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Identifying Parts of the Course

In a traditional classroom, new material is learned during the class period then students practice that new material on their own for homework. In a flipped classroom, new material is conveyed outside of class as homework, often through a video. Student then do the practice in class with the aid of their classmates and the teacher. Essentially this model of teaching is used for “maximizing class time with students, and this path leads to very different roles for both instructors and students” (Jacot, Noren, & Berge, 2014, p. 24). Instead of a teacher just give out new information their role in class is to foster continued growth and higher levels thinking. The student can also act as another teacher to their peers as they work in the classroom. Part of the argument for flipped classroom is summarized by Wasserman Quint, Norris, and Carr (2017) when they state, “time spent in class should capitalize on the social interactions that are possible between teacher and students that promote deeper learning and development, whereas lecture-based presentations, which have minimal interaction, can easily...be off-loaded to settings outside the classroom” (p. 546).

Module Objective

In this module participants will be able to identify which parts of a lesson would be best for each portion of class. (Task 2)

Task 1

Creating a Flipped Math Classroom, Module 1: Task 1

Task 2

Creating a Flipped Math Classroom, Module 1: Task 2

References

Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The flipped classroom in training and development: Fad or the future? Performance Improvement, 53(9), 23-28.

Wasserman, N., Quint, C., Norris, S., & Carr, T. (2017). Exploring flipped classroom instruction in calculus III. International Journal of Science & Mathematics Education, 15(3), 545-568.

Go to: Module 2: Main Page