1. Action Research The “Flipped Classroom”

2. Implementation & Growing Pains Some classes would follow through and watch the video while others did not Students would watch the video but not take any notes Now use note-taking guides/teacher created outlines to go with the videos Keep the videos short and allow more than 1 day to watch

3. Effects on Student Achievement Quarter 1 District Benchmark Exam data of 3 Geometry teachers ExcellentGoodFairNeeds Improvement Teacher A17.6%41.2%30.6%10.6% Teacher B21.2%39.4%25.3%14.1% My data26.9%33.3%31.2%8.6%

4. Effects on Student Achievement Algebra I Assessment Comparison ExcellentGoodFairNeeds Improvement Algebra I EOC40%46.7%11.1%2.2% Algebra I Q122.5%49.4%22.5%5.6% Geometry Q126.9%33.3%31.2%8.6%

5. Student Feedback on Flipping the Classroom

6. From the mouths of babes….  “I do feel that the “flipped classroom” thing works. It helps me really understand whatever topic it is we’re learning. However, we should only do it once or twice per week. The videos are helpful, although I prefer the ones by you.”  “I really didn’t like it. There wasn’t much of an explanation when it comes to the videos. I would come to school and not understand what to do on the practice.”  “I think that the videos are very helpful because you can watch them without having people distract you. It is very effective and we need them more often.”  “I don’t like the videos because it’s not the same as being taught in class.”  “No, (they’re not effective) because I forget to watch them…”  “The videos are effective because if we don’t understand something we can keep going back to listen to it again and again. They’re helpful for people who watch them; some students don’t even bother to watch them so they’re lost the next day in class.”

7. Twists and Tweaks Using videos for sick days to preserve instruction time when a sub is there Need to find a different more efficient way of posting videos