ImagineIT: Final Update
In working on Perseverance in Problem solving, I have learned a few things. First, I need to plan more efficiently. I had no idea how much time the semester itself would drain from the implementation of this project. Had I known that, I likely would have better attuned my resources (time, effort, feedback, etc.). I felt like even though the flipped classroom was only a part of the Perseverance aspect, it seemed like that was where I spent most of my time and energy, rather than staying focused on helping students learn how to persevere more. I think that they did learn how to better work through problems, given my observations, but I don’t have much in the way of quantitative results to support it. Secondly, I understand better what the design of a project of this magnitude should look like, from scheduling to anticipating issues to properly rolling it out. For example, once I saw how well the flipped classroom was working in my AP classes, I wanted to try it in my regular-level classes, only I didn’t foresee that it wouldn’t work well at all. I don’t even think it was because of the level of the student; rather, I think it was too new of a concept to be introduced in the middle of the semester. Had I decided to start the semester with it, I think it would have worked out better. I have also learned
When I asked students to share what they experienced, I found a variety of answers I didn’t expect. One student said that she “liked it better when [I] would do lessons in class so that way when [students] asked questions, [I] could answer automatically and no one would leave confused.” Another said that “there was no way for the whole class to be on the same page. In the future, I'd like to see maybe a day for review or just going over questions in the book so that the class can be together and so that the class can understand together.” Both of these are wonderful suggestions that I believe go together, since if I structured the class work differently (mind you, this was my first year using this method), I could address both needs, perhaps by giving students a question to work on together for a certain amount of time, and then discussing it as a class. Other students really enjoyed the process, one saying, “The pace was almost perfect. It allowed for individual learning within the groups too” and another saying, “It helped me become independent because there wasn't a teacher always telling me to stay on task.”
Finally, a student who experienced Calculus with and without the flipped classroom said, “Personally I love the flipped classroom because it takes away the struggle of learning by ourselves. I remember last year in AB, when we had to do the homework I'd be stuck with a problem and frustrated with myself and give up. But now I have people to do the problem with in the classroom and they motivate me to stay focused and work through the problems.”
It was good to hear that most students found this project rewarding and that they became better thinkers because of it. With some tweaking, hopefully next year will be even more impactful.
When I asked students to share what they experienced, I found a variety of answers I didn’t expect. One student said that she “liked it better when [I] would do lessons in class so that way when [students] asked questions, [I] could answer automatically and no one would leave confused.” Another said that “there was no way for the whole class to be on the same page. In the future, I'd like to see maybe a day for review or just going over questions in the book so that the class can be together and so that the class can understand together.” Both of these are wonderful suggestions that I believe go together, since if I structured the class work differently (mind you, this was my first year using this method), I could address both needs, perhaps by giving students a question to work on together for a certain amount of time, and then discussing it as a class. Other students really enjoyed the process, one saying, “The pace was almost perfect. It allowed for individual learning within the groups too” and another saying, “It helped me become independent because there wasn't a teacher always telling me to stay on task.”
Finally, a student who experienced Calculus with and without the flipped classroom said, “Personally I love the flipped classroom because it takes away the struggle of learning by ourselves. I remember last year in AB, when we had to do the homework I'd be stuck with a problem and frustrated with myself and give up. But now I have people to do the problem with in the classroom and they motivate me to stay focused and work through the problems.”
It was good to hear that most students found this project rewarding and that they became better thinkers because of it. With some tweaking, hopefully next year will be even more impactful.