Tag Archives: flipped class

Using Google Forms for Fomative Assessment Within My Flipped DP Chemistry Classroom

This year I’ve worked really hard at increasing my formative assessment so I can modify my teaching and utilize the class time more effectively. This has (until recently) mostly taken the form of exit polls that students complete. These exit polls (a.k.a. closure activies) have been invaluable. See a discussion here about my use of this data and how I have modified my teaching based on this data.

But I wanted to go further than exit polls, and create something along the lines of an entrance poll. Given that I utilize a flipped model, I decided to embed the formative assessment within my videos. I now include what I’ve called Checkpoint Questions. These currently take three forms: multiple choice, free response and calculation. I create notes handouts for students that act as graphic organizers. These notes handouts include the Checkpoint Questions, so students complete them as they go through my videos. Then when they are finished, they take a survey (through Google Forms, linked here) where they provide their answers, optional feedback on my video, and any questions they still have about the content.

In the morning before I set up for the day, I check the results. If quite a few students either don’t answer, or miss the answers to my questions I then start the lesson with the Checkpoint Questions in order to review. Then I create a slide in my daily PowerPoint where I simply copy-and-paste their questions from the video. I address them as needed. This has certainly proven beneficial to the daily routine of my classes.

It’s a bit early in the process for anything definitive in the way of results, but I’m collecting feedback on the method and will keep you updated as things develop.

Until next time.

Lowell

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Filed under Flipped Classroom, Pedagogy

Thoughts on blogging

I’ve been contemplating a ‘professional’ blog for quite some time. A few years ago, I was inspired by some folks I met at ETC in Kuala Lumpur, and have been trying to successfully integrate technology into my teaching ever since. OK, that’s not true. I was actually inspired long before that by Tim Renz, biology teacher at Foster High School in Tukwila, Washington. (http://renz.fosterscience.com) He and I worked together for a number of years, and we started making class websites together. Initially, they were just a repository for class documents and PowerPoints. Then we started using the Catalyst Tools from the University of Washington, and that transformed how we used our websites and the internet. Then I moved overseas to Thailand and started to use Moodle as a CMS. I had to host and administer my own site. (Pain in the butt!) It worked, until my site got hacked. So I completely rebuilt the site, making it better – and losing some stuff along the way.

Now I’m teaching IB Chemistry at the American International School of Bucharest. We have Moodle here as well, but I don’t feel I’m using it to the fullest. I’ve contemplated a flipped classroom for a while. A few weeks ago, I found some great resources from other teachers that are teaching with the flipped class model.

I’m intrigued by this model, because I feel one of my weaknesses as a teacher is that I don’t get out into the room and interact enough with my students, letting them come to me with questions. If/when I flip my class, my goal will be to do more circulating, and thus more teaching

Anyway, it’s Friday and my grades are due Monday. So you won’t be hearing from me for a while. But I’ll try to post along the way.

Cheers.
Lowell

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