His Students Were Struggling, So He Changed 1 Big Thing. Then Everything Changed

I absolutely love reading about new and different classroom strategies. Here I read an article about flipping classrooms: His Students Were Struggling, So He Changed 1 Big Thing. Then Everything Changed.

The principal had the idea from his time as a coach to offer the classroom lectures to students outside of class, as homework, so that the written work and discussion and projects could occur during class time with the help of the teacher.

How many times do students have trouble completing written homework, and then not receive help in class because the teacher has moved on to the next lesson?

How often do students have trouble taking notes AND absorbing the information during a class lecture? I know that I am a writer and I usually need to write things down to understand them. Writing takes time and the comprehension comes second. I am usually feverishly writing notes before they are erased or the teacher moves on, but can’t listen to the words for comprehension at the same time.

This principal tried “flipping” one classroom to see if it would be successful. The teacher recorded short video clips of the lesson approximately 10 mins and the students would watch them as homework instead of written work. This also allow the student to re-watch, pause, take notes and really get a sense of the material.

When students went to class they already had a basic understanding of the lesson and could work on written work in class with the help of the teacher. Class discussion and projects are more productive because the material has already been covered and you can just engage with each other – which is the whole point of school.

I know when I had reading homework, I rarely ever completed it. Class discussion never really required that I had read the material, I always managed to make it work. If I had been asked to watch a video instead of reading, I probably would have covered more material. Also, its easier to watch a short video when you are tired and virtually impossible to read when you are tired, which is probably a good amount of my high school and college career.

They started with one teacher teaching a flipped class to struggling kids and the same teacher teaching the same material in a traditional way to average students. The idea was to see if the students having problems would be helped at all by the switch.


The at-risk kids actually outperformed the other class!

It’s not really about the technology, its more about more engagement in class with the teacher and students. Granted there could be some barriers in terms of student access to technology to access the videos and teachers have to commit the recording all the videos. But a successful strategy is always a good one! The rest can be worked out.

A school that isn’t teaching you what you need to know, or a college where you can’t do the work?

Prior posts:

This sounds like pontificating on your part…

You know what is on its last legs? Status quo education

Here is the next in my series of refuting this post of Anthony Cody’s:

He writes:

New and Improved Standards and Tests: Since 2010 we have heard that the answer to the terrible impact of No Child Left Behind was to create better tests, aligned with the new Common Core standards. Modern technology would allow the tests to be taken on computers, which would cleverly adjust themselves to students’ ability levels. These would be tests worth teaching to. Now the tests have arrived, and there are three huge problems. First, the tests themselves are confusing and unworkable, leading a growing number of states to reject them. Second, the tests require a huge investment in technology, since they must be taken online on computers. Third, when students take these tests, proficiency rates are plummeting, leading many to question their legitimacy. How can a test that labels upwards of 80% of students of color below proficient be considered a tool for advancing their civil rights? And when these tests are used to determine who receives a high school diploma, the results could be devastating. When a fourth grader can deliver a devastating statement like this, the Common Core tests cannot long survive.

If the tests and the class room material is mismatched then work on fixing it. Whats the alternative, no tests? I agree there is some sort of bizarre conspiracy among test makers and publishers but we need some kind of test. Why? Same reason we need some kind of standards. Because we are graduating students all over the country with varying levels of actual education. Case in point:

One of my coworkers in Massachusetts (yes I know the “education state”) said that where she grew up in MA, she was in the top of her class. But when she graduated and went to college, she couldn’t do the work and had to take remedial classes. Why would any student who was in the top of her class in high school expect to be in remedial classes in college? That would have to mean that the educational standards in her school district were awfully low. Is that what she deserves?

Maybe that’s why students don’t finish college, because perhaps they went to a school where they thought they were doing their best, where they thought they were getting the “American Dream” education and they did not. Worst of all, you won’t even notice that you are not getting a top quality education until it’s way past too late.

Huge investment in technology. I get that it is expensive and alot of smaller rural districts have trouble funding it. Even normal sized districts with the money still have to decide between big lease contracts or purchasing and software is expensive….but it has to be done and we just have to figure out how to do it. Students need access to computers and the internet to stay on par with the generational changes and to continue to engage students in ways that they expect to. School without computers is boring and kids know it.

Proficiency rates are plummeting because the tests are new and there may need to be some adjustments. But maybe, the kids WEREN’T learning as much as they should have the the tests are point that out. Blame the school district, the curriculum department for that problem. Classic defensive move to deflect from taking responsibility for poor educational standards – is to say that the tests are bad, our kids aren’t underperforming by that much! Maybe, they are. Best to get them on track NOW, ASAP. We’ve already wasted too much of their education.

He writes:

How can a test that labels upwards of 80% of students of color below proficient be considered a tool for advancing their civil rights?

Well, Anthony, I’m not going to speak for the folks whom you’ve taken this reference, but in my opinion, it demonstrates in concrete evidence that we are teaching those students curriculum that is NOT rigorous enough to expect them to compete with every other child. It proves we need to be doing more to properly educate those children. They have not been afforded their civil right to an excellent education.

And when these tests are used to determine who receives a high school diploma, the results could be devastating

This is true, but the heart of the argument doesn’t have anything to do with the tests themselves. It has to do with whether or not tests should be used to determine a diploma. However, if these students may not fare well in college because of their subpar education in their district, maybe one more year will help them achieve that. Or maybe not, maybe their best bet is to….I don’t even know – go back to a school that isn’t teaching you what you need to know, or a college where you can’t do the work? What would you choose?

That’s great that the child was brave enough to speak to the Board of Ed. More students should do it. But her case simply states that the curriculum and tests need to be better aligned, they don’t say anything about the basic use of tests in general.

It’s interesting Anthony, that you offer no solutions, simply hand picked situations that you think are going to sway some of your readers, who hopefully can do their own research after reading your work. However, you seem to strive to keep the “status quo” of course the educational establishment is doing just fine as it is.