I have been a bit slow to re-engage on the Cohort21 Blog.<\/p>\n
This does not mean I have not mentally been engaged. Between life, school, and extra curricular activities,\u00a0I had many a thought about Cohort21 and what I should be doing with Cohort 21st century learning.<\/p>\n
Moving forward with Cohort 21 myplan of action for this term is going to be done on two parts.<\/p>\n
1)\u00a0\u00a0\u00a0 Continue analyzing and observing the facts research with Class Dojo. Contining to refine how I use and create Class Dojo points.<\/p>\n
2)\u00a0\u00a0\u00a0 Execute, observe and analyze \u201cflipping\u201d 4 fraction and decimal\u00a0lessons.<\/p>\n
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<\/p>\n
Class Dojo<\/p>\n
With class Dojo I have begun the process of surveying students in classes who have used the Class Dojo system we have designed for our students.<\/p>\n
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The following are the results:<\/p>\n
<\/p>\n
A)\u00a0\u00a0 Good<\/p>\n
B)\u00a0\u00a0 Bad<\/p>\n
C)\u00a0\u00a0 Smart<\/p>\n
D)\u00a0\u00a0 Dumb<\/p>\n
E)\u00a0\u00a0 Nothing different<\/p>\n
59% said A-good, 13% said C-smart and 22% said E\u2014nothing different.<\/p>\n
<\/p>\n
A)\u00a0\u00a0 Yes<\/p>\n
B)\u00a0\u00a0 No<\/p>\n
55% said no and 45% said yes<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 proves to other students that you are doing well<\/p>\n
b)\u00a0\u00a0\u00a0 you think it will help you get more break<\/p>\n
c)\u00a0\u00a0\u00a0 proves to yourself that you are doing a good job<\/p>\n
d)\u00a0\u00a0\u00a0 helps you understand what behaviors you are really good at and what behaviors you need work on<\/p>\n
50% chose D-helps you understand what behaviors you are really good at and what behaviors you need work on<\/p>\n
45% said C\u2014proves to yourself that you are doing a good job<\/p>\n
5% said A\u2014proves to other students that you are doing well<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 Responsibility point<\/p>\n
b)\u00a0\u00a0\u00a0 Collaboration point<\/p>\n
c)\u00a0\u00a0\u00a0 Creative Imagination Point<\/p>\n
d)\u00a0\u00a0\u00a0 Independence Point<\/p>\n
e)\u00a0\u00a0\u00a0 Initiation Point<\/p>\n
f)\u00a0\u00a0\u00a0\u00a0 Organization Point<\/p>\n
50% said B-Collaboration Point, 31% said C-Creative Imagination Point, 9% said F-Organization Point, and 6% said E-Independence Point<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 When the actual good behavior happens<\/p>\n
b)\u00a0\u00a0\u00a0 At the end of the lesson<\/p>\n
c)\u00a0\u00a0\u00a0 At lunch time break<\/p>\n
d)\u00a0\u00a0\u00a0 At the end of the day<\/p>\n
e)\u00a0\u00a0\u00a0 At the start of the next day<\/p>\n
81% said A-when the actual behavior happens, 13% said B, and 6% said D-at the end of the day<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 Yes<\/p>\n
b)\u00a0\u00a0\u00a0 No<\/p>\n
64% said no and 36% said yes<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 the teacher giving the Class Dojo point<\/p>\n
b)\u00a0\u00a0\u00a0 giving yourself the Class Dojo point<\/p>\n
c)\u00a0\u00a0\u00a0 It doesn\u2019t matter who gives me a point<\/p>\n
68% said C\u2014it doesn\u2019t matter, 27% said A-the teacher giving the Class Dojo point and 5% said B\u2014giving yourself the Class Dojo point<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 Yes<\/p>\n
b)\u00a0\u00a0\u00a0 No<\/p>\n
63% said yes, 37 % said no<\/p>\n
<\/p>\n
a)\u00a0\u00a0\u00a0 Yes<\/p>\n
b)\u00a0\u00a0\u00a0 No<\/p>\n
<\/p>\n
55% said yes, 45% said no<\/p>\n
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Currently I am working at thinking about these results and what they mean. I will save these thoughts for another blog post.<\/p>\n
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<\/p>\n
Flipping my Classroom<\/p>\n
Since I decided to experiment with \u201cflipping a classroom\u201d I have done some research on \u00a0the history of flipped classrooms, watched videos of classrooms that have been flipped, spoken to fellow Bayview Glen teachers who have used the Kahn Academy, and interviewed students who participated in the Khan Academy.<\/p>\n
While doing this, two questions kept running through my head.<\/p>\n
<\/p>\n
How can I do this right?<\/p>\n
What should I flip?<\/p>\n
<\/p>\n
So I figured that the more I learned about \u201cflipping a classroom,\u201d the better chance I\u2019d have at doing it right.<\/p>\n
As to, \u2018what should I flip?\u2019. I have chosen fractions and decimals and will be doing 4 lessons on Fractions and Decimals:<\/p>\n
1)\u00a0\u00a0\u00a0\u00a0\u00a0 Equivalent Fractions.<\/p>\n
2)\u00a0\u00a0\u00a0\u00a0\u00a0 Improper Fractions and Mixed Numbers<\/p>\n
3)\u00a0\u00a0\u00a0\u00a0\u00a0 Comparing and Ordering Fractions<\/p>\n
4)\u00a0\u00a0\u00a0\u00a0\u00a0 Relating Fractions to Decimals<\/p>\n
The reasoning was that Fractions visual nature can be easily manipulated on screen and that students I have taught in the past need a lot of practice working on this subject.<\/p>\n
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In the up and coming weeks I will continue to post my results.<\/p>\n
<\/p>\n
Until next time here\u2019s to warm classrooms on cold days!<\/p>\n
Jesse<\/p>\n","protected":false},"excerpt":{"rendered":"
I have been a bit slow to re-engage on the Cohort21 Blog. This does not mean I have not mentally been engaged. Between life, school, and extra curricular activities,\u00a0I had many a thought about Cohort21 and what I should be … Continue reading