Student centered class through flipping

With the class time I have gained since switching to the flipped class, I am able to better meet the needs of all of my students. Before the flipped class, I would stand at the front of the class and lecture, then have students practice, then go over work and lecture some more. What I found was that I had three types of students in my class - the "Got It" which was about 30%, the "Almost There" which usually was about 50%, and the "Never going to get it" which was about 20%. 

Each of these groups present their own problems when lecturing to an entire class. The "Got It" kids often get bored and tune out as you try to help the "Almost There" group understand the material. The "Never going to get it" kids then start to feel hopeless because now you have explained a concept multiple times and they still don't understand. So this group will pretend to understand so they don't have to ask questions and put themselves on the spot. I just wasn't able to find a way to meet the needs of all of the students without some students being bored or frustrated. That is why I wanted to try flipped class - I needed to find a way to reach all of my students.

When I flipped my class, I was able to move the majority of the "lecture" to video. This way students could take as long as they needed to take notes. No one missed something because we had moved on and they were afraid to ask to go back or have something repeated. This meant that each student ended up with the same base of knowledge to work from when we started applying the lecture to the classroom activities.

Then, by changing the structure of my class time to allow every student an opportunity to work on assignments in a more self-paced manner over the course of a week, I found that students worked at different paces on different types of assignments. Some students were great readers, but struggled with listening. Others could write with ease, but couldn't put a sentence together in a conversation. So, by making classwork assignments assigned in a weekly time frame, rather than on a day-by-day basis, students were able to allocate their time across all of the activities and amazingly were finishing the week pretty much all in the same place. Students that needed to read a passage five times to gain the comprehension necessary could do so because they only had to do a listening selection one time to get the gist. This structure gave students a bit more freedom with their class time and I really saw an improvement in their comprehension of all of the modes of communication for all of the students. 

When the students could work individually (or in small groups) on tasks, I was able to better monitor students as they worked which enabled me to be able to see errors students make BEFORE they had made the same errors repeatedly. This also allowed me to do mini-lessons on an ongoing basis to address students needs, as well as able to give students the consistent encouragement that they need to be able to have to confidence needed to keep trying. 

Additionally, I have been able to use reading to be able to help students of different abilities all continue to improve. I love being able to work with students as they read and the make the connections with everything we have been learning and continue to make gains not only in their language proficiency but in their self-confidence. 

This year I am working on incorporating more Google Forms to help students get the additional help they need when working on classroom tasks so I can better meet the needs of each and every student. With Google Forms, I am able to give remedial instruction right away to students as they are working on formative classwork which (so far) allows them to more quickly realize and correct mistakes. I have just begun to work with this, but so far the results have been promising. 

Overall the flipped class enables me to focus on the individual students. Although I still struggle to find the time to have the individual conferences I would like to have with students on a quarterly basis, I have found more and more ways to help reach each student at their level and keep them engaged in class and language learning. Best of all, I see way more smiles now than the frustrated sighs I saw when I began teaching. ;)

Flipped Out September - Assessment time for Spanish II

This month rivals April for how fast it goes. I really want to be posting more often, especially about my Spanish II class, but finding the time has been a real challenge! We completed the review unit in Spanish II, and are almost to the halfway point in our first unit - Where I live. The kids are starting to really understand the system, but so many are struggling with basics that they should have learned in Spanish I. We spent four weeks reviewing conjugation and vocabulary while working on listening, speaking and reading skills. I had decided not to give them a formal assessment for this review, and now I think that might have been a mistake. There seems to be so much that I feel like they should know that they do not, and now I am left trying to figure out how to solve this.

To preface, I just gave my first Benchmark Assessment, which is a short assessment which tests vocab and grammar. It is designed to see how the students are progressing on their way to the Summative Unit Assessment. First, I was surprised how many are such poor test takers. The vocabulary section was fill in the blank sentences, and they had a word bank. Now, this is very different from the Spanish I ¨kill and drill¨ daily quizzes that they are accustomed to. So, I anticipated some issues. However, what is wrong with students that leave half of the section blank when they have words to choose from? It is very frustrating.

Now, in these sentences, they are expected to conjugate the verbs correctly, make adjectives agree, etc. Is this too much to expect from a Spanish II student? I expect this from my Spanish III students, but I think that if they students are ever going to learn how to choose the right vocabulary and use it appropriately, they have to be held accountable somehow. Unfortunately, this accountability comes in the form of grades. I wish I knew some other way to make students see why it is important. Now, they don´t lose much credit, just 1/2 a point on a 2 point question.

Their lack of studying well always leads to other conversations with students, like how to study. It is amazing how many students feel that just staring at a vocabulary list for ten or fifteen minutes is studying. And for me, what else do I need to do to help them ¨get¨ the vocabulary? They do some written practice, listening practice with the words, reading with some of the words, Google Voice prompts for speaking with the works, and online journals where they need to use some of the vocabulary. At what point does it become their responsibility? Should we be doing more bell-ringers with the words? I want them to be successful, but I also think that it is their responsibility to learn vocabulary. Still searching for new and better ideas to help my students succeed. Ideas welcome.....

Flipping out with 31 Spanish II students

Although I have been flipping my classes for a while, this is the first time I have flipped a Spanish II class. Admittedly, I was nervous because there is a big difference between giving Juniors and Seniors freedom in class and giving Sophomores freedom. The first two weeks of class have certainly been challenging. My plan has been to spend three weeks doing review and assessing to establish where all of the students are on the proficiency scale. We are doing lots of reading of a simple novel to not only help me assess the students, but give them the opportunity to see more grammar and vocabulary in context since I knew that many of them did little or no reading in Spanish I. The reading also has the added benefit of being a "tech free" activity, so any issues with technology in the first weeks would have minimal impact.

After the review unit, I want to have a conversation with the Spanish II students to see what their feelings are about the flip and what changes I can make so that the class has the best flow and highest, achievable expectations. Many of my Spanish II students had experienced the flipped classroom in their Algebra I class last year. Depending on which teacher they had, they seem to be either very receptive to the idea of flipping Spanish, or completely opposed to it. After addressing some concerns and explaining that the video watching was less "intense" than in the Math and Science classes at the school, the kids were more willing. However, I thought one thing I wouldn't have to worry about too much was the access to Moodle, which is where we house the videos and assignments. However, I couldn't have been more wrong. The tech team decided that since some students might not remember their passwords, they would reset everyone's passwords and make them start from scratch. I don't know how it worked for other teachers, but even taking class time to go over how to do it, repeating usernames and passwords numerous times, and asking at the end of every class if everyone had access did not keep me from problems. As I was checking work on Friday, I had two separate students telling me they couldn't do their work since they didn't have access to Moodle. I was not a happy teacher.

With some of the tech issues, I gave students more time on the assignments for the first week. As I began checking work on Friday, many were surprised that they would be receiving 0's for work not completed (even though it was on the syllabus and clearly explained). This caused lots of focused working in class, which I hope will continue from now on. In the end, very few 0's were actually given out. I think one of the biggest struggles for all of the students in a flipped class is the autonomy that they have in class. I had thought that by giving the students the basic overview and then monitoring them as they worked, the class flow should be apparent, but clearly I needed to give more direction.

One of the problems is that the class is large, so it is nearly impossible to be on top of every kid at all times. I was really surprised by how much more difficult it was to find the one-on-one time with all of the students, especially last week. I thought I had been doing a good job, but if I didn't know that two students weren't on Moodle and not getting that work done, I clearly need to step up my game.

Next week, now that I have a better idea of the levels of the students and which students clearly cannot work together well, I am going to structure some groups to better enable students to focus on work rather than other "distractions". I wish I knew them all a bit better before I jumped into this, but I think that with the large class and the "excitable" nature of my Sophomores, this will make for a better flowing class next week and in the future.

The bottom line is the flipped class is tougher with a larger class and with Sophomores, but I think with some tweaking and a few more limits the class will run well.