This self-pacing is pretty new to my kids. I've taught for 8 years where most of the time, all my students are doing the same thing with me all at the same time. That's how this year started.
But I wanted you to see what it REALLY looks like, warts and all. I'm not saying it was a good class period or that it's exemplary of the flipped model. It is what it is. And I wanted that to be out there and say that I'm NOT perfect, and probably not even GOOD a lot of the time, but I believe that self-reflection is the KEY to every successful educators. I need others speaking into my classroom and my instruction so that I can get better. So if you have advice for me, or think I could improve somehow, I'd REALLY like to know.
I filmed most of the period, so here are the videos, in order. I didn't edit anything. The only thing I did was stop periodically so that the files were small enough to upload to YouTube. Sorry about the shakiness and weird angle (I cut off heads a lot of the time). Again, it is what it is.
To really understand these videos in context, you need to know what I wanted to accomplish in this class. The objectives for this class period were different, based on where they started:
For kids absent for the mastery Night test:
1. To take the test, then go on to the next priority/activity so they can catch up
For kids who didn't achieve mastery on the test they took the previous day:
1. To have them identify the holes in their recall of Night
2. To review the chapters/skills on which they didn't show mastery
3. For students who REALLY struggled on the test, I wanted them to get a bigger picture review using Sparknotes. This will be controversial with other English teachers, I'm sure. However, here's my thinking: I know they all read the book, because we did it together. They will not be able to re-read the entire book, and that's not the best use of their time anyway. As an English major, I used Sparknotes for review before class (I rarely ever failed to do the reading, and even if I did, Sparknotes wasn't enough to save me in a discussion class). I also want them to know where to go for help when they need a quick review.
For the kids who DID show mastery:
1. Students will brainstorm SOAPS elements to start their own fictional story on the theme of resilience.
The overall objective was, as usual:
1. Students will take responsibility for their own learning by completing tasks to best move them towards mastery of the content, with my help as needed.
I started filming after going over the instructions with them for what needed to be accomplished during the period (this was a 45 minute period on a late-start/common-planning-time day).
Here is the Edmodo note I posted with instructions:
When the video starts, we've just gone over those instructions. It starts about 90 seconds into the period. You'll see me clarifying instructions, circulating amoung students, fixing technical problems, grading quizzes, and helping students prioritise how to begin their review for their mastery test.
That's it. I'm a little nervous putting it out there like that. It's raw, and it's real and it's reflective of a normal day in class. So, yeah.
If you're curious about the assignments, here are the review and Short Story Task 1.
Reviewing for the Night Mastery Test
Here is the breakdown of questions. Erase any question numbers that you got RIGHT. That will leave you with a clear idea of what you need to review:
Questions by Chapter:
Chapter 1: 1 2 3 5 6
Chapter 2: 4 7
Chapter 3: 8 9 10 11
Chapter 4: 12 13 14 15 16 17 18 19 20
Chapter 5: 21 23
Chapter 6-7: 22 24 25
Chapter 8-9: 26 27 28
For any chapter that you got less than 70% on, you should complete the following activity. Use the chapters or Sparknotes to complete it.
How can you connect events, people, or ideas in this chapter to what occurred historically? In other words, how does the historical fiction relate to an event or phase in the actual time of the Holocaust?
Questions by Skill:
Literary Devices: 7 16 19 25 28 29
Irony: 22 23
Theme: 5 10 15 24 27
If you need a review, there is a video about the literary devices you can watch on your phone (it’s at www.showme.com/cherylmorris). If you need to work on a specific skill (metaphor, personification, simile, irony, theme, symbolism, etc.) ask me and I’ll give you an assignment.
What I need to review before taking the test again on Friday:
How I am planning to do that:
And here's the short story task:
The Resilience Project
You are to write a 750-1000 word short story that explores the concept ‘resilience’. To help you plan, draft and publish a story that is engaging and shows your development as a writer, this task features FOUR separate parts.
TASK 1: The plan
In your plan you need to show that you have thought about what you will write about in your story and how you will use language and structure to create an engaging story. To help you plan your story, answer the following questions. You may want to type up your answers into a word document or as an edmodo note.
1. What is the purpose of your story?
· to entertain/inform/educate/enlighten/confront/move
2. Who is your audience?
· young adults/children/adults/educated/outsiders
3. What do you want to say about resilience?
4. Who will be your characters? (protagonist and antagonist)
5. Where will your story be set?
· country/city/culture/time period
6. What style of genre will your story be?
· realism/Science Fiction/Gothic/comedy/action/fantasy/romance
7. How will it begin? How will it end?
8. What crisis or obstacle must be overcome?
9. What research do you need to do to help create a believable story?
· Research: settings/genre/characters/ concept ‘resilience’.
10. What skills do you need to master to create an effective and engaging story?
· narrative structure/dialogue/figurative language/building tension
DUE DATE: Task 1 must be submitted to your teacher via edmodo or on paper by FRIDAY.
Well folks, that's it. Please tell me what you think! I hope it is a little more real to you now that you can see what it's really like in my classroom.