Improving Student Engagement in Algebra 2 with Flipped Classroom Approach
Utilizing teaching videos created by the teacher, students in non-honors and inclusion classes engage with content through a flipped classroom model in Algebra 2. The action plan includes video-based instruction, data-driven formative assessments, and comparison of unit test scores to evaluate the impact on student achievement. Resources like iPads, Chromebooks, and online assessment tools enhance the learning experience. Survey results indicate positive student engagement and increased use of problem-solving tools during the flipped unit.
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PROJECT OVERVIEW RESEARCH QUESTION STUDENT POPULATION NO HONORS CLASSES 4 CLASSES (~100 STUDENTS) TWO INCLUSION CLASSES MOSTLY JUNIORS/SENIORS INCLUDING ALL SENIOR VOCATIONAL STUDENTS ACTION PLAN: 1. FLIP ONE UNIT OF STUDY USING TEACHING VIDEOS CREATED BY ME. 2. STUDENTS VIEW VIDEO CONTENT IN CLASS AS A WHOLE GROUP AND IN SMALL GROUPS. *STUDENTS HAVE ACCESS TO WATCH VIDEOS OUTSIDE CLASS FOR REVIEW OR IF THEY WERE ABSENT. 3. USE DATA-DRIVEN FORMATIVE ASSESSMENT TOOLS THROUGHOUT UNIT 4. COMPARE UNIT TEST SCORES 5. STUDENT ENGAGEMENT SURVEY HOW MIGHT USING VIDEO TECHNOLOGIES AND A FLIPPED CLASSROOM APPROACH IMPROVE STUDENT ENGAGEMENT AND INCREASE STUDENT ACHIEVEMENT IN ALGEBRA 2?
RESOURCES OBTAINED IPADMINI 4 USED BY ME TO CREATE/EDIT VIDEOS USING EXPLAIN EVERYTHING GRIFFENSTYLUS USED BY ME TO ANNOTATE DURING VIDEO CREATION 3 LENOVO CHROMEBOOKS (+ GOOGLE EDU MANAGEMENT CONSOLE LICENSES) USED BY STUDENTS TO CREATE A ONE-TO-ONE CLASSROOM
DATA-DRIVEN FORMATIVE ASSESSMENT Assessment Tool How I used Assessment Tool Google Forms Follow-up to video; quick assessment of conceptual understanding; vocabulary heavy Plickers Untimed drill and practice and review of skills; Practice with high level Quality Core Questions. Kahoot Timed drill and practice and review of skills; competitive game at point of mastery OR sometimes blind kahoot for helping students infer something new. Pearson Successnet Skill-Review Tutorials (unlimited attempts); Used to differentiate and customize Unit Test Review for each student based on individual standard mastery results.
ACHIEVEMENT DATA UNIT TEST RESULTS 2014 2014- -15 (traditional) (traditional) 15 2015 2015- -16 16 2016 2016- -17 (flip (flip- -flop) flop) 17 (traditional flip) (traditional flip) 70.8 77.2 78.3
STUDENT ENGAGEMENT SURVEY RESULTS 1 = strongly disagree 2 = disagree 3 = neither agree nor disagree 4 = agree 5 = strongly agree Average Average Rating 2.3 3.2 2.8 Rating 1. I regularly watched the assigned video before class. 2. The video kept my attention all the way through. 3. I asked the teacher and/or other classmates about the content of the video. 3.6 4. I participated in group activities in class related to the video lecture. 3.5 3.1 5. I took notes about the lesson while I was watching the video. 6. I participated in classroom discussion about the content of the video. 4 7. I worked the assigned textbook problems in class.
Average Average Rating Rating 3.2 8. I spent more time solving problems during the flipped unit than usual. 3.6 9. I used more kinds of tools (e.g. pencil & paper, calculator, computer) to solve mathematics problems during the flipped unit than usual. 3.6 10. I paid more attention to the way I solve mathematics problems during the flipped unit than usual. 3.6 11. I solved problems in more ways during the flipped unit than usual. 3.6 12. I was more engaged during the flipped unit than usual. 3.4 13. I was more challenged (mathematically) during the flipped unit than usual. 3.6 14. I prefer the flipped method of teaching more than the traditional method. 3.7 15. I understood mathematics better during the flipped unit than usual 3.5 16. I received more one-on-one help during the flipped unit than usual. 3.6 17. I used the formative assessments given in class to track my progress.
STUDENT COMMENTS WHAT DO YOU SEE AS BENEFITS OF A FLIPPED LESSON (A LESSON THAT USES VIDEO TECHNOLOGY)? 1. RE-WATCH LESSON AT ANY TIME, ANYWHERE 2. MORE INTERESTING WAY TO LEARN 3. MORE RELAXED WAY OF LEARNING 4. EASIER TO TAKE NOTES 5. TEACHER CAN WALK AROUND TO HELP 6. MORE ONE-ON-ONE HELP 7. MORE INSTRUCTION 8. LETS US TRACK OUR PROGRESS 9. OPPORTUNITY TO TRY SOMETHING DIFFERENT 10.MORE FUN 11.MORE CONCENTRATED LEARNING 12.MUCH MORE ENGAGING
STUDENT COMMENTS WHAT DO YOU SEE AS THE BENEFITS OF A TRADITIONAL, NON-FLIPPED LESSON? 1. YOU CAN ASK MORE SPECIFIC QUESTIONS 2. EASIER TO ASK QUESTIONS 3. MORE ALONE TIME TO DO WORK 4. KIDS ARE MORE USED TO IT 5. YOU CAN DO IT WHEN POWER GOES OUT 6. STUDENTS WOULD TAKE MORE NOTES 7. STUDENTS MAY NOT WATCH VIDEOS BEFORE COMING TO CLASS AND WOULD BE LOST.
STUDENT COMMENTS WHAT ADVICE WOULD YOU GIVE TO TEACHERS WHO ARE THINKING OF TRYING FLIPPING? 1. BE DETAILED AND ORGANIZED. 2. GO FOR IT! YOUR STUDENTS WILL THANK YOU. 3. TRY IT AND SEE IF IT WORKS FOR YOUR STUDENTS. 4. DON T MAKE THE VIDEOS TOO LONG. 5. FIND VIDEOS THAT EXPLAIN IT BETTER. 6. THIS TEACHING APPROACH MAKES IT EASIER TO CONNECT WITH STUDENTS. 7. KIDS WILL PAY MORE ATTENTION AND UNDERSTAND MORE WITH THIS APPROACH 8. LET YOUR STUDENTS BE VOCAL. 9. THIS METHOD TRULY HELPS STUDENTS ONE-ON-ONE 10.GET YOUR STUDENTS OPINIONS ABOUT THIS BECAUSE IT S ABOUT HELPING THEM. 11.DON T EXPECT STUDENTS TO WATCH VIDEOS IN THEIR FREE TIME.
STUDENT COMMENTS ADDITIONAL COMMENTS: 1. FLIPPING IS LIKE HAVING MORE TEACHERS IN THE ROOM 2. PLEASE KEEP THIS IN THE CLASSROOM 3. I LIKE FLIPPING BETTER THAN TRADITIONAL CLASSROOMS! 4. TAKING NOTES WHILE DOING THE FLIPPED LESSON HELPS STUDENTS LEARN MORE CLEARLY. 5. THIS IS THE FUTURE! 6. JUST KNOW WHAT YOU ARE TRYING TO ACHIEVE. AS LONG AS I LEARN, IT DOESN T MATTER HOW I LEARN IT.
OVERALL ANALYSIS ACHIEVEMENT DATA STUDENT ENGAGEMENT DATA +7.5% FROM TRADITIONAL INSTRUCTION YEAR *ON SCALE FROM 1 - 5, OVERALL AVERAGE ENGAGEMENT WAS AT A 3.4 (5 BEING THE MOST ENGAGED) +1.1% FROM TRADITIONAL FLIP YEAR *ANONYMOUS SELF-REPORTING *NO HONOR STUDENTS
