Flipped Math Classroom
Decision Time
Facing the options
The Flipped Math classroom pilot project was set up for the purpose of finding out whether or not the process of flipped classroom has enough strength as a teaching process to replace traditional methods of teaching. We set up this pilot project so that it would culminate at the conclusion of unit five of our math curriculum. Unit five will be completed in mid-January.
From the onset of the pilot project, we considered four possible decisions: discontinue the flipped classroom altogether; contract the project so that some of the teachers continue to use it while others do not; continue with the same group of pilot teachers; or expand the project to include other interested teachers. We have arrived at a time in this process where we need to make a decision about what we will do next.
The first two options, discontinuing the flipped classroom altogether or contracting the project, no longer seem to be viable options. The participating teachers in the Flipped Math pilot project have told us they have no intention of returning to the traditional teaching methods they used in the past. Each of them has come to the conclusion that Flipped Math is a better way to teach. Regardless of what we might choose to do at a district level, they wish to proceed with Flipped Math in their classrooms. Although the math curriculum itself is standardized in our school district, classroom practices are chosen autonomously. In other words, individual teachers have the freedom to determine their own strategies for implementing the district’s curriculum.
We are faced then with the other two options. We could continue with the pilot group of teachers through the remainder of this year, or we could expand the opportunity and invite others to participate. What should we do? Before going any further, we need to review what we have done so far.
Summary of the Flipped Math Classroom pilot project
The Flipped Math classroom was inspired originally from a variety of sources last spring. These sources of inspiration were outlined in the blog post for Day 2. The beginning steps of this project were recalled in the blog post for Day 4. Conversations with prospective teacher participants and with administrators were included in the blog posts for Day 6 and Day 7. Some of the initial thoughts about assessments were also included.
As the project unfolded in May and June, 2011, the list of participating teachers was solidified, and a process was created for teacher training in a Summer Institute. These processes were outlined in the blog posts of Day 8, Day 9, Day 10 and Day 11. The Summer Institute included components for creating differentiated classroom activities, instructional videos, parent communications, and solutions for managing the process.
Communicating with a broader public was an important part of our experience in the first few weeks of the school year, which began in September. Summaries of meetings with parents were included in the blog posts of Day 15, Day 17, Day 19, and Day 22. A presentation to the school board was summarized in the blog post of Day 14.
Reflections and comments from teachers and students participating in the Flipped Math classroom project were shared on a number of blog posts in the past 3 months. Teachers shared their thoughts in the blog posts of Day 18, Day 20, Day 21, Day 27, Day 32, Day 33, Day 47, Day 69 and Day 76. Students shared their thoughts in the blog posts of Day 18, Day 24, Day 28, Day 44, and Day 45.
Techniques for producing videos, viewing videos, and managing videos were shared in blog posts from Day 10, Day 11, Day 38, and Day 46. Techniques for planning and organizing the classroom experience were shared in blog posts from Day 20, Day 31, Day 37, Day 39, and Day 64.
Opportunities for sharing information about the Flipped Math classroom expanded rapidly after the presentations to the school board. Various print and digital news sources wrote stories about the Stillwater Flipped Math classroom project. Kristin Daniels and I shared our ongoing experiences by giving presentations to various groups. A presentation to the Northeast Metro Educators Network (NEMEN) was summarized in blog posts from Day 59, Day 60, Day 61, and Day 62. A presentation to the Math Expressions users group from Minnesota and Wisconsin was summarized in blog posts from Day 71, Day 72, and Day 73. A presentation to the District 6 superintendents and school board members was summarized in blog posts from Day 74 and Day 75. A presentation at the TIES conference was summarized in blog posts from Day 78, Day 79, and Day 80. A presentation/workshop at the Key Instructional Contact meeting (KIC) at TIES was summarized in the blog post from Day 84. More presentations are lined up in the future. In January, we will give presentations to the Minnesota Association of Secondary School Principals and the MSBA Leadership Conference. In May, we will give a presentation at the annual Minnesota Council Teachers of Mathematics (MCTM) in Duluth. In June, we will give a presentation (Flipped Math Classroom) at the ISTE Conference in San Diego, California.
Taking the next step
Early in January, the standardized math test called Performance Series will be given to fifth grade students in the pilot classrooms and the control classrooms. Quantitative data will be gathered and compared to find out if there is a statistical difference between the two groups. In January, we will also ask students to complete an attitude survey, the same survey that was given to them in October. This will enable us to see if there have been any shifts in attitudes towards math either in the pilot classrooms or in the control classrooms. Anecdotal observations from parents will also be gathered. The qualitative assessments of the participating pilot teachers is already apparent. They have expressed their desire to continue with Flipped Math because they have observed its effectiveness in their classrooms.
During the pilot phase, teachers have gradually learned how to adjust to a new rhythm for classroom activities and practices. Students have patiently endured some trying times while we have gradually improved our video streaming processes. Given these initial challenges, results from standardized tests that show higher scores, same scores, or slightly lower scores can all be viewed as endorsements for the flipped process.
The problem with these various methods of assessment is timing. We will barely have enough time to analyze all of the assessments before unit six of the math curriculum begins. We know from past experience that before a new unit can begin with Flipped Math, preparations need to be made. Instructional videos need to be created and uploaded, Moodle quizzes need to be written, DVDs need to be produced, and activities need to be planned. If the project is expanded rather than simply continued, new teachers will need to be trained.
All of these factors point towards the need to make a decision before all of the assessments have actually arrived. Therefore, this decision will be made very soon. Today’s blog post (Day 85) is the last one of the 2011 calendar year. Next week, our school will be on holiday break. When the Flipped Blog continues again on Tuesday, January 3, 2012, the blog post will outline (hopefully) the decision about the next phase and a strategy for implementation.
The next blog post will be Tuesday, January 3, 2011.