NCTM: My Flipped Classroom is Taking Me Places


When I received the confirmation email that I will be presenting in NCTM (National Council of Teachers of Mathematics) this year, I was beyond excited! Getting my proposal accepted in one conference is a major deal for a teacher like me. So, when I found out that NCTM sent me 2 more acceptance letters to present to all 3 regional conferences, I was over the moon. 

I am grateful to NCTM for believing that my voice matters. When I started my flipped classroom in 2013, my soul purpose is to help my AP students in Barstow High School to get a fighting chance in passing the AP test.  I already mentioned this in my earlier blog about BHS adding another period in our class schedule.  The amount of time that I was loosing from this shift is around 17 hours in one semester.  That is why I decided to record my lessons and publish my videos so my students can have a preview of what they will see in class the next day and get done with their note-taking at home. By doing this, I was able to focus on using my 50 minutes of class time in more hands-on activities, guided and independent practice, and differentiated instruction. With my flip classroom, I was able to stretch my shorter math period classes in giving more substantial lesson to accommodate the needs of my AP and non-AP students.

  • Joel Evans – Adventures in Flipping a Math Class
    Showed me how to make my flipped classroom more dynamic and engaging to my students.  We share many similarities on how we publish our math videos online and our deep appreciation of Dr. McCammon’s Fizz Method in our flipped classroom.  His take on how to use apps like “Remind” is changing how I interact to my students via text messaging.

  • Jonathan Osters – Flipping With a Twist
    Gave me a new appreciation to Hershey’s Kisses.  His use of candies to tach confidence interval made me really excited to teach inferential statistics to my AP statistics students.

  • ExWkshps Texas Intruments
    I gave my only Ti-84 to my student going to college this summer.  With no graphing calculator during my AP calculus and AP statistics lessons, I often borrow my student’s brand new Ti-84 colored display calculator to teach them how to approximate limits and graph scatterplots. And as fate dictates, with just a few exchange of tweets with TI, they gave me a cool shirt and a brand new Ti-84 calculator for me to keep.

The research presentations I had in Atlantic City, Minneapolis, and Nashville made me feel like a rockstar — touring in different cities each week minus the fancy trailer.  Meeting math teachers in a room filled with educators interested and curious about the innovations I am doing in my classroom is a very humbling experience.  NCTM had given me the platform to share and influence math teachers during my sessions to start recording their own video lessons and enjoy the benefits of the Three R’s:  Reuse, Re-watch, and Review.

I am a new person after my 3 NCTM conferences experience. I was not only a presenter but also an excited participant in the sessions that I attended.  The technology and innovations which I have witnessed from the other presenters have given me more reasons to be excited in using different approach to teaching math.