Flipping Education

More and more we are hearing the term “flipped classroom” in mainstream conversation.  Many parents may have heard the term and know this is something that is happening in their child’s school; however, that may be as far as the knowledge or understanding goes.  So what IS the big deal about flipped classrooms?

What is it?
A flipped classroom simply refers to a pedagogical approach in which the traditional lecture and homework elements of a course are reversed.  Instead of spending class time listening to a lecture and doing homework at home (the traditional approach), students in a flipped classroom listen to or watch a recorded lecture at home before the class session.  Class time, then, is devoted to practice (what we used to call homework), projects, or discussions. 

Why is it valuable?

In a traditional lecture, students often try to capture what is being said the instant the speaker says it.  They cannot stop to reflect upon what is being said, and they may miss significant points as they try to write down lecture notes.  The value of a flipped technique is the repurposing of class time from lecture to a workshop where students can ask questions, practice skills, discuss concepts, and interact with one another in hands-on activities. The instructor’s role has shifted from that of a lecturer to an advisor, coach, or guide. Instructors who can devote class time to analysis and application of ideas are more likely to detect errors in thinking or processing than instructors who are simply lecturing during class.

How does it work?

What does a typical flipped classroom look like?  There is no single model.  The term is widely used to identify any class structure where pre-recorded lectures are followed by in-class exercises.  Students might view multiple lectures of 5-7 minutes each.  Online quizzes or activities may be used to verify learning. Since these quizzes are typically graded immediately, the instant feedback allows students to rerun lecture segments in order to clarify points of confusion. This makes better use of a student’s time, allowing them to fast forward through content where understanding is clear or prior knowledge is high and repeat (or even slow down) areas of content that may be more complex or confusing. Theoretically, students can pause a recorded lecture as they take notes or work on a practice concept and then restart the lecture when they are ready to move on.  When students come to class, they might expect instructors to lead in-class discussions, organize students into work groups to solve a problem that several are struggling to understand, or turn the classroom into a studio where students can create, collaborate, and put into practice the concepts they learned at home.

What are the downsides?

The flipped classroom requires much more up front preparation time for the instructor than does a traditional approach.  Additionally, introducing a flip may require new skills for the instructor.  Students sometimes complain about the loss of face-to-face lectures.  These students may not initially appreciate the value of the hands-on classroom time, causing them to question what their tuition dollars are giving them that they could not have gotten by surfing the web. Those who see themselves as attending class to hear lectures might feel it is okay to skip a class that focuses on activities and might lose the true value of the flip. Finally, even where students embrace the idea of the flipped model, their equipment and access might not always support this technique.

What can parents do to help?

The flipped model provides a change in the role of students from being passive participants in the education process to being actively engaged in taking responsibility for their own learning.  Here are three ways parents can help:

1.       Make sure your child has access to the videos.  Many schools, such as Madison Academy, provide online platforms like Schoology for students to watch the videos, so a computer may not be necessary; however, a high-speed internet service will be required.  If you don’t have a fast internet connection at home, seek alternatives for your child, such as a public library or school computer lab.  Ask your child’s teacher for help.  Many times lectures can be downloaded to a DVD or thumb drive.

2.       Encourage your child to rewind or rewatch the videos as needed.  Encourage your learner to take notes on concepts that may be unclear, as the class time can be used to answer those questions. If possible, occasionally watch class videos with your child.  Doing so will help you understand more about what (and how) your child is learning.

3.       Communicate with your child’s teacher about how flipped learning is working in your home.  Your insights provide valuable feedback to teachers working with a flipped model.

Your ITBS Questions Answered

In a few weeks you will receive your child’s ITBS (Iowa Test of Basic Skills) results. This test is given to students in grades 3 through 8 in the North American Division and in the public and other private schools throughout the United States (31 states). I hope the following information will help to clarify any questions you may have.

What is the ITBS?

The ITBS is a norm-referenced test. A norm-referenced test compares our students’ performance to a norming group made up of students throughout the U.S. The test is developed by creating the test items and then administering the test to a nationally representative group of students. This is called the “norming group.” Then our scores are compared to the average or norm of that group. The average score is set at the 50th percentile.

ITBS scores do not tell you what students know or are able to do. They only tell you how your child compares to other students. They sort and rank students on a curve. For example, if a student receives a percentile rank on the total test of 87, this means he/she scored higher than 87 percent of the students in the norm group, while only 13% scored higher than this student.

Unfortunately, these test results give little information about what the student actually knows. Scoring at the 60th percentile in math tells us only that the student scored higher than 60 percent of his/her peer. It does not tell us how many math skills were mastered.

The questions on this test reflect the content of nationally used textbooks not necessarily the local or state curriculum. This means that our students may be tested on things not in our curriculum. It does not determine whether students have learned the material they have been taught. A disadvantage with achievement tests is that the validity of the score depends on whether or not the content of the test matches the skills and knowledge expected of the students in the school system. In other words, did the test assess material in our curriculum?

Why has the ITBS been chosen?

The North American Division of Seventh day Adventist (NAD) has chosen this test because this is the most widely used test by public and private schools across the nation. Parents and the public expect an achievement test to be given. The ITBS can provide information about a student’s most developed and least developed skills. The Kentucky Tennessee Conference is pleased that our ITBS scores rank higher than the national norm.

Problem

One test cannot serve all testing purposes. Unfortunately, the public has placed too much emphasis on this one test, a multiple choice test, which gives us little information as to how well the student can apply their knowledge and skills. This test cannot show whether a student can write a research paper, debate important issues, conduct and report on a science experiment, or make a public presentation on the causes of the Civil War.

We are also aware that some students just do not test well. With this being the case, the test will not give a true indication as to what these students can really do. Students with test anxiety tend to do well in other types of assessments such as presenting their knowledge in oral reports or essays. With ITBS being a timed test, some do not finish the test even if they know the material. Not completing the test affects one’s score.

Why not the TCAP (Tennessee Comprehensive Assessment Program)?

This question is asked frequently. We do not give this test because this particular test measures how well a student has learned the Tennessee state curriculum rather than how the student compares with a national group. Parents want to know how our students compare with other students in the nation, not just a single state. Another reason we do not give the TCAP is because the state of Tennessee has an embargo on the test, and we are not allowed to purchase it. In the past we have been allowed to give the TCAP to eighth graders.

The ideal would be to have a test written just for the SDA curriculum and compare our students with other Adventist students using the same curriculum across North America.

Why do we test in the fall?

All Seventh day Adventist schools across North America test in the fall because we use the data a little differently than those who test in the spring. We take the data in the fall, along with other assessments, and make plans to help students in areas of weaknesses. In other words, the data is translated to information to guide the teachers in how to best meet the needs of his/her students. We use the results in the fall to measure growth and to look at the progress made from the previous fall. Most public school systems test in the spring and use the data to help them determine students for remedial and gifted programs, as well as, to group students according to their ability level.

How are we different from other schools using this type of test?

Unlike other private schools that are selective, we accept most children regardless of ability or special needs. We do not discriminate according to one’s ability. We test all students, providing if necessary, the accommodations outlined for an individual student whose special needs have been legally identified. Scores reported for total class/school averages are those of students without special needs.

Future Goal

In order to measure what we expect students to know we need a “standards based test” written that would match the Southern Union and national standards. This type of standards based (criterion-reference) test would actually determine what students can do and what they know, not how they compare to others. We have the Southern Union/national standards that describe what students should know and be able to do in different subjects at various grade levels, but we do not have a test to measure if these standards are being mastered. With this type of test, it would indicate what individuals can do, not how they scored in relation to the scores of particular groups of people (norm-referenced test- ITBS)

Conclusion

We are extremely proud how well our students do on the ITBS. There is no perfect test to determine what our students have accomplished. We do know that standardized achievement tests can provide supplementary information for the teacher, but it cannot replace teacher observations and classroom assessment information.

The learning of academic skills is a continuous process and the rate each student learns differs widely among those of the same age and grade. Some learn quickly, while others learn more slowly. Some students make more progress with certain methods, materials, and teaching styles than others. Our teachers have the challenge of identifying and providing the best conditions for learning which vary from child to child. Ongoing individual assessment is documented for each student, and students are moved according to their appropriate instructional levels. Our teachers will continue using the most reliable assessment tools we have such as running records, DIBELS, reading and writing portfolios, Jerry Johns Reading Inventory, projects, essays, portfolios (collection of student work), authentic assessment where students actually mirror the kinds of tasks people do in the real world, and teacher created tests to determine how well students understand the curriculum. We will continue to work with our students to encourage them to work at their highest level and potential.

Our curriculum has a Christ-centered, character-developing focus. Our teachers deliver high quality instruction in a loving, kind atmosphere so that all students can learn skills needed to prepare them for this life and for heaven. We evaluate students not only for academic achievement, but also for growth in Christian character development. No achievement test can evaluate this. We, in the Kentucky Tennessee Conference, feel it is a privilege to facilitate this journey and pray that it will be a part of a life-long endeavor for all of our students to grow in Christ.

Pam Williams
Associate Superintendent of Schools

Kentucky Tennessee Conference

New North American Division Kindergarten Program: Stepping Stones

The North American Division Education Department has taken on the huge task of writing a new total kindergarten curriculum. There is a steering and writing committee that has been working on this for the last couple years. This committee is composted of the finest teachers, writers, and artists representing our churches from all over the North American Division. They have also provided research upon which to base the program. A lot of prayers, study, time, and money went into this important endeavor.

The first week of November, 2008, there was a meeting in Dallas, Texas to introduce the program to lead teachers from each union of the North American Division. There were about 20 or more kindergarten teachers representing these unions to learn about the new program, entitled “Stepping Stones”,emphasizing one month’s theme entitled, “Brrr, It’s Cold!” Our own Mrs. Closser was one of these representatives. The one-month theme correlates with the new Pathways reading program for grades 1-8, covering the theme of environments. Kindergarten’s environmental study will be the arctic for the month of January. It integrates all subjects into the study of this one theme, including Bible.

Madison Campus Elementary has been chosen as the pilot school representing the Southern Union for this new program. Mrs. Closser is thrilled to be implementing this new exciting program. She, along with all the other lead teachers of the NAD, will also be able to critique and advise the writing committee, ensuring the finished product is the best it can be. If the timeline works as planned, the total completed rough draft of the program should be ready for the lead teachers to implement by the school year of 2009-10. Each lead teacher will be responsible for introducing the new program to the other Kindergarten teachers in their union and holding individual conferences before implementing the completed revised program in 2011.

How can you help Mrs. Closser implement this pilot program? By praying and collecting lids of juice cans and gallon-size white milk jugs. She’s going to need a lot of these items. Thanks for your part in making our school a great place to learn and grow.

Kids in Discipleship

An exciting new program that is taking place this year at MCE is Kids In Discipleship for the school. The Southern Union and KY/TN Conference Education Departments sponsored training for Kids in Discipleship and sent Pastor Mike, Pastor Angel, Mr. Cheney and myself to Collegedale to learn about the program.

We learned that it is important to instill in our children a personal relationship with Jesus between the ages of five and thirteen. It was unfortunate to learn that our youth are leaving the church at a rate of 40 to 50 percent. The good news is that we learned applications we can implement in the school to help children develop a stronger relationship with Jesus, in addition to the teachers' efforts on their behalf.

It is important to have a connection from home, church and school. Family worship is a great way to share with your children your knowledge of Christ and how He works in your life. I know it is not easy to fit into our busy lives, but the importance of spending time with Jesus as a friend so children can grow in their knowledge of Him should be the biggest priority in our lives. In church children can see the involvement of pastors and teachers who care and are willing to spend time with them and show how Jesus is active in their lives. In the school we learned the importance of prayer partners and a Volunteer Classroom Chaplain, who is involved in the weekly lives of the students to help disciple them to Jesus.

The goal of the classroom chaplain is to help the children learn how to develop a personal relationship with Jesus Christ. The chaplains are encouraged to pray daily for each student and teacher in the class they are assigned to. Weekly, they will lead out in a spiritual growth initiative or worship in the students’ classroom. Once a month or quarter the chaplain will organize and lead in a service or outreach adventure. They will also spend time with the students in other activities, such as recess or lunch, which helps them to build a personal relationship with the kids. Involving a chaplain will give the students another positive Christian role model with whom they can relate and who will help foster their discipleship in the school setting.

Each room will have a chaplain working with the teacher and students. I’m glad to tell you that most rooms at MCE have assigned chaplains, and several are already actively involved! Please keep this program in your prayers. Our prayer is that the children will come to know Jesus better and all the glory will be given to Him.

”Come, follow me,” Jesus said, “and I will make you fishers of men.” Matthew 4:19

---Mary Ann Monroe

Moms In Touch-Praying for Your Kids

Moms In Touch is an international organization started by a mom who was concerned for her children in school. She started meeting with other moms once a week to pray for their kids.
We use the example of Moms In Touch and meet once a week here at Madison Campus Elementary.

Every Tuesday morning at 8:00 we meet to pray for the students attending Madison Campus Elementary and Madison Academy. On these days, notebooks with the student’s prayer requests are collected from the classrooms and prayed over, as well as any issues that the office brings to our attention. Prayer needs of Madison Academy are also collected and prayed over during our prayer time. All prayer request are considered confidential and are kept between those attending and God.

In the last few years we have had several regular attendees, including moms, grandmothers, even a father has been present in years past. Our principal also attends, when time allows. Anyone who has a passion for our children and their spiritual growth is welcome to attend. It is not necessary to have the title of "mom."

At the first part of ever year our Moms In Touch group organizes Meet Me At the Pole. On this day, all of the students and teachers of MCE and MA meet in the ball field between the two schools and a prayer is lifted for them. Parents are invited to this event, as well as pastors from the area churches. This event this year will be held on Wednesday, September 24 at 8:00 am.

The goal of Moms in Touch is to lift students up in prayer, let them know that we are praying for them, and give them another opportunity to be actively involved in prayer and see their prayers answered. Over the past few years we have seen many prayers answered and continue to see God working in our schools.

--Mary Ann Monroe

Breezing Through Back-to-School

The transition between summer and a new school year can be difficult for both children and parents. Even children who are eager to return to class must adjust to the greater levels of activity, structure, and even pressures associated with school life. Here are a few suggestions to help ease the transition for the entire family.

Re-establish the bedtime and mealtime routines. Try as we might to maintain a schedule during the summer, we often find ourselves allowing children to stay up later and sometimes skip meals. Plan to re-establish the school-year routine at least one week before school starts. Use this opportunity to explain to your child the benefits of a good night’s sleep and a good breakfast.
Make lunches the night before school. Older children should help or make their own lunches. Give them the option to buy lunch in if they prefer and finances permit. Be a part of your children’s meal choices and make sure they have a well-rounded and balanced option for lunch.

Leave plenty of extra time. Make sure your child has plenty of time to get up, eat breakfast, and get to school. For very young children taking the bus, pin to their shirt or backpack an index card with pertinent information, including their teacher’s name and number, as well as your own daytime contact information.

Review your child’s schoolbooks. Make it a habit to be a part of your child’s learning experience. Talk about what your child will be learning during the year. Share your enthusiasm for the subjects and your confidence in your child’s ability to master this new grade level. Learning skills take time and repetition. Encourage your child to be patient, attentive, and positive.

Send a brief note to your child’s teacher. Let the teachers know that you are interested in getting regular feedback on how and what your child is doing in school. Find out how they like to communicate with parents. Convey a sincere desire to be a partner with your child’s teachers to enhance their learning experience.

Let your child know you care. If your child is anxious about school, try not to over react. Remain calm and positive. Send personal notes in your child’s lunch box or book bag. Make sure your child knows you’re there to talk to when situations are unclear or stressful.

With a little advance preparation and a few simple steps, your child’s new school year can be an amazing experience for the entire family!

--originally published by e-gracenotes