Still Head Over Heels (Part 2)

May 2, 2017

In this post, I want to describe some of the mechanics of how I run a flipped classroom. My class consists of four parts: the notes, the classwork, the quiz, and the test.

  • The Notes
  • As I mentioned in my last post, I have students take their notes from a slideshow that I have created and posted on slideshare.net. Because we are a national AVID demonstration school, I require them to take their notes in Cornell notes fashion. One of the big tenets of C-notes is the idea of going back over your notes after 24 hours to highlight important text, add questions and a summary. In order to enforce this, I only give them a 50 for taking notes over my slideshow (the right-hand side of the page). The next class, I check to see if they have highlighted text, added questions, and written a summary. Questions and highlighting earns them an additional 25 points, and the summary adds the final 25 points. I have done this the last two years, and I really like the way the idea of the flipped class works with C-notes.

  • The Classwork
  • At the beginning of each chapter (what our district, for some mysterious reason, calls “bundles”), I give them a packet containing every worksheet for that chapter. This has two major benefits: Since I try to post notes for the whole chapter when we start, students can work ahead if they want to; also, if a student is absent, he automatically knows what he missed, and he already has the work. The worksheets vary between Kuta worksheets, worksheets I’ve found or created over the years, and exploration/extention problems. For each worksheet, I post solutions to the odd-numbered problems, and since this is practice, I grade the worksheets on completion. This is the real strength of the flipped classroom, because they have most of the 80-minute class period to work problems. I have them seated in groups, so that they can ask for help from their fellow students or me. I check the work from the previous worksheet when I go around checking notes.

  • The Quiz
  • When my district switched from Moodle to Canvas, I started setting up all of my quizzes there.

    This is the really magic part of my class. Because I also do SBG, I allow students to retake quizzes to improve their grades. Canvas allows me to set up “question banks” for each quiz, so each time a student takes a quiz, it will be different. I calculated once that one quiz had more than 1,000,000 different possible versions. There are two ways that this works. The first is the multiple choices for each topic:

    These can be either multiple-choice or free-response. The next type of question is my favorite: the formula question. I can set up a range of values, along with a formula for the answer, and let Canvas select the numbers:

    As long as I can get a numeric answer, these work out great! There’s other cool stuff about Canvas — if you’re interested, let me know.

  • The Test
  • The test is the summative assessment over the bundle. It’s made up of a common assessment part that all of the Geometry teachers at my school give (we use GradeCam to handle creating the scantrons and managing the data), and a Canvas part that is generally questions pulled from the quizzes.

    This is the format that I have used the last couple of years, and I really like how it has shaken out. If you have any questions or comments, let me know!


One comment

  1. Thanks for sharing your process and reflections. I’d love to know more about how you are able to extend and deepen student learning now that you have so much more time back in the classroom. What are you able to do now that you weren’t able to pre-flip?

    On another note, have you gotten connected with the Flipped Learning Network yet? Flippedlearning.org. It’s a great community of teachers sharing and learning from one another. A ton of resources,
    syndicated blog posts, and more. (Disclosure: I’m on the FLN board.)

    I would love to see more posts about your journey with #flipclass. Thanks again for sharing.

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