This is my second year of leading flipped mathematics classes at Challenger Middle School in Colorado Springs. I have one section of Algebra I and one section of Prealgebra II (both 7th grade). I also teach two sections of science and one of reading (none flipped),

Three months after the beginning of last school year I asked the students in my math classes to rate the experience so far in comparison to other math classes they have had, using a scale from one to ten, with one meaning it was “the worst ever” and ten meaning “the best ever.” Pretty simple.

I made it clear that the question wasn’t about how much they like math, or what they thought of me. I stressed that I wanted to get feedback on how well they felt this more independent style of learning was working for them. I did the same thing this year although the question was asked near the end of the year rather than at the beginning. The results are shown in the graphs below followed by a brief analysis and discussion.

Prealgebra Class Survey Results

Figure 1

Figure 2

The above histograms are for last year’s prealgebra classes (Figure 1) and this year’s (Figure 2). The axis scales are set up alike so the graphs are directly comparable to each other. Note that in 2011 (Figure 1) the pattern was somewhat bimodal with a quite a few kids stating they did not like being in a flipped class very much. But, there were even more that claimed they rather liked it. The mean rating for that year by 66 students was 6.3 with a standard deviation of about 3. Figure 2 from this year shows a clear shift to the right and indeed the mean rating is 6.9 with a standard deviation of about 2. So over all, the kids were more accepting of it this year. More on that later. Now for the same survey given to algebra students.

Algebra Class Survey Results

Figure 3

Figure 4

A can be seen from Figures 3 and 4 there was a major shift in attitude among the algebra learners. In 2011 slightly over half the class rated their experience above a 5. The mean for that year was 6.1 with an sd of 2.2. This year, no one rated the class below a 7 and the majority rated it at full 10. The mean this year was 9.1 and the sd was 1.2. Wow, what a difference.

Why so Much Better This Year?

Overall I am pleased with the improved attitudes toward the flipped class and acceptance of it by both students and parents this year. This year there have been a few polite concerns expressed but nothing compared to what we went through last year. I think there are a couple of reasons for this.

First of all, it wasn’t new this year. The word had gotten out, at least to some extent, and people in the school community knew what I was doing. As a result I know that one or two families requested I be their kid’s teacher, and I am sure at least that many requested I not be their teacher. Both of those situations are good as far as I am concerned. Schools should offer options and should not  be “one size fits all” institutions.

Secondly, the counseling department did an excellent job of evaluating the needs, background, and learning styles of the students before they were scheduled for classes this year. Counseling chose to assign kids to my classes that they felt would appreciate the method and I think that over all it worked. I hope they do the same for next year. Which is not to say I that it worked well for everyone. I am generally not satisfied with the progress that most of the learners made, especially in prealgebra.

My experience this year has given me a lot to think about and I already have some ideas for how to improve the flipped class for next year. Fortunately for me, there are two other flippers at Challenger now and we will work together to do what works, and replace what doesn’t.