What’s the first thing that comes to mind when you read the words “I run an asynchronous high school math classroom”? Do you think I am crazy or that it is impossible? Does the idea make you panicked or curious? When I first heard a high school science teacher tell me that his students work asynchronously, I had two questions: has anyone been seriously injured, and if he can do it, why can’t I? And of course, I wanted an answer to my first question before I moved on the second.
I have been running an asynchronous classroom for over three years, and it has been a great change for my students. It is also a mental workout for me. I found interest after running a flipped classroom for two years and wanted to utilize the flip for differentiation. So, how did I wrap my head around this seemingly insane concept? Well, contractually I have had a math tutor supervisory position for 10 out of the last 12 years. Our academic center is staffed by one science, one English and one math teacher all day everyday in 25 minute increments. In this position, I greet and tutor 5-15 students each day with needs from “can you just check this one question?” to “I’ve been absent for 3 days and have no idea what’s going on.” The topics are anything from basic Algebra 1 to AP Statistics to ACT preparation. That means that as I roll from student to student I need to switch topics, or more often courses, and I must be ready to meet the needs of each learner regardless where they are in their learning process.
I reflected on my hours of flexibility in the academic center as preparation for an asynchronous classroom everyday. I was really good at resetting for each learner so that whatever their needs were, I could meet them, pleasantly. But what does it look like? To some it may look chaotic and that can scare both young and experienced teachers away. But look closer with me. That chaos is actually active learning. When students are learning at their own pace, not only can the slower learners “keep up” but the faster learners are also permitted to “move ahead.” Those that get bored because they “get it” can move on to the next lesson instead of nodding off, distracting others, or tuning out. It is also great for students that are planning ahead because they have a busy weekend or a basketball tournament that will get them home too late to finish their homework.
How does it work? On a learning curve of my own, which involved too much freedom for the learners at first, I realized the asynchronous classroom could be the recipe for procrastination for students if not enough guidance is given in the beginning of the school year. My first year, I planned months in advance preparing a variety of practice opportunities, formative checkpoints that, if failed, would direct students back to more practice and multiple versions of practice-including a variety of methods of assessment. I was ready for learners to be up to 2 units ahead of my typical schedule if they were proficient and driven. At the start of the year, when setting the foundation for a positive learning environment and culture in my classroom, I introduced the asynchronous classroom. Reactions were generally positive, filled with excitement and a touch of apprehension.
The go-getters were thrilled to have permission to move ahead, asking what would happen if they finished before June. The apprehensive learners expressed their concerns about the freedom being too much. What I witnessed was many students working ahead and a few that would only use class time to work, as though 45 minutes in class was always going to be enough time to complete the learning, practice, and assessments. There was a group of students whose procrastination surfaced quickly and as the first 9-week grading period drew near, were struggling to complete the work. I issued more incompletes that year than I had in the lat 8 years combined. Of course, my first thought “Was I to blame for this?
As we entered the second quarter, I began to make workload recommendations daily and created a big picture timeline; I then suggested that students plan their week of learning every Monday with me and then reflect on Friday if they accomplished it. I advised that if they set the goal of four lessons and a formative assessment in the five days we spent together and they accomplished it, then they could take the weekend off. This made them much more at ease with the freedom of my classroom. I saw more students keeping up and others realizing how easy it would be to get ahead. The reward of a “math-free” weekend was appealing to many. Others liked the idea that they could plan around athletic events and other school related commitments including work for other classes.
As that quarter rolled on and we moved into second semester, more students needed less of my guidance. They were now in control of the pace of their learning with the safety net of their teacher: me. Still a small handful asked for a pacing guide to be spelled out for them with daily in class and out of class tasks.
For each year since, I have eased my students into the freedom of being asynchronous. I offer them the support and guidance that they need to be successful. I check in with each of them at least once a week specifically about their pace and learning. I make frequent contact to parents, to coaches, and to counselors when appropriate. I encourage them to assess when they are prepared rather than when the schedule dictates. Students approach learning with some ownership and enjoy the control they have in the classroom. Their confidence is higher when they assess because it is their choice when they demonstrate their knowledge.
If you are interested in learning more about asynchronous classrooms, please email Megan and Aric at stemflowerlc@gmail.com or visit stemandflowerlearning.com.
STEM and Flower Learning Consultants
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