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If I want to help Johnny, kids would become a behaviour issue.

How do you deal with it now?  When I taught the traditional way I still had to deal with this problem since I couldn't be everywhere.  I am not going to tell you this is the magic method that solves all problems.  Problems you have had in the past may or may not exist in the Flipped Classroom.  This issue was a problem for me before and remains an ongoing problem.  Sorry to disappoint.

How do I get time to create the videos?

A variety of ways.  I use SmartBoard software.  I would have to have a discussion about what is available to you to give you some ideas but there is a lot of software out there that is available.

How do you avoid dealing with the same question multiple times as they work at their own pace?

Students are grouped.  Once I answer a question within a group in a work book, that student is then responsible for teaching the partner or group if the issue arises.  Sometimes if it is a wide spread epidemic then we will do an impromptu lesson on the board.  Nothing really says you can't still do a mini-lesson and does happen once or twice a week.  Especially if the lesson has created a misconception inadvertently, then it is a necessity to address it as a class.  Really depends on class size and you the teacher.

What do you do with students who do not take the onus to see the lessons in advance?

Only applies to our A and U stream students.  We use our canned statement "I am here to support your learning.  When you decide that you are ready to start learning I will start helping you".  Then we ignore them the rest of the class.  Positive peer pressure always wins out.  We have had 0 issues over 3 semesters with A and U stream students.  There is always the human factor though.  If outside issues are a problem we provide them with an Pad to watch the video.  We are not "ogres", however, I never try to dispel that belief either :)

How do you reestablish DI?

Slowly and carefully.  You need to pick and choose your previous DI strategies and maybe even modify some.  We are still in the process of doing this ourselves.  We have found that we use DI unexpectedly much more often than we would in the past.  We identify when students need manipulative's, alternate explanations, modeling, etc... during the conferencing.  I actually do more DI now than I did before, it just looks a lot different.

Are you assuming every students has times to do this?

Well...it is actually a reduction in homework.  The longest videos are at most 30 - 40 minutes for 4U students.  If that is all the homework required each night I assume it would be less than the traditional amount that would come from me assigning it in class.  So... I guess my answer is yes to that question.

Applied vs Academic How do you get around the fact that applied students don't do homework

Applied, College and Locally Developed streamed students watch videos and complete all assigned work during the 75 minutes. Their options are limited.  Do work or go to office and explain to Principal why they are not working.

What are the steps you take to actually make the video?

I have had a SmartBoard for the past 6 years so all my notes have been converted to SmartBoard files.  I now just teach the lesson I normally would and use the Smart software recorder.  Once the video is complete it is uploaded to YouTube.

My students would not go home and copy notes. Behaviour not as bad in U level courses. However, try a 3E/4E split of 2L/2O split.

Academic and University students do so with very little complaint since it is their only homework.  They may refuse and probably were not doing homework for you before anyway.

We have 1L/2L, 3E/4E, 2D/2P and 3M/3U splits that have run yearly for some time now.  You address each group differently.  For our L and E students, ALL completed notes are photocopied in a booklet for them.  Their only job is to watch the video and mark points in the notes that they need further clarification.  We always provide "skeletons" or our notes for Applied and C students which essentially make the note taking process a fill in the blank activity.  It allows them to focus more on the video.  We have very few problems with students taking the notes.  Using the remaining 75 minutes to work... well, students are the same everywhere, right?

Are the Applied kids improving or just academic?

The "stronger" applied students are improving since they can move at a speed more suitable to their abilities.  The remainder have either improved or remained the same.  It comes down to "you get out of it what you put into it".

Do students attend classes regularly or only when they need help?

Attendance and attendance expectations have not changed.  Remember, the benefit of the system is the increased teacher-student interaction time.  That is where this system has an advantage over a system like AMDEC.  The teacher remains a VERY important component of this system and students realize this.

How are you dealing with those kids who aren't doing well?

Those students are identified much earlier in a semester and are then addressed or counseled into either a stream change, a change in work ethic or identifying exactly what the issue may be.  Not really any different than the traditional classroom.

Which are doing the worst?

Students who are refusing to try something new or are just not motivated.  The Flipped classroom requires students to work and those that it is an area of "weakness" tend to struggle.  Fortunately it tends to be a small percentage in each class.  We actually really only have one problem this semester, MFM 2P.  This group falls under the category of a "challenging" class regardless the teaching method employed.  It doesn't fix all the world's problems unfortunately :)

Which kids are doing the best?

A wide variety for different reasons.  Strong students because of their nature to succeed regardless the environment.  They just move quicker through the material since they are not "waiting" for other to catch up.  Weaker students because they now receive a greater amount of one-on-one time with the teacher.  We have found the following:  in the traditional method of teacher a class range for marks might have been 55 - 95%.  In general (excluding social factors) we find that our range of marks has become more 70 - 95%.  The range or "standard deviation" has decreased in all classes.

Do applied and essential students really watch the videos as homework?

Yes... except it is all done in the classroom.  Applied, College and Locally Developed streamed students watch videos and complete all assigned work during the 75 minutes.  We never really had the expectation of these streams doing homework prior to the Flip, so why change now?

If the whole math departments has bought into the flipped classroom concept, does this allow students to work with a teacher they want instead of a teacher they personally do not like?

Umm... sort of.  Since we have worked together we share and use each others videos, notes and journals.  They still must be in the classroom with the assigned teacher but if they are working with another teacher's videos they then benefit from a second approach to a concept if the video is unclear.  We find that this reduces many personality conflicts that may occur between teachers since the environment differs greatly from the traditional classroom.  I am not sure if I have answered this question to the "askers" satisfaction.  Let me know if they have a follow up or request a clarification.

Is this a program that needs to run full time or can it be a couple of days a week?

You can definitely create a hybrid system as I recognize some units in courses lend themselves better than others to this system, so the answer is yes.  It really comes down to the teacher and course material.  I haven't thought much on the hybrid, but at this point I would say that a full unit (or ongoing project) may provide a smoother transition or integration with current practices.

What do you do if the students don't have internet at home?

We burn our videos onto DVD, CD or have a student provide a jump drive.  We probably have 15 - 20 students who are working off of this system.  The challenge is when you don't have all your videos prepared OR you are working day by day.  The second semester has proved to go a lot smoother for us of course.