The Basics of my Flipped Class...part 2

So on Edmodo, I had a lot of questions about my post yesterday.  And there were a few comments on here, but for some reason, Weebly isn't letting me reply to them on my app (it says "comments are forbidden") or on my work computer (I click on "Reply" and it does nothing).  Sigh.  So I'll address them here.

About the Caught'yas:
At the beginning of the year, I hadn't flipped.  I used her procedure exactly (walk around the room checking, going over it together, grading it based on them making the changes, collecting the notebooks weekly or bi-weekly, etc.).

When I started flipping the DOLs, my kids were pretty much ready to catch all the errors on their own.  They weren't making a ton of mistakes.  So I made it a little more complicated, and added etymology words from our school's curriculum.

I don't add it as a note (I learned that they would just copy the first person who responded!).  I add it as an assignment.  They copy the text, then press "Turn In" and paste it into the reply box.  Then they make the changes.  The main difference is that there isn't the ability to hold an indent, so the kids put an asterisk for every new paragraph or just use block formatting (two spaces between paragraph with no indent)...I've taught them both and they are free to choose.

Instead of trying to explain in words, I thought I'd use some screenshots of the process from start to finish.  So here it is!

I start by posting the assignment on Edmodo:

Then, I have them work on it for a few minutes while I take attendance.

When they've had a little time, I random call to take corrections (sometimes it's like, "Aaron, give me ALL the capitals" and sometimes it's "JB, give me one tricky correction" - I try to keep it varied!).

Here's what it looks like when we go over it together in class (this is tomorrow's DOL...sorry it's not the one in the other photos...can't seem to find that file right now):

I often give them one or two "challenge" corrections that we don't go over together.  For DOL 95, it was changing "that" to "who" and combining the last two sentences.  I gave them a general idea of what to do (change one word in this sentence and combine the last two sentences), but had them make corrections and submit the assignment.

Here's what I see when I go to grade (notice that some kids, like Josaphat, were absent, so it doesn't say "Turned In" for them):

Then, I start grading it.  If I can, I like to do it during class so they can make any needed revisions right away.  If not in class, I have them revise the next day.

Here's what grading looks like.  Sometimes I grade for total mastery, where they get half credit if they make ANY errors.  Sometimes, I choose an error that I'm checking for (whatever I focused on) and if they have corrected it, they get full credit (even if they made other small errors...).  If they haven't corrected it, they get partial credit and have to revise.

Here are three students' responses, with different score points (from low to high):

Leon got 5/10 and will have to revise because he didn't do either of the changes he needed to make.  I left him the comment so he can revise.  This is a student who rushes through everything, and really hasn't learned to take full responsibility for himself yet.

Jose got one of the changes, so he gets and 8/10.  He doesn't have to revise unless he wants 100%.  It's clear he tried, but he's an English Language Learner, and sometimes struggles with grammar.

Aaron made both changes, and even though his sentence combination isn't ideal, he gets 10/10.  I did post a comment for him praising his effort because he clearly tried.

Today, they'll go back and copy their previous submission, then resubmit the assignment to be re-graded. 

I think I got all the questions about how the DOL works.  If you have more, post 'em here and I'll try to answer them ASAP!

The next post(s) will be about flipping a novel unit, testing procedures, and mastery grading.