My innovation plan is to create a flipped classroom with a station rotation environment. This online course will be used throughout the year. I will be using Google Classroom due to my district relying more on Google services. During my course, I will be using the UbD Design, because it is more commonly used for lesson planning.
The reason behind creating a flipped classroom with a station rotation environment is because I want students to have the best instruction possible. By having students watch instructional videos at home, it opens up more time in the classroom to work on misconceptions or to enrich students learning. This will then increase students’ math growth where they will then apply it to the STAAR test.
Introduction: In this class, we will be exploring different math objectives. You will be watching instructional videos on the skill you will be working on the next day. Watch the video as many times as you want and answer the questions for each video. When you come class the next day, we will further develop the skill you just watched. We will be working in a small group, peer-work, independent work, and elearning. You will only be able to watch one video at a time until we have a milestone test. When we have a milestone test or the STAAR test, you will be able to view all previous videos to review.
Learning Goals: Learners will create tutorial videos to help their peers with learning gaps. Learners will be increasing their math growth by having a flipped classroom environment.
Desired Results: Increase third-grade students math growth. Students will come to class with a better understanding of the skill we are going to learn about in class and it will also give me a better knowledge of their understanding and where there might be misconceptions.
Audience: Bilingual third-grade students
|Week 1||Introduction to the flipped classroom environment. Teacher will model video watching in the classroom for students. Teacher will model for two weeks to make sure students know how to watch video and answer questions. Students will watch instructional videos for composing and decomposing numbers up to 100,000 using objects, pictorial models, numbers (including expanded notation).|
|Week 2||Students will watch instructional videos for recognizing relationships in the base-10 place value system through 100,000s and representing numbers on a number line.|
|Week 3||Students will watch instructional videos for comparing and ordering whole numbers up to 100,000 and representing them using symbols.|
|Week 4||Students will watch instructional videos for rounding numbers to the nearest 10 or 100 to estimate solutions to addition and subtraction problems. Solve one-step and two-step addition/subtraction problems using strategies based on place value, properties, and relationships between addition and subtraction.|
|Week 5||Students will watch instructional videos for using a number line to round.|
Documents and Materials needed:
- Informational Videos on the standards that being taught.
- Pictures of anchor charts that were made in the classroom.
- Student created videos.
- Students will need a device connected to the internet.