A Typical Day In My Flipped Algebra Class
The structure of my newly flipped Algebra class consists primarily of practice, practice and more practice for students in the form of different activities. Here is a typical day in my flipped Algebra 1 class.
This is showing in front of the room as students enter class:
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Once class begins, students start with a Warm Up over previously learned material. This should NOT be the topic from last night’s homework video.
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I quickly walk around the room and give points for completed notes while students work on the Warm Up. I go over the answers to the warm up problems for everyone to see on the Smart Board.
Then I give the students a list of the day’s scheduled activities. Each day I select two to five of my favorite Algebra activities:
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Large-group activities (Quiz/Quiz/Trade, Hot Seat)
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Small-group activities (Sum It Up, Relay, Round Robin)
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Partner activities (Placemat, Problem Pass, Puzzles, Matching, Scavenger Hunt, Gallery Walk)
Here is an example of a typical day’s schedule:
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Students know they are to complete the activities in the order given before moving on to the next one on the list. Since students work at different rates, smaller numbers of students are ready for the Scavenger Hunt (or Sum It Up or Gallery Walk) later in the class period. Only the individual classwork worksheet (or work from the textbook) is turned in at the end of class for classwork points.
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Here is another example of a day’s schedule. Notice I selected different activities to keep the class routine varied.
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Each of the large-group, small-group and partner activities is quickly checked by the students or teacher for accuracy. The immediate feedback is essential for learning and mastery.
In addition to group activities, students are assigned an individual classwork assignment (worksheet or from the textbook) each day that is collected at the end of the period for class work points. I stop at each student’s desk multiple times while they work on the individual classwork worksheet and check their work for accuracy. Again, the immediate feedback is essential.
With this schedule, students practice the new skills presented in last night’s homework video most of the 90 minute class period. The activities add welcome variety and student interaction, making the practice more fun. Often students do not really notice how much practice they are doing and, before they know it, they master the new skills and are ready to move on to the next topic the next class period.
