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Topic/purpose (consider Gagne's 5 outcome types)

The Flipped Math Classroom

Hello teachers, this mini course will give you insight into what a Flipped classroom is and the effectiveness of it in a math classroom.

Needs Assessment

1. Instructional Problem

In a traditional classroom, in terms of Bloom’s Taxonomy, students do the lower levels of cognitive work (gaining knowledge and comprehension) in class, and then they are asked to do the higher levels of cognitive work (application, analysis, synthesis, and evaluation) outside of class. With this theory, many students struggle to reach the higher levels of cognitive thinking because they do not have immediate feedback from peers and teachers at home. Particularly, in a mathematics classroom, students struggle to apply what they learned in the classroom to the homework problems they are assigned. Because of time constraints, teachers cannot address this issue because they need to move on to a new topic; this problem leads to many gaps in student’s retention of the content.

2. What is to be Learned

Educators will learn how to address this issue by utilizing the theory behind a “Flipped” classroom. The learners will gain insight into the theory behind a flipped classroom, they will learn how to plan and implement a flipped classroom technique, and they will analyze and apply their knowledge to their own classrooms to test out the effectiveness of the practice.

3. The Learners

The learners are 7th through 12th grade math teachers who are interested in learning new approaches to teaching mathematics. The learners will be familiar with technologies used to create video and audio projects. Learners will also have some knowledge of interactive whiteboards, student response systems, tablets, smartphones, and laptops.

4. Context for Instruction

Throughout the entirety of the mini course, instruction and activities will take place online. Thus, students will need to have access to a computer, smartphone, or tablet with high speed internet access.

5. Exploring the Instructional Problem and Solution

Throughout the course, students will analyze and explore the flipped classroom solution through analysis and implementation activities. Students will explore and analyze various flipped classrooms throughout the country to gain insight into the technique and effectiveness of the practice. Students will apply their knowledge and understandings through activities and assignments that require them to implement some aspects of a flipped classroom technique into their own classroom.

6. Goals of this Mini-Course

The main goal of this course is for the educators to gain insight into the practice of flipping a classroom, and through experimentation, the educators will test out the practice by implementing the techniques into their own classroom. By the end of the course, the educators should feel comfortable to explain the practice and its effectiveness to students, other teachers, parents, and administrators, and they should feel comfortable to implement the practice into their teaching.

Performance Objectives

-Given various readings and videos, students will analyze the strengths and weaknesses of various Flipped classroom techniques and strategies (cognitive, intellectual).

-Using the internet, students will research and evaluate two different Flipped Math Classrooms (intellectual, attitudes).

-Using the knowledge gained from the readings, activities, and evaluations, students will implement 3 different Flipped Classroom techniques into their classrooms (cognitive, motor).

-Given a self-assessment, students will evaluate and analyze the techniques that they implemented in their classrooms (verbal, intellectual). .

-Students will create a concept map that details the layout and structure of their future Flipped Math Classroom (cognitive).

Task Analysis

Unit 1: What is a Flipped classroom and what strategies are used in a Flipped Mathematics classroom?

  • Learners will read and review the Prezi Presentation
  • Learners will read the articles and watch the videos that are provided.
  • Learners will complete the lesson note taking guide and worksheet.

Unit 2: What are the strengths and weaknesses of a Flipped classroom approach?

  • Learners will select 2 Flipped math classrooms to analyze.
  • Learners will identify the strengths and weaknesses of each Flipped Math classroom.
  • Learners will decide which Flipped classroom techniques they think will be most effective for their environment.

Unit 3: How effective is a Flipped classroom approach for your students?

  • Learners will implement 3 strategies of Flipped classrooms into their own classroom.
  • Learners will analyze their student’s cognitive, affective, and psychomotor skills before and after implementing a Flipped classroom approach.

Assessment: Learners will construct a concept map that details the Flipped classroom approach that they will implement in their future classes. Learners will need to include the structure of the class and the responsibilities of the teacher and the students.

Curriculum Map

Flipped classroom concept map.jpg

References and Resources

Larson, M. B., Lockee, B. B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.

Bransford, J. D. (2000). How People Learn. Washington, DC: National Academy Press.

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=54&Itemid=73

http://www.knewton.com/flipped-classroom/

http://net.educause.edu/ir/library/pdf/eli7081.pdf

http://www.dmsflippedmath.com/unit-2.html

http://www.flippedmath.com/

http://www.mathwithmccarthy.com/chapter-1.html

http://educationnext.org/files/ednext_20121_BTucker.pdf