Chugging Along

I'm still trying to get my groove going for my AP Calculus flipped class. I love it because the kids actually have time and energy now to do hard problems since they're doing them in class. I also like that I've had conversations that clarify things for the students. BUT. Here's an enlightening conversation I had on Friday. The kids had watched videos and took notes on the product rule and on the quotient rule. There was a day of practicing the product rule. Then then next time they were practicing the quotient rule.

My basic flipped calculus class structure is:
Take the IR quiz (fast immediate recall type questions).
Get started on the new practice problems to reinforce what you "learned" on the video.
I walk around and answer questions and make sure they are getting it.

So.

The students were working on these problems:



A student calls me over and asks: so how do we know when to use what rule ... product rule or the quotient rule.

Oy!

I guess I was making assumptions with this particular group of students that EVERYONE would clearly see when to use what.

I think writing this out has made me want to change up the class structure.

Possible New Structure:
Take the IR quiz (fast immediate recall type questions).
Use my guiding questions to have a discussion with your table about various key important parts of what you learned from the video and how it ties in to previous learning. (I think I also want to use this as an opportunity for students to talk with students OTHER than the ones at their table)
Journal about your understanding for about 3 minutes in your ISN.
Get started on the new practice problems to reinforce what you "learned" on the video. (possibly have less problems since they seem to be having a hard time finishing the ones I give)
I walk around and answer questions and make sure they are getting it.

Now that I write that, it seems obvious. Oh well, it's a learning process for me, too. I still like the flipped structure, but it's a work in progress for me.