students.
• Flipped Learning personalizes learning for all students
• Flipped Learning gives teachers time to explore deeper learning opportunities and pedagogies with their students.
• Flipped Learning makes learning (not teaching) the center of the classroom.
• Flipped Learning maximizes the face-to-face time in the classroom.
• Flipped Learning is a place for active interaction not passive listening.
• Flipped Learning has an intentional focus on higher level thinking, rather than rote memorization.
• Flipped Learning uses technology to support instruction not drive it.
• Flipped Learning provides students with multiple opportunities to demonstrate their knowledge in multiple ways.
• Flipped Learning allows students to explore, take risks, question, and develop their own “need to know”.