MAINTAINING RIGOR IN AN ADVANCED FLIPPED CLASSROOM AKA “KICKING BUTT WITH GRACE” DENA K. LEGGETT, PHD ADVANCED CHEMISTRY TEACHER ALLEN HIGH SCHOOL dena_leggett@allenisd.org Twitter: @denakleggett

FLIPPING MY WORLD A short story of a headlong rush into an entirely different approach to education.

THE BIG PICTURE

THE TENSION IN THE TEACH Maintaining rigor to prepare for a very difficult test Providing opportunity for “grade protection”

DAILY LEARNING OPPORTUNITIES THE PAYOFF AP TEST TESTS QUIZZES DAILY LEARNING OPPORTUNITIES Assess Assess, relearn Learn THE INVESTMENT

MY GRADE BREAK-DOWN DAILY QUIZ LAB TESTS 10 % total Roughly 1 % each

A QUESTION OF TIME

TIME PER VIDEO Goal is no more than 10 min per video Students prefer shorter clips – it’s a “mental” thing! Provide greater flexibility for curriculum changes

TOTAL TIME PER 85 MINUTE BLOCK Hmmm…8:44 + 11:43 + 6:33…. 43 min and 20 sec SAY WHAT???

The big win: efficiency of learning RATIONALE For a 5 day unit there are three days of working, one day of lab, and one day to assess. 135 minutes of direct teach would likely be 270 minutes sitting in a college class. For every 45 minutes of videos, students get 65-85 minutes of time in class to do learning opportunities WITH HELP! The big win: efficiency of learning

EMBRACE YOUR LEARNING! Using objectives for self evaluation

Objective charts (thanks Jen Gray!) OBJECTIVES C/F/IDK LO 4.5 The student is able to explain the difference between collisions that convert reactants to products and those that do not in terms of energy distributions and molecular orientation Explain the three premises of Collision theory Use the three premises of collision theory to justify changes in rates of reactions Confident  Fuzzy I don’t know 

Objective charts Use to drive teaching Use to design quizzes and tests GOAL: Students will be using these daily to self-assess learning Students use these for test corrections (more later!)

Self-assessing learning Webassign Automatic feedback Unlimited submissions with no penalty Free Response/Inquiries IF: Check using posted key & stamped THEN: 100 % IF: Not checked & stamped THEN maximum 90 % A Few Labs IF: grade with rubric using key THEN: bonus 10% for learning and feedback Otherwise I grade and won’t be able to return before test. Working on integrating Nspire/Navigator activities. YBCT

A word about cheating:

A word about daily accountability:

A Common Educational Myth: “There are no second chances” Discuss why not doing Mastery for AP chemistry A Common Educational Myth: “There are no second chances”

Quizzes KEY: Students can retake for up to an 80. Considering a 90 next year or a mini-mastery approach of 100  90  80  70 Most are multiple choice Nspire/navigator or any e-response system should work Testing new classroom management system, but concerned about cheating when on computers Currently using test banks – not ideal but time time time! I use Nspire/navigator’s for grading and evaluation

Tests Students have option to do test corrections. Test is weighted once, corrections weighted once. (40 + 90)/2 = 65 which is recoverable Multiple choice they fill out a form. Free response they simply re-work or re- answer

LATE GRADES A bit controversial but…. School policy is we must take work one day late for a maximum of a 60. I believe there are hard deadlines and soft deadlines in the real world. This year: -5 pts each calendar day late Next year: thinking about increasing the penalty each day

BONUS OUTCOME OF POLICIES PARENT BUY-IN ADMINISTRATIVE SUPPORT Once parents know the policies, all eyes turn towards student Every principal in school backs me when students are failing – they know it was the student’s choice and that they had amply opportunity.