1. FLIPPED LEARNING

2. HOMEWORK EXPECTATIONS ➤ Students are expected to watch video examples (found on the SFE 6 th Grade Math Page) while following along in their textbook. Students can try the “Got It?” problems along the way to practice the skill. ➤ Next, students complete the 5 question quick check as a pre- assessment. ➤ The pre-assessment helps us identify which group to place students in and helps students become aware of their understanding about the topic. ➤ Parents and students should not be teaching themselves at home. If students do not easily grasp the concept by going over the book examples, further instruction is provided in class.

3. A SNAPSHOT OF DAILY CLASS ACTIVITY. ➤ Begins with full group meeting. ➤ Discussion of main ideas of the skill ➤ A chance for students to ask questions of material they viewed at home ➤ Students work on appropriate leveled practice based on understanding shown through gosoapbox, self-assessment, and teacher-student communication. ➤ Students have the option of moving to the teacher guided group based on self-reflection of understanding ➤ Students meet with peers to discuss problem solving strategies. ➤ Closure of the lesson and exit ticket to assess understanding

4. WHY DO WE IMPLEMENT THIS INSTRUCTIONAL STRATEGY? ➤ Allows us to meet the needs of a variety of math learners ➤ Provides students with math instruction that is appropriate to their level ➤ Allows for a more engaging math class with student interaction and discussion ➤ Students receive immediate feedback on their performance on practice assignments. ➤ Students can ask questions while practicing to ensure they are on the right track or need additional instruction.

5. EXAMPLES OF EVIDENCE ➤ Increased test scores from previous years ➤ Ratios and Proportions (Chapters 1 and 2): ➤ 2014-2015: 84.6% average ➤ 2015-2016: 92.8% average ➤ Growth of 8.2% ➤ Quickly able to identify students who are missing foundational knowledge and remediate as needed. ➤ Students are enjoying the challenge of working on problem solving activities, especially when presented with concepts taught in previous grades. ➤ Growth in self-advocacy and self-reflection of understanding.

6. WHAT IMPROVEMENTS WILL BE MADE? WHAT HAVE WE LEARNED SO FAR? ➤ Be selective about which lessons we use flipped learning for. ➤ Lessons that will be difficult for a majority of students should be presented with whole group instruction, followed by opportunities for practice and differentiated instruction. ➤ Daily exit tickets to understand where students are after in class practice/additional instruction opportunities. ➤ We care about each child in our classes and are working hard to ensure that each child is successful and prepared for middle school!

7. HOW CAN PARENTS SUPPORT FLIPPED LEARNING AT HOME? ➤ Check in with your child to gauge his/her understanding of the homework. ➤ Communicate nightly struggles to your child’s teacher, so that your child can be appropriately placed the next day. ➤ Encourage your child to work in the group that best meets his/her needs. The teacher-guided group is open to any student who feels they need additional instruction.

8. FAQ ➤ How does this prepare students for middle school? ➤ Students are still doing a large amount of practice work and building a strong foundation of math skills necessary for middle school math. ➤ What other schools in Council Rock are doing flipped learning? ➤ We are the only ones at the elementary level. We are the only ones who are doing it in math throughout the district. There are many schools that are interested in implementing this strategy and will be visiting our class soon. ➤ What are the next steps? ➤ We will have a parent survey, student survey, and continue to analyze data. ➤ Any additional questions can be recorded on an index card.