>>Kate: Hi Angel, how are you?
>>Angel: Good.
>>Kate: Good. Nice job, Mr. 6.10.
>>Kareem: So, one of the toughest challenges students when they walk
into classrooms is they feel tense.
They're worried about being put on the spot, especially if they're behind
or don't understand a skill.
When they come into our classrooms,
they know they're picking up where they left off.
We're seeing students' anxiety levels drop and their commitment and desire
to master content increase.
>>Kate: So, I want to shout out Nathaniel and Will.
They came on their own time, they got some videos going
and they are ahead of pace.
>>Sah: Eastern High School is a located in the Capitol Hill neighborhood
of Washington, D.C. Being a hundred percent free and reduced lunch,
our students come to us with varied levels of academic performance.
>>Kareem: When I came to Eastern I was sort of shocked
with how broad the variety of learning levels was.
We have students who've experienced a ton of trauma or are behind
on certain skill sets, or are ahead in certain skill sets,
have different subsets of experience when they go home.
I quickly found out that my traditional model
of teaching was not actually effective.
So, at that time I realized I needed to make a shift and I wanted to start
by getting rid of the lecture at the beginning of my class.
>>Kareem: I'm going to get started today with the revision.
So, Santana and Jayme, just see me in the back real quick.
>>The instructional model that I started implementing,
there are three components: blended learning,
self-paced structure, and mastery-based grading.
What you would see today is really a controlled chaos environment.
You have some students starting a new lesson,
watching instructional video, taking their guided notes.
You have other kids working on actual lesson assignments,
collaborating on white boards, really problem-solving
and then you'll see other students working
on exit tickets to achieve mastery.
>>Zakyra: I like Mr. Farah's class, because it teaches you independence.
For every lesson we start off with a video
and then during the video we have to take notes.
Mr. Farah, he does the videos himself,
you'll hear his voice every time you watch a video.
>>Kareem: In today's lesson we're going to focus
on finding our local maxes and mins.
>>Jayme: Yeah, I love it actually.
You get to pause it, stop, and then go back and be able to re-watch the lesson
over again until I fully understand and grasp the strategies and formulas.
>>Kareem: And once they're done watching that instructional video,
they transition to some type of assignment or activity.
>>Jayme: And that it for A, right?
>>Jayme: In AV, you already found the derivative and now, so,
you find the rate of change in the weight of the oil.
>>Zakyra: Everyone learns different. So,
you may be on lesson five. Someone may be on three.
It all depends on how you work.
It's better than in a regular class
where everybody has to stay on the same thing.
The students help each other.
So, if you ahead, you might could help someone that's behind.
>>Jayme: Oh, okay, so, I do get nine over four,
you got to divide the whole thing by four.
>>Student: Okay. All right.
>>Jayme: After that, there is an exit ticket.
>>Kareem: So, an exit ticket is like a mini-quiz.
It's just a couple questions at the end of the lesson
that really succinctly measure the student's ability
to execute the activities they learned.
And, so, when a student has mastered an exit ticket, they move forward.
When they don't, they have a re-teach.
>>Kareem: You're assuming that your Y is zero.
>>Student: Oh!
>>Kareem: And then they try a new exit ticket until they've achieved mastery.
>>Kareem: Show time! Did you get your exit ticket right?
Well, your derivative is spot on.
>>So, because I am not delivering a lecture, I'm now free to work
with students for the entirety of the class period.
>>Student: X equals four. >>Kareem: Yes! Whooo!
>>Kate: Real quick. Just remind me: What do you have to argue?
Who is more responsible for perpetuating the Cold War?
I'm going to meet with a few people on topics sentences first.
>>The video instruction makes me feel like I've been able to clone myself.
Instead of needing to explain a concept and then it--
re-explain the concept and then say it again, I'm giving the instruction
on the video, which frees me up to work one-on-one or in small groups.
>>Kate: Does your topic sentence directly answer the essay question? 87 00:03:55,126 --> 00:03:56,2 16 No, it doesn't.
>>Jermisha: I like it a lot. I never feel like I'm being rush
or feel like, "Oh, I already know this.
Like, why am I going over this again."
I always feel like I'm being challenged.
>>Kate: I have a really accurate pulse check of where my students are,
so-and-so is on 6.9 and they're about halfway through,
because I haven't seen an exit ticket yet.
Whereas another student has advanced to 6.10 and I can even lean on that student
to explain something to their peers.
>>Jermisha: Okay, so, you're only going
to use two quota explication charts. Your two strongest ones.
>>Will: I think it helps with your time management, a couple days ago,
I had to stay after school to get my work done,
because I was slacking a little bit.
All right when you're missing class, you can watch the video at home to catch up.
>>Sah: Part of the reason this format works
so well is we have a lower-than-average, in-seat attendance rate.
In a traditional format, once the teacher delivers
that lesson they're moving on to the next lesson the next lesson the next day
and they don't get an opportunity to go back over it.
>>Kate: I've had students who, sadly, in a traditional classroom,
they simply would've failed the quarter due to their number of absences
for legitimate reasons and often sometimes really heartbreaking reasons.
With this way of teaching, that student can come really with more
of a fighting chance and ultimately pass a quarter.
>>Kareem: In our motto, if a student is experiencing distress
and needs emotional support it doesn't disrupt the larger
classroom environment.
I'm able to pivot and work with that student, discuss what's going
on while the other students are able to access the content and flourish.
>>Student: You have do ten in parentheses in the calculation, too.
>>Zakyra: I did.
>>Student: It's supposed to be a positive, girl!
>>Zakyra: Ooooh!