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A M O D E L F O R R E V O L U T I O N A R Y M A T H E M A T I C S I N S T R U C T I O N

S T E V E H A R R I S C A R D I G A N M O U N T A I N S C H O O L

C A N A A N , N H S H A R R I S @ C A R D I G A N . O R G

H T T P : / / C O M M U N I T Y . C A R D I G A N . O R G / ~ S H A R R I S /

The Self-Paced “Flipped” Classroom

Many thanks to:

The 2008-2010 Mascoma Valley Regional High School Math Department!

April Guinness

Unnamed Bald Guy

Torey Elder

Steve Stebbins

Jane Plumley

Disclaimers

�  Long journey to this point �  Visionary �  Personal assimilating and filtering �  Don’t mean to step on toes �  One hour means grand overview…

not nitty-gritty �  Notice “Design” �  “Flipped” – mostly implemented �  “Self-paced” – about 50%

Today’s Outline

� Design Foundations � Design Elements � Design Execution � Design Grading � Design Expectations � Questions

Design Foundations

�  Three Pillars �  Bloom’s Taxonomy �  Brain Research �  Student Responsibility �  Student-Centered �  Advancing Technology �  High Expectations in Rich Curricula �  Review and Spiraling �  Culture of Learning �  Varying Starting Points �  Challenging Tasks for Everyone

Design Elements I – What I have

� Culture 0f Learning! � Pre-testing (adjusts tasks) �  Systematic filling in of gaps � Paced new concept

assimilation � High level of student

cooperation � High quality work and scores �  Student ownership � Widely varied assignments

Design Elements II – What I have

�  No floaters – must do the work �  Word problems are EASY! �  Communication in the curriculum �  Writing in the curriculum �  High levels of creation work �  Much better at proofs �  Systematically include vocabulary

and standardized test practice �  Absent students miss nothing �  Students can have a bad day

Coach Harris’ Skeleton Geometry Unit 6 – Perimeter, Area and Volume

Application Task Points SAH GU6-WS7 3 First Attempt Prior to Test 1 GU6-WS8 3 First Attempt Prior to Test 1 GU6-WSWP 3 First Attempt Prior to Test 1 Vocabulary 4 Standardized Test Practice 2 Possible Total: 18 Earned: Creation Task Points SAH Complete Assigned Learning Activity for this unit 6 Complete Question Creation (see rubric) 5

Possible Total: 11 Earned: Analysis Task Points SAH Complete Proof Set and Interview 6 Possible Total: 6 Earned: Extension You may do one of these of your choice, but only if the Analysis section is complete. Task Points SAH Participate on the CMS Math Team or Math Counts Team 5 Complete Reading/Writing Assignment (see rubric) 5 Complete Project (see rubric) 5 Possible Total: 5 Earned: Test Date: Tuesday, May 21st Final Due Date: Saturday, May 25th Total Points Earned:

Coach Harris’ Skeleton Geometry Unit 6 – Perimeter, Area and Volume

Foundation Prerequisite Skill Task Due Date Pts SAH Literal Equations Turn in video notes on time S 5/4 1 Complete GU6-WSA 1 First WS attempt on time S 5/4 1 Unit Conversions Turn in video notes on time S 5/4 1 Complete GU6-WSB 1 First WS attempt on time S 5/4 1 Trigonometry Turn in video notes on time S 5/4 1 Complete GU6-WSC 1 First WS attempt on time S 5/4 1 Basic Perimeter Turn in video notes on time S 5/4 1 Compete GU6-WSD 1 First WS attempt on time S 5/4 1 Possible Total: 12 Earned: Assimilation Unit Topic Task Due Date Pts SAH 3D Vocabulary Turn in video notes on time Th 4/25 1 Complete GU6-WS1 3 First WS attempt on time F 4/26 1 Advanced Perimeter Turn in video notes on time S 4/27 1 Complete GU6-WS2 3 First WS attempt on time M 4/29 1 Areas of Triangles and Quadrilaterals Turn in video notes on time Tu 4/30 1 Complete GU6-WS3 3 First WS attempt on time Th 5/2 1 More Areas Turn in video notes on time F 5/3 1 Complete GU6-WS4 3 First WS attempt on time M 5/6 1 Surface Area Turn in video notes on time S 5/4 1 Complete GU6-WS5 3 First WS attempt on time Tu 5/7 1 Volume Turn in video notes on time Th 5/9 1 Complete GU6-WS6 3 First WS attempt on time F 5/10 1 Similarity with Area and Volume Turn in video notes on time S 5/11 1 Complete GU6-WS7 3 First WS attempt on time M 5/13 1 Possible Total: 35 Earned: Mentoring Task Points SAH 10+ Minutes Teacher Discussion OR 1 Hour Outside Mentoring 2 10+ Minutes Teacher Discussion OR 1 Hour Outside Mentoring 2 10+ Minutes Teacher Discussion OR 1 Hour Outside Mentoring 2 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 5+ Minutes In Class Peer Discussion/Worksheet Help (1 per day) 1 Possible Total: 13 Earned:

Design Execution - Foundations

�  Pretest – most test out of these; one easy and one medium/hard question

�  These are “extra” work �  It pays to remember or review �  Prerequisite skills reviewed �  Soft pacing deadlines �  All or nothing points �  Completion is key �  Multiple re-dos allowed �  Paced about two weeks in

Design Execution - Assimilation

�  “New” learning for the unit…also on pretest �  7 topics for the Unit �  Due dates for pacing �  Multiple re-dos allowed �  Looking for 80%+ correctness �  Math only on the sheets…

Skills, Skills, Skills �  High difficulty �  “Book of Success”

Sample Lesson

Video Lesson

Design Execution - Mentoring

�  This tracks (and encourages) students to work with others and with the teacher in their mathematical adventures.

Design Execution - Application

�  This moves beyond one topic at a time �  These tasks combine the topics so they are seen together �  The “WSWP” is an assortment of related word problems…they don’t

fear them anymore �  Vocabulary has three parts �  Prefer student definitions �  Getting ready for…

(I don’t make these.)

Design Execution - Creation

�  Here is where writing and creativity come into play by design �  The Learning Activity is chosen by their worst worksheet performance

from the Assimilation Level �  The Question Creation works on their abilities over all topics

Design Execution - Analysis

�  This level is my A/B definer in a traditional grading system �  Cannot earn the Extension points without it

Design Execution - Extension

�  These are tasks designed to move beyond the immediate topic to math activities and participation

Design Grading L

� F � D � C � B � A

� Remembering � Understanding � Applying � Analyzing � Evaluating � Creating

� Foundations � Assimilation � Mentoring � Application � Creation � Analysis � Extension

•  Knowledge •  Wisdom •  Counsel

Design Elements – Still wanting

�  No Grades – only levels! �  Labs �  Everyone moving totally at their

own pace, but… �  Firm and intentional connections

with other subject areas �  Multiple levels in the same room at

the same time �  Socratic Seminars �  Checkpoint quizzes

Design Expectations

�  Who loves it and who doesn’t �  Difficult prep work…everything completed ahead of time �  Parents and others who don’t understand…those who are already “just

fine” �  Trappings of the current system…things are available that just didn’t

exist before �  Individual is fine, but…getting others on board �  This is applicable to other subjects and entire schools

Questions?

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