Flipped Mastery Model
I use a Flipped Mastery model of instruction. In this model, students watch videos of lessons that I have recorded and posted on the class website, answer a set of practice problems to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered the material. I provide 1:1 coaching and support throughout the process. If students pass a quiz, they move onto the next lesson. If they fail, they are required to do another practice assignment before re-trying the quiz. There is no failing in my class. Either you know something or you’re still learning how to do that thing, but there’s no in-between.
Number of Students: ~22-28 students
Number of Adults: two teachers (co-teaching model)
Length of Class Period/Learning Time: 110 minutes
Digital Content/Ed Tech Tools Used on a Regular Basis: IXL; SMART Notebook; Screencast-O-Matic; Weebly; PowerSchool; Kahoot!; Google Forms
Hardware Used on a Regular Basis: SMARTboard; Wacom Tablet; Amplify Teacher Tablet (for teacher); Mac PowerBook (for teacher)
Key Features: flipped-mastery; competency-based; student agency; co-teaching
As a blended learning practitioner, I have learned that it's critically important to develop a classroom culture infused with respect and a collaborative spirit. Cultivating and nurturing this culture is especially important in my classroom where so much of the learning is self-paced and the content is largely accessed digitally. The Meet and Greet is a strategy I use to start each day in order to model positive student-teacher interaction, to assess individual student's state of mind quickly, and to motivate my students to engage with the content right away. Our weekly Class Meeting is another strategy that promotes a positive and collaborative classroom culture. In first part of each Class Meeting, my students are nominated for "shout-outs" by their classmates for specific effort and achievement they have demonstrated in the previous week. In the second part of the Class Meeting (please see the "Class Forum" strategy video), my students identify ways in which the class can improve and they suggest potential solutions to difficulties they are experiencing. The Meet and Greet and the Class Meeting are strategies that allow me to express my respect for my students and their experience of learning. Implementing these strategies has resulted in higher degrees of student ownership, responsibility, and engagement.
Chemistry is a combination of the comprehension of scientific content and the application of mathematics to those concepts. My students have to be prepared to think deeply about difficult concepts the minute they step into my room. Starting the class with a relevant "Catalyst" helps them initiate their own thinking processes in preparation for a productive day in the same way that biological enzymes catalyze chemical reactions. During The Catalyst, I model my thinking process for how to approach a mathematical problem by having my students identify the key steps in the calculation and establish a foundation that students who struggle with math can fall back on when they're confused.
The flipped mastery model gives students loads of time to work independently, so every few weeks we like to bring the class together to play a game. Pop The Bubble, which my coteacher Mr. Elizondo came up with, is hands down the students' favorite. Each team of students gets 5 bubbles, and when they get a question right, they can pop another teams' bubble. The last team with bubbles remaining wins the game. It's a great twist on the traditional Kahoots quiz game.