Flexible Learning in AP

Like it or not - we are entering one hell of a school year. 

As my colleagues and I navigate a hybrid schedule, COVID protocols, and distance learning, most are feeling... stressed. Being one of the more senior teachers in my building... (Yes. Seven years is more than most have been in my building...)...I am pained to see this - particularly with young teachers. 

Last week, I hosted a session on flipping an English class, using what I learned last year when we moved to a more personalized, flexible format. (Who would have thought one of my crazy schemes would pay off so well??) I am still no expert - and therefore, am approaching the year with my own anxieties - but I am glad that I can offer some advice in a flipped/flexible format.

I wanted to share that same advice here to help those of you forced into a similar situation. 
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Flipped/Flexible Learning

Let's start with a definition of what this format looks like in my room...

• Flipped: All instruction is available on our Schoology site. I've created videos (on videos on videos...) of content to launch different skills. The kids are responsible to engage with the content and then complete some sort of assessment.
• Flexible: Class is open format, meaning that I rarely host whole-class lessons. Instead, I am usually conferencing, conducting small groups, etc. This flexible format changes as I see needs in the students' work. Additionally, students pace their own work to meet a set unit deadline.​

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Common Issues

I know teachers well enough to know that our first response to new ideas is to think about what can go wrong. That's where I want to start. Below are some of the main issues we saw in this format, as well as our response OR how we will response in the future.

Issue #1: Motivation and Management
When I met with my department to talk about this format, one of the first questions to come up was how do you manage this format with restless underclassmen (or really, traditional students in general). 
My best solution is to a) build a community of mutual respect and b) proximity. Last year, we had students compose their own syllabus - including a section on what flex time should look like. When the room got too loud or off-task, I would stand up and remind them of the needs of the rest of the group. (Something like: "Hey all. I want to remind you of the others in the room. You know that some of them need quiet.")
Other than focusing on that class culture, proximity goes a long way. I removed my desk from my room last December. That forced me to find a place to sit with the kids which, in turn, put me around those students that usually needed more monitoring - either for help or redirection. 

Issue #2: Time Management and Self-Pacing
As anyone knows, give students an inch and many of them are going to take a mile. This is absolutely the case with flexible pacing. While some worked to get things done right away - others were daily battles and reminders to get work done. 
While I still don't have all the answers here, I can tell you that conferencing was the best solution here. The flex format allows for one-on-one help with course content, but it also allows for individual help on soft skills like time management and organization. When students began to fall behind last year, I would start checking in with them more often, or in some cases, sit down and create a daily calendar with them. We also started giving a pacing suggestion to let students know if they were behind. For instance, we would start class telling them that they should have 6 out of 9 items submitted. If they had less than 5, we would request they come to us for advisory/tutorial time or send communication home that they were behind. Usually the threat of either put them to work.

Issue #3: Distance 
Honestly, our biggest objection was the distance created between us and students. For the first quarter last year, we felt as though we were just sitting at the front of the room waiting for kids to ask questions and come to us. It created an invisible barrier that we frankly, hated.
That was a huge motivator in getting rid of my desk. Sitting on level with the kids made it less intimidating to ask a questions and fostered more casual daily conversations with kids. This in combination with an increase in conferencing is my plan for this year - even in a socially distanced format. My desk is still out of the room and I have a goal of no less than three conferences a class period - even on days with small groups or minilessons.

Issue #4: Quarter Crunch
I'm not sure this is even specific to flexible learning, but as the deadline approaches, you get a rush on assignments being handed in. (Really. That happens with any deadline). In my session on Friday, my co workers mentioned that no daily deadlines would result in a wave of work handed in at the end... and yeah, it will. However, incentivizing early submission went a long way.
We reminded students daily that if they wanted to redo anything or get one-on-one feedback, they needed to get things in early. As they started handing in work (and seeing that they would definitely need revisions/redos), they started to be a bit more proactive.

Issue #5: Workload
A flipped OR flexible OR virtual format requires additional work. Most of us don't have a video library of all lessons ready to go. (If you do, you're even more extra than I am... which is saying something). The best advice I have to manage this work load is two part:
1) Record as though you are teaching. Don't re-record or edit the film or add fancy transitions. First of all.... the kids aren't impressed by PowerPoint slide transitions or animations. I promise. Secondly, you wouldn't stop class and start over if you noticed you made a mistake, so don't do that with a video.
2) Save your prep time for prep - not grading. I know as English teachers - particularly AP teachers - we are inundated with material to grade and there are countless strategies to limit that. The best option in a flexible format is to sit with students while you grade their work. Talk through the score and feedback and then move on, entering the scores as you go. It limits grading outside of class AND provides them valuable insight. Win win.  
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Final Thoughts...

I know there is nothing I can say or provide that will make this COVID nightmare more manageable or less miserable... but I do want to say this. From what I have seen, this obstacle is bringing out the best in some of my colleagues. They are trying new things, accessing new technology, and working together in ways they refused to before. It's inspiring really.

My hope is that this gives education the push it desperately needs toward innovation and reform. 

I know that big picture feels completely out of grasp, but we'll get through it! We always do.
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Sincerely, CWik