- It helps students think about big ideas. By being asked to talk about what *topics* are most difficult, students are required to think of the unit in terms of big ideas versus just particular problems from a textbook that they are solving.
- It helps students learn to be reflective in their studying. Having to identify what is working well and what study skills need improvement forces students to think back on what they are doing.
- It builds awareness of areas that are challenging. To identify specific problem spots, students must synthesize the main ideas in a unit. Again, this activity is much different than students simply circling problems in the textbook they need help with.
- It strengthens relationships because students know their teacher is invested in their learning and seeking their feedback.

As we are currently in our final review for the AP Exam in AP Calculus AB, I asked students to respond to the following prompts in Flipgrid:

- What is the most challenging part of class right now?
- What can I be doing to best support you?
- Are spending 45 minutes on AP Calc homework nightly, or are you having trouble spacing assignments out?
- Do you feel like you are relying too heavily on posted solutions and scoring guidelines?
- What can we do to make you feel most confident going into the AP Exam?

It was great to do this assignment in Flipgrid because it allowed each of my students to “talk” to me without having to reply in front of the class. It felt more honest this way. As well, because it was spoken rather than typed, I felt that students were more conversational and authentic. The feedback they gave will certainly inform both my individual work with students and also the structure of my class in the coming weeks. (*Note: for this type of assignment, where you might want the conversation between you and each student to be private, you can choose the “moderate responses” option. This is a grid-level setting.*)

In the future, I plan to use Flipgrid more often leading up to assessments or even just as a quick check-in post assessment. We learn so much from letting our students talk to us. Flipgrid is a fantastic and simple way to efficiently do this.

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If you open the video on YouTube, you’ll find a table of contents (linked with timestamps) in the description box (hit “show more”).

Tips and Tricks; AP Calculus AB Exam Cram Video

As well, I made a quick video reviewing the AP Calculus AB Exam Changes for 2017

Finally, for additional practice, I suggest checking out albert.io. You can get a discount to premium material by emailing: will@albert.io.

To all AP Exam takers, GOOD LUCK with your preparation!!!

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My Math Classroom, Flipped: Saving Time and Empowering Learners, featured on McGraw-Hill Education

I am a high school math teacher. When I began teaching AP Calculus, I felt tremendous pressure to get through material way too quickly. My students were anxious and I was losing sight of the calm, excited, inspiring classroom atmosphere I so desired. This problem that I had, though, led me on a pretty wonderful journey to discovering new and innovative techniques to take my classroom to a whole new level.

Back in 2009, I asked myself a question. How could I shift class time back to the students? How could I give them time to engage in discussion without feeling flooded with new information to digest at an all-too-quick pace? I knew my roadblock: the 20–30 minute lecture that I was doing on a daily basis.

It was the summer of 2010, at the Building Learning Communities Conference, that I learned about Camtasia Studio — software that would allow me to create a screencast, edit my video, and produce and share my final product. As soon as I saw a demo of Camtasia, I knew that my classroom would change completely. And it has!

I started by simply having students watch a video at home, for homework, and then come to class the next day ready to work problems and engage in discussion. The format worked immediately. It was a customized, personalized model that I knew would help my highly motivated students thrive.

But this was only the first step of my journey.

Continue reading the full post here: My Math Classroom, Flipped: Saving Time and Empowering Learners

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In honor of National Poetry month, I saw @Savvy_Educator share this challenge:

April is National Poetry Month! Students can be “Global Collaborators” by adding to & engaging in discussions on http://flipgrid.com/poeminpocket

I hope that this might inspire some ideas! If you’re interested in seeing how I am using Flipgrid in my AP Calculus class, check out this post:

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**Here is an example student project featured on Sutori’s site:**

**Here is a walkthrough of Sutori I created: ****A Highlight of Some Key Features**

**Reasons I’m recommending Sutori:**

- It’s interactive
- easily add images and embed video
- add interactive quizzes
- create threaded discussions and forum questions

- It’s collaborative
- have students work together, in real time, like a Google Doc

**Ideas for using Sutori:**

- Newton’s Law of Motion
- The Solar System
- Book – Eleanor & Park
- History of Cuban-US Relations
- Paris Ville Lumière
- Chocolate Fudge Bundt Cake
- Senior Capstone Project
- Weekly goal setting
- Service trip reflection
- Classroom Ideas – by subject

How are you having students document their process as they work through projects, labs, and papers? And how are we using that to emphasize the importance of process (versus just assigning a grade for the final product)?

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Stacey Roshan: Bringing Smart Tech to the Classroom | Wacom

Related posts:

- Using Wacom’s Bamboo Slate, Zoom, & SlackHQ to Teach Online
- From Notepad to Computer Screen: Projecting Handwritten Work in Real-Time w/out a Tablet PC Using Wacom’s Bamboo Slate
- My Top EdTech Tools for Teaching Online AP Calculus
- Using PearDeck + Wacom Tablets for Hand-Drawn WarmUp in Math Class

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**1. I asked students to find and solve an example problem for each term**

Simply memorizing a stack of notecards is going to do very little good for a student studying math, particularly a high level math class like AP Calculus. Throughout the year, before each and every assessment, I give students a list of terms (I call this our “topics list”) and have them make themselves a practice assessment based on those terms. I think that making this assessment is a powerful activity in getting them to connect all of the problems and sections we had worked on within a unit. By going through all their problem sets and trying to find the relationship between it and the items on the “topics list”, students are required to think about why they solved each problem the way they did and how this question relates to the larger unit of study.

I wanted to require students to connect and apply their knowledge in the same way we had been practicing all year long. So I gave each student about 10 terms from the “when you see… this is what you do…” worksheet they were responsible for. For each term, I asked them to find an example problem related to that definition. So first, the student needed to make sense of the term they were assigned. Then, they needed to dig back through questions to find a relevant problem to solve. Finally, once found, they needed to rework the solution.

More specifically, students were asked to write their sample problem on a sheet of paper and then neatly write out a solution, with detailed steps. After completing their 10 problems, they took a picture of each solution (using their phone) and uploaded the picture to a shared folder I had created in Google Drive. I asked them to title their image with their question number only so that it remained easy for me to sort through.

**2. I put this entire review in Quizlet**

Quizlet is an awesome way for students to study. Quizlet is available on students’ phones and computers, so it couldn’t be easier to access. Quizlet also has so many options for how to study – whether it be through simple flash cards, a game, a test, etc. As a teacher, I can monitor student progress and even see which terms the class is struggling to grasp. In the classroom, I can use Quizlet Live to engage the whole class in a game, where they are required to team up and help one another. And last week, Quizlet announced a new feature, Quizlet Learn, which allows students to set their test date and then generates an adaptive study session plan for them.

**My process for creating our Quizlet study set:**

- I typed all of the terms in Quizlet. On the front, I typed the term (“when you see the words…”) and on the back I typed the definition (“this is what you think of doing”). This all came straight from the worksheet, with some rewording on my part based on phrases I use with my class.
- I went through the Google Drive folder and checked all student solutions for accuracy. Since I was going to have the whole class study from this set, I needed to make sure we had quality answers. As appropriate, I had students revise their submissions.
- For each term, I uploaded the image that the student had submitted with their sample problem and solution into Quizlet.
- Note: you must have a Quizlet Teacher (paid) account to upload images

I will admit that, on the teacher end, this was quite a bit of work! But I think it was well worth the pain when I look at the final results and how much good studying will be done in the next month using this resource. Initially typing out (with some copy/paste!) all of the notecards in Quizlet was a lot, but I did that over the summer in small chunks, so it didn’t seem bad. And then sorting through all of the responses to make sure that everything was readable in a way that the class could easily study from the student’s solution took some careful attention. For students, it was challenging to come up with good example problems for each term on their own. I only gave light guidance in this part of the activity because I think having students figure out exactly what the term was getting at and going back through old units to dig through what they had solved was one of the most valuable parts of this activity. Had I given them more guidance on this part, it would have made my life a bit easier! But again, the purpose of the activity was for students to begin connecting and applying their knowledge, so it was important to me to leave this task up to students to figure out.

If you are interested in taking a look at the Quizlet set that my class made, you can find that here — **AP Calculus Review Notecards, with Example Questions**. Feel free to make a copy of this set and use with your own classes. If you have any feedback or suggestions, I’d love to hear them!

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In [Stacey’s] blended classroom, there is less transfer of knowledge from the teacher, more conversations of problem solving among the students, and more listening and learning by the teacher about how students learn. All of this represents a major shift of control to the students, resulting in deep learning on their part. Various tools and a robust online community makes all of this possible and manageable.

Before she had this technology [Pear Deck & Wacom tablets] available, when she would have students raise their hand or come up to the board to solve a problem, the responses were “tied to a specific student,” she says, “and I didn’t feel as comfortable calling a student out who was doing something incorrect.” But now that it’s anonymous, “it allows us to have these conversations about the incorrect answers and why those mistakes were made, why those students were thinking along those lines—and digging into why it’s incorrect. I would say that’s one of my favorite parts about using Pear Deck and using technology.”

This article is also featured on the November Learning site here.

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Have you ever been super excited about “gamifying” a review session (ie: Jeopardy review) only to realize that the competitive feel in the room becomes overwhelming? Each year, around this time, I play a game of AP Calculus Jeopardy with my class. We have just finished learning “new material” and are ready to hit review mode. The game is a way to begin synthesizing material from the beginning of the course through to the end. The timing of this activity usually falls right before spring break, so the Jeopardy game seems particularly appropriate.

The one problem that I’ve often run into — Jeopardy is a speed race. And honestly, the last thing that I want is to award points based on speed. I was never the quickest one in the class to respond to answers and I know a lot of times it made me feel like my peers were smarter… which we all know is not the case. But it took me a while to discover this. And so, in my teaching, I really look for ways to allow students to work at their own pace. It’s definitely a huge inspiration behind my flipped classroom.

Another issue that I’ve run into in playing games is that students don’t take as careful notes as they typically do during instruction or classwork. Obviously, if they are feeling pressed for time, they are going to just scribble their work anywhere to get to the proper answer. And in a Jeopardy-type game, it’s really hard for students to take “notes” since we are shuffling through categories.

So back to the activity at hand — AP Calculus Jeopardy review. Traditionally, l simply split the class into teams, displayed my jeopardy PowerPoint on the projector, and students “buzzed in” when they thought they had the correct answer jotted down on their piece paper. I even tried giving a time minimum (ie: you cannot buzz in before one minute) but then it became pretty arbitrary when choosing who to call on. And that resulted in me losing some of the enthusiasm behind the game. And maybe the worst part of all, students really didn’t have any notes to study from. And the purpose of this activity was to kickstart our review.

I use Pear Deck to push out the Jeopardy questions to each student’s computer screen. Briefly, the way PearDeck works is that the teacher creates an interactive presentation within the platform and then students’ log into that presentation from their own computers. The teacher controls the pace of the presentation and students engage with the interactive slides. The teacher receives student responses in real-time.

I also have a class set of Wacom tablets so that students can handwrite on their screens. Using PearDeck’s drawing question type, I can ask students to use their Wacom tablets + pen to handwrite. One of the features of Pear Deck I love is that the teacher can see what students are writing *as they are writing*! Meaning, as students are beginning their handwritten work, I can see exactly what they’re doing (versus other platforms which require a student hit the submit button when work is complete). In playing AP Jeopardy, I can see which students are coming up with the most detailed, thorough response as they are solving each problem.

The most important part about using Pear Deck, to me, is that each student now actively engages in the activity. Particularly because I require them to do a reflective exercise after-the-fact (I’ll talk more about this later), students must all be paying attention to each and every question. Because of the teacher dashboard, I can see – in real time – which students are struggling. If they were doing this on paper, I wouldn’t be able to assess this until after class. Of course, I circulate the room constantly and look at what students are doing, saying, and writing. But, when they are working such complex equations, there’s really a limit to how much I can see when I’m trying to get around the entire classroom.

Finally, because I can project the results of the entire class, we can talk about not only the correct answer, but also about incorrect answers. (See more on highlighting misconceptions to deepen learning here.) In the multiple choice questions we are doing, the class is often divided between two answers. Using Pear Deck and showing how the class is split in their thinking is a powerful way to discuss common misconceptions and what we can do to avoid such errors in the future.

Yep, I’m back to Pear Deck again. But this time, I’m talking about how Pear Deck Takeaways provide students a resource to study from later. We play this Jeopardy game early on in our AP studying, so it’s a huge deal for me to be able to share the game with students to look back at later. With Pear Deck’s Takeaways, once I close the activity, students all receive a copy of the slides, as well as answers they’ve entered.

Finally, I wanted students to think about our game. Again, the purpose of this activity was to help them begin to synthesize all of the material from the beginning of the year and also to call attention to areas where they needed review. So I assigned the following:

I value this part of the activity as much as playing the game itself. To me, it’s a way to force students to look back over their work in a calmer environment and to ask them to recall what we had discussed on the board when talking about that particular question. Second, I want students to correct any mistakes and think about why they made those mistakes originally. Perhaps them knowing that this reflection piece is required helps them stay engaged and focused when we were talking about the question as a class on the board, also.

I uploaded my AP Jeopardy PPT to Pear Deck. I made each slide a “free drawing” type so that students would be able to write anywhere on the slide.

I have a class set of Wacom tablets. My students plug the tablets into their laptops via USB, so that they are able to ink with the pen.

Students: students use their tablet to ink their work to the problem they see on their screen. All questions in this game are multiple choice. Students write out all work and then circle their answer.

Projector Dashboard in Pear Deck: I toggle between the overlaid view (to see if we have consensus on a multiple choice answer or if the class is divided in choosing the correct response) and the list view (so I can see each student’s detailed, handwritten work)

Again, one benefit to playing the Jeopardy game this way is that I am able to tell students: “this is not a speed game!” In playing Jeopardy in the past, in a more traditional format, students raised their hands or “buzzed in” when they had figured out their answer. I ended up awarding points based on who answered first, which is not my preference. Using Pear Deck and seeing the student responses as they come in, I am able to see how students are processing the questions. Just because some students are slower than others doesn’t mean that they do not understand the material as well. Pear Deck gives me the opportunity to actually see this.

When I’m ready to discuss the problem, I “lock” all students’ responses in PearDeck so that attention comes back to the board.

As a class, we discuss not only the correct answer, but also he incorrect ones. Particularly on questions for which the class is divided on what the correct solutions is, we talk about what misconceptions we might have and why we have them. We also talk about any test-taking strategies relevant to the problem and brush up on topics from earlier in the year.

On their Pear Deck Takeaways, I ask students to do the following:

- For each question that you got incorrect, make the appropriate correction.
- For each question that you struggled with or guessed on, make a note to help you better able to solve a similar question in the future.
- For each question you got correct, write a mental note highlighting a formula that you need to be sure to review, a key point that you need to remember, or a test-taking hint pertaining to the problem

This is my third year running AP Review Jeopardy in Pear Deck. Each year I tweak it slightly and get a bit happier with the results. My favorite part of this whole activity is just how engaged each student has to be in the game. This couldn’t happen without Pear Deck. I am super lucky to have a class set of Wacom Tablets to allow students to write out all of their calculus work on their laptop. In Pear Deck, I appreciate being able to “lock” the screen when I want students to turn their attention back to the board for a discussion of a problem. I definitely enjoy being able to see students’ answers as they are coming in to see how students are processing the material. And finally, by using Pear Deck instead of having students “buzz in” when they have an answer, I can remind everyone that this is not a speed race and that faster ≠ better.

The out-of-class portion is such a powerful part of this review. Requiring students to make corrections and write brief reflections forces them to look back at the questions we had solved together. This part of the assignment brings some closure to the activity and allows students to create a resource they will all be studying from in the future.

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If you’re doing something you’re passionate about & love, time takes on a new meaning. 2 hrs can feel like 5 minutes @SirKenRobinson #naisac

— Stacey Roshan (@buddyxo) March 3, 2017

When you live your day following your passions, you can be left physically exhausted, but still spiritually buzzing. @SirKenRobinson #naisac

— Stacey Roshan (@buddyxo) March 3, 2017

“The aims of education are to enable students to understand the world around them…” @SirKenRobinson #naisac pic.twitter.com/VHl5T9PzGX

— Stacey Roshan (@buddyxo) March 3, 2017

For schools, instead of focusing on output & yield, we need to turn our focus in on the culture of the school @SirKenRobinson #naisac

— Stacey Roshan (@buddyxo) March 3, 2017

To follow-up on that keynote, I got to present! I was nervous to incorporate a lot of technology into my session (goal: to make things a bit interactive, since that was a running theme of my talk!), but I’m happy to report that everything worked. I really enjoyed the audience and the wonderful questions.

Session Resources & Links:

- A Welcome to the Flipped Classroom – Back to School Night Video
- My Flipped Classroom Tools & Preparation
- Example EDpuzzle Lesson – AP Calculus
- How to Effectively Use EDpuzzle’s Analytics
- Using Flipgrid in Online AP Calculus to Allow Students to Verbalize Their Thinking Process
- EDpuzzle for Student Projects – Math Example
- Student Projects in @EDpuzzle: Tutorial & Examples for English, Science, Math, Foreign Language, & PE
- Contributing to a Global Forum Using Socratic – Calculus Example
- Students Helping Students Beyond the Classroom: An Unexpected Way to Build Analytical and Verbal Skills in Math Students Using Socratic
- Using Flipgrid in Online AP Calculus to Allow Students to Verbalize Their Thinking Process

“1 of my favorite ways to start my class and make it interactive” from @buddyxo on @peardeck during #nais2017 #naisac pic.twitter.com/DYCtOwCX0Q

— Anthony Showalter (@santhonys) March 3, 2017

Here’s the great post @buddyxo wrote about hand raising: #naisac https://t.co/XNOtN6xGTj

— JP Connolly (@Technobiologist) March 3, 2017

What we know is minuscule in comparison to who we are in classroom (the us we bring to our teaching) @BreneBrown #NAISAC

— Stacey Roshan (@buddyxo) March 3, 2017

#1 shame trigger in girls: body & appearance; #1 shame trigger in boys: to be perceived as weak @BreneBrown #NAISAC

— Stacey Roshan (@buddyxo) March 3, 2017

“Vulnerability is a pre-requisite for innovation” ~@BreneBrown #NAISAC

— Stacey Roshan (@buddyxo) March 3, 2017

Integrity is choosing courage > comfort; choosing what’s right > fun; & practicing our values, not just professing them. @BreneBrown #NAISAC

— Stacey Roshan (@buddyxo) March 3, 2017

If you’re interested in reading more, you can find my full notes storified below:

- #NAISAC Keynote: The Learning Revolution with @SirKenRobinson
- #NAISAC Closing Keynote: @BreneBrown – Daring Classrooms, The 4 Pillars of Change

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