Depth vs Breadth, that age old question!

What I teach in which course actually is on both ends of the pendulum.

In my Flipped Mastery remediation course, I have to cover/review topics from Algebra 1 to help the students pass the Keystone Exam.  I really have the say of what I remediate and how I remediate those students.  I generally use the Keystone Exam results to structure those topics. Not much depth goes into that because it's a limited amount of time that I see the students prior to them taking the exam.  I try different activities to engage the students, such as popsicle stick activities, online matching activities, puzzles, online interactive games, and stations, but the depth isn't really there.

As for my Advanced Algebra 2 class, my department got together and looked at the PA standards for all strands, and decided where certain topics should be and would be taught.  So, the course is outlined for me.  We do take the standards to a much higher thinking for the advanced level student, and cover far more content than our college prep level of Algebra 2.  With flipping, I am able to teach the basic foundations through video, which allows class time to take the depth a little farther.  Without flipping, I never had time to pause and explore.  Now, I do that with my students far more often.  When a student fills out a WSQ that asks a question that is perfect for this, I am able to use the time to have students explore.  Before flipping I used to have to say, great question, research it at home, and tell us about it tomorrow.  Now, we don't need that.  Also, now that we are 1-1 with chromebooks, students have the devices at their fingertips (or at least in their backpacks.)

I wrote a blog about my espoused platform just recently, and in it, wrote about how my teaching philosophy has changed over the 19 years of teaching.  As it was discussed at Flipcon 14, learning is at the intersection of content, curiosity, and relationships.  My classroom has moved from content heavy to where there is starting to be a balance of all 3.  It only took me 19 years, and it wouldn't have happened without flipping.  So, the skills that I feel that are important to teach my students tend not to be entirely based on math, but on living.  Here is a short list to start those skills:

1.  I want my students to learn how to appreciate everyone, accept everyone, and to get along with all beings.

2.  I want my students to take risks, and learn from failure.

3.  I want my students to be able to work with other people, to problem solve with each other, and to trust each other's opinions.

4.  I want my students to be able to communicate effectively and affectively.

Oh Yeah,

5.  I want my students to appreciate math and learn life-long skills.1