by Jill Brown

Today my students take the test on the unit that will reflect some of the changes I implemented in my flipped classroom. I’ m anxious to see if the changes produce positive results. I mentioned in an earlier post some of the changes I decided to make with the self-pacing, projects, and adding “I Can” statements. I’ve also implemented a new strategy that requires the students to think, write and share about a problem that I post on the board. I’m hoping to see positve results.

The Results:
71% passed the test the first time.
After the retest the percentage of passing increased to 81% (The retest was taken 5 days later.)

OK, the passing rate is a lot higher than the last unit where less than 50% passed the test the first time administered and then with the retest only about 60%. Then again, the culprit from that unit could have been that the topic was fractions. None the less, I’m going to take the increase in percentage passing as confirmation that the changes implemented where a move in the right direction. If the next test proves to be positive, as well, then I will definitley know that the changes were good ones.

I want to spend the rest of this post talking about the new strategy I have implemented. It’s called TWS (Think, Write, Share). First, I want to thank for the inspiration. I loved reading about her WSQ strategy (Watch,Summarize, Question) and thought I would like to try something similar that would blend more with the discourse strategy in my classroom. So, I did some research and read about a take on Think, Pair, Share where the pair was replaced with Write. So, here is how it works:

1. I post a problem on the IWB that has been solved incorrectly.

2. The students think about this problem by answering two questions in their journals.
– What vocabulary does this person need to know to solve this problem?
– What does this person need to know how to do to solve this problem?
3. After giving them about 10 minutes to THINK, they are given 5 minutes to write and explain to this person where he/she went wrong and then how to find the correct answer.

4. They get into their discourse groups to share and discuss their reflections, with the intent of coming to a group consensus on how to guide this person to a better understanding of the concept.

5. They meet back as a class and one person from each group shares their groups concensus.

Once they have mastered this strategy, I’m going to have them do the thinking and writing as part of their homework and the sharing in class.