Tuesday, December 17, 2013
Thursday, December 12, 2013
Wednesday, December 11, 2013
Tuesday, December 10, 2013
Friday, December 6, 2013
Thursday, December 5, 2013
Wednesday, December 4, 2013
Tuesday, December 3, 2013
Monday, December 2, 2013
12.3.13
L55 and 56: Multiplying by Three-Digit Numbers with and without Zero
I know we already did 55, but some of you are struggling to remember to bring down your zeros both times. So just a quick review!
I know we already did 55, but some of you are struggling to remember to bring down your zeros both times. So just a quick review!
Thursday, November 21, 2013
Wednesday, November 20, 2013
Friday, November 15, 2013
Thursday, November 14, 2013
Wednesday, November 13, 2013
11.14.13
L48: Reading and Writing Whole Numbers in Expanded Notation
I created this video last year, so ignore the part about Thursday and book 4. :)
I created this video last year, so ignore the part about Thursday and book 4. :)
Tuesday, November 12, 2013
Thursday, November 7, 2013
Monday, November 4, 2013
Friday, November 1, 2013
Wednesday, October 30, 2013
Tuesday, October 29, 2013
Monday, October 28, 2013
Wednesday, October 23, 2013
Tuesday, October 22, 2013
Friday, October 18, 2013
Tuesday, October 15, 2013
Thursday, October 10, 2013
Wednesday, October 9, 2013
Tuesday, October 8, 2013
Thursday, October 3, 2013
Wednesday, October 2, 2013
Tuesday, October 1, 2013
Thursday, September 26, 2013
Wednesday, September 25, 2013
Tuesday, September 24, 2013
Monday, September 23, 2013
Wednesday, September 18, 2013
Tuesday, September 17, 2013
Monday, September 16, 2013
Friday, September 13, 2013
Thursday, September 12, 2013
Wednesday, September 11, 2013
Tuesday, September 10, 2013
Monday, September 9, 2013
Friday, September 6, 2013
9.9.13
It's your first Flip lesson! Click the link below, watch the video, complete the practice problems and hand them in Monday! It's as easy as pie! See you Monday!
Review Flip
Review Flip
Wednesday, July 31, 2013
What is a flipped math class?
Dear Students and Parents,
Starting in 2013-2014 school year, things will be a little different in your student’s math class than you may be used to. We will be fully implementing a teaching model known widely as the “flipped classroom”. What is a “flipped classroom”, a “flipped classroom” switches around the traditional order of teaching with the purpose of creating a more in depth and supportive environment in the classroom when the teacher is present and able to help students. It allows for students to receive a more individualized math education, thus resulting in them understanding the content at a higher and deeper level than before. In addition, it challenges students to learn how to take charge of their learning, becoming resourceful learners. Lastly, it provides time for more discussion and questioning during class time, helping students to become reflective communicators and to think more deeply about the subject.
What does homework look like now?
For homework, students will be required to watch video lectures created by me, where I will teach them the lesson and give examples in the same way they would receive it in class. However, because the students are watching the lessons on video, they can pause, rewind, or re-watch any segments of the video at any time. This allows students to learn at their own pace and become more self-directed, having to know when they need to go back over a certain concept they did not fully grasp the first time it was explained. Each lesson is specifically designed to be around 8 to 15 minutes long, and will include 3-10 practice questions that students must complete and turn in the following day.
There will still be a few nights where homework will look like regular “homework”... students will be doing review worksheets and practice problems. This generally occurs the few nights before a test. However, now students have access to the lesson online and can re-watch it if they don’t remember how to do the problems assigned in the homework.
Starting in 2013-2014 school year, things will be a little different in your student’s math class than you may be used to. We will be fully implementing a teaching model known widely as the “flipped classroom”. What is a “flipped classroom”, a “flipped classroom” switches around the traditional order of teaching with the purpose of creating a more in depth and supportive environment in the classroom when the teacher is present and able to help students. It allows for students to receive a more individualized math education, thus resulting in them understanding the content at a higher and deeper level than before. In addition, it challenges students to learn how to take charge of their learning, becoming resourceful learners. Lastly, it provides time for more discussion and questioning during class time, helping students to become reflective communicators and to think more deeply about the subject.
What does homework look like now?
For homework, students will be required to watch video lectures created by me, where I will teach them the lesson and give examples in the same way they would receive it in class. However, because the students are watching the lessons on video, they can pause, rewind, or re-watch any segments of the video at any time. This allows students to learn at their own pace and become more self-directed, having to know when they need to go back over a certain concept they did not fully grasp the first time it was explained. Each lesson is specifically designed to be around 8 to 15 minutes long, and will include 3-10 practice questions that students must complete and turn in the following day.
There will still be a few nights where homework will look like regular “homework”... students will be doing review worksheets and practice problems. This generally occurs the few nights before a test. However, now students have access to the lesson online and can re-watch it if they don’t remember how to do the problems assigned in the homework.
What does classwork look like now?
When students come into class, we begin by reviewing the problems they were asked to complete within the video.This time allows the class to refresh their memory on what was watched last night as well as to clarify anything that was not clear during the video lesson. We also go over the questions that students have asked. Similarly, we may go over a few questions as a class, but most often students work in their small groups to ask and answer each others’ questions, whether they know the answer or not. If no student in the group can answer the question, or the group needs more clarification, I am there to be able to answer the question and explain anything that needs further clarification.
After we review and discuss the assigned problems from the video, students work in small groups on a set of practice problems or activities to help them practice and develop full understanding of the concept. Students are encouraged to work with each other and help each other out and are constantly reminded that one of the ways they can really find out if they understand a concept is by explaining it to someone else. I am constantly walking around from group to group, helping explain things and clarifying confusing parts.
When students come into class, we begin by reviewing the problems they were asked to complete within the video.This time allows the class to refresh their memory on what was watched last night as well as to clarify anything that was not clear during the video lesson. We also go over the questions that students have asked. Similarly, we may go over a few questions as a class, but most often students work in their small groups to ask and answer each others’ questions, whether they know the answer or not. If no student in the group can answer the question, or the group needs more clarification, I am there to be able to answer the question and explain anything that needs further clarification.
After we review and discuss the assigned problems from the video, students work in small groups on a set of practice problems or activities to help them practice and develop full understanding of the concept. Students are encouraged to work with each other and help each other out and are constantly reminded that one of the ways they can really find out if they understand a concept is by explaining it to someone else. I am constantly walking around from group to group, helping explain things and clarifying confusing parts.
In the “flipped classroom” model, we still take timed multiplication and division tests each day. In addition, there is still the opportunity for whole-class teaching and review if the large group needs to go back over a concept. However, most of the teaching is now focused on smaller groups of students who need help on certain concepts, leading to fully differentiated instruction and support.
What does a “flipped classroom” require of you as a parent?
The “flipped classroom” enables you as a parent to be more involved in your student’s math education. There are several very easy ways you can help your student:
(1) Provide your student with a quiet place to watch the lecture video (preferably with headphones to limit distractions) each night. If internet access is not available at your house, provide your student with the time to stay after school to watch the video in the school library or my classroom. (Our Website does work on all handheld devices!)
(2) Ask your student questions about what they watched and have them show you their completed problems.
(3) Encourage them to take their time while watching the videos, which means they pause, rewind, or re-watch portions of the video when the teaching is going too fast or when students need a minute to make sense of what was taught.
(4) Watch the videos with them so you can learn along with them and help them when it comes to doing regular practice at home the night before the test!
What does a “flipped classroom” require of your student?
In reality, a “flipped classroom” does not change the fact that students are expected to go home and do “math homework” for 30-45 minutes a night. The only thing that is different is the type of “math homework” that they are doing. Instead of doing mindless practice problems where they can do the problems without really thinking about them, get stuck on the problems or do them incorrectly, or simply not do the problems at all because they think the problems are too difficult, students simply have to watch a video, and complete a few problems. Students are expected to come prepared to class each day with the background knowledge of each concept, ready to learn it better, deeper, and faster. Students are not expected to have full mastery of the content before they arrive in class, although many students will be at that level.
The “flipped classroom” requires your student to take responsibility for their learning in several ways:
(1) Students must plan time to watch the video when they are still fully awake and able to make connections between content. (Before 10pm is highly suggested).
(2) Students must take initiative to re-watch videos they need to see again.
(3) Students must make sure that if they are absent, they still watch the required videos and come to class prepared.
(4) Students must make sure that they take initiative to communicate with me either online or in person if there are issues with watching the videos. This includes coming and seeing me before school, during seminar, or during lunch to watch the videos before class begins as often as possible.
What if your student watches the videos every night but still does not understand the content?
Individualized or small group tutoring and support is still available for students before, during, and after the school day. During that time, I can sit down with them and go over more examples and try to explain it in a different way.
What does a “flipped classroom” require of you as a parent?
The “flipped classroom” enables you as a parent to be more involved in your student’s math education. There are several very easy ways you can help your student:
(1) Provide your student with a quiet place to watch the lecture video (preferably with headphones to limit distractions) each night. If internet access is not available at your house, provide your student with the time to stay after school to watch the video in the school library or my classroom. (Our Website does work on all handheld devices!)
(2) Ask your student questions about what they watched and have them show you their completed problems.
(3) Encourage them to take their time while watching the videos, which means they pause, rewind, or re-watch portions of the video when the teaching is going too fast or when students need a minute to make sense of what was taught.
(4) Watch the videos with them so you can learn along with them and help them when it comes to doing regular practice at home the night before the test!
What does a “flipped classroom” require of your student?
In reality, a “flipped classroom” does not change the fact that students are expected to go home and do “math homework” for 30-45 minutes a night. The only thing that is different is the type of “math homework” that they are doing. Instead of doing mindless practice problems where they can do the problems without really thinking about them, get stuck on the problems or do them incorrectly, or simply not do the problems at all because they think the problems are too difficult, students simply have to watch a video, and complete a few problems. Students are expected to come prepared to class each day with the background knowledge of each concept, ready to learn it better, deeper, and faster. Students are not expected to have full mastery of the content before they arrive in class, although many students will be at that level.
The “flipped classroom” requires your student to take responsibility for their learning in several ways:
(1) Students must plan time to watch the video when they are still fully awake and able to make connections between content. (Before 10pm is highly suggested).
(2) Students must take initiative to re-watch videos they need to see again.
(3) Students must make sure that if they are absent, they still watch the required videos and come to class prepared.
(4) Students must make sure that they take initiative to communicate with me either online or in person if there are issues with watching the videos. This includes coming and seeing me before school, during seminar, or during lunch to watch the videos before class begins as often as possible.
What if your student watches the videos every night but still does not understand the content?
Individualized or small group tutoring and support is still available for students before, during, and after the school day. During that time, I can sit down with them and go over more examples and try to explain it in a different way.
Subscribe to:
Posts (Atom)