My class has now officially been flipped for three units. The students are familiar with the structure, both at home and in school, and I am adjusting our class activities daily. Which is the way it should be in my mind. I create a blanket plan of what I think we can do, but after checking students' responses on the google doc I adjust as needed.
One of the most powerful things during our math flipped class is student math circles. Students can ask questions, solve problems together, discuss how they arrived at their solutions, and take the skill to the next level together. The students benefit from the open ended conversation and are learning from each other. Rarely does a student approach me first when he is faced with a challenging question. They feel comfortable with their group and confide in them.
Another thing that has grown through flipped learning is our higher level thinking. Students are actively choosing enrichment tasks and problems. It is the "cool" thing to do. Students are more engaged and work together to solve these challenges, which allows me time to work one-on-one with struggling students.
Students just took their unit test and I am going to compare pre-test and post-test scores to get some real data on if flipping our class truly improved student learning. I understand this will be hard to determine because it is hard to separate out the flipped learning--it impacts so much more. It may active learning or math circles that had a significant impact, but since it is all grouped in with flipped it is hard to differentiate.
Mrs. K has been teaching for eight years. She has taught in three different countries and loves each one for its uniqueness.