Pat Engle Mini Course: Creating a Flipped Math Classroom
Creating a Flipped Math Classroom
Overview and Purpose
I believe in creating a mathematical learning experience that is engaging, meaningful and efficient. I feel that classroom time should be utilized to take advantage for the learning resources that are in the classroom that can help further a student's learning. The teacher is one of these resources, but an even more important one is a student's peers. Instruction that a student could do just as easily in isolation is not a good use of classroom time. The flipped classroom model delivers direct instruction to the student outside of class and frees up in class time to utilize collaboration among students to further their learning.
The purpose of this mini course is to give you the confidence to convert your traditional classroom to a flipped classroom. It will teach you how to plan and design your course as well as create video for your out of class materials. The first module will focus on identifying what parts of your current course would work well in each part of the flipped classroom. The second module will have you create a detailed plan for an entire unit of student using the flipped model. The third and final module will teach you about different video platform opportunities and will have you create your own video content.
To be successful in this mini course you should already poses basic computer skills and be able to use the internet. Additionally you should have experience facilitating group work and have a strong background in the math content that you teach.
Problem Often students in a math class spend a lot of time listening to the teacher lecture and do not get a chance to enhance their learning by interacting with the other students that are in the classroom with them. A large portion of class is also devoted to going over homework problems that students had difficulty on. What if there was a way to give the static instruction at a time when the student was by themselves anyway, and use the time when then are with their peers in the classroom to develop a richer learning environment? The flipped classroom model is one that can do that.
Once a math teacher learns of the flipped classroom model they may be apprehensive to switch to it because of their inexperience with implementing the model. Wang (2017) stated that although there is general excitement about the model, many teachers "have expressed a reluctance to adapt their teaching style to accommodate this technology-based approach" (p. 1). They also may worry about the amount of time it takes to transition to the model. Unal and Unal (2017) found in a study of teachers who were new to implementing the flipped classroom that one of the main challenges was “heavy front-end preparation” (p. 157). These teachers also “reported that preparing flipped learning materials was time-consuming” (p. 157). This is where this mini-course comes in. Teachers need guidance in developing a course in the flipped model. The creation of a flipped classroom takes a lot of effort as it is, having to navigate how to do it on your own makes it that much more difficult. This mini course aims to meet the need of teachers to make the process of switching to a flipped classroom as painless as possible. Once they have the course developed, they can then put their own personal touches on the course to make it the best it can be.
What is to be Learned Participants will learn why the flipped classroom model is an equivalent replacement for the traditional classroom model when it comes to levels of student learning. They will learn about the structure of the flipped classroom model as well as platforms that can be used to facilitate the out of class portion of the course. Participants will also be introduced to several resources that can enhance the presentation of mathematics material outside of class. Lastly, participants will learn ways that the in class portion of the class can be structured.
Learners This course is intended for mathematics educators who are looking to learn how to begin using the flipped classroom model. No mathematics teachers could also take the course to learn the general ideas of crating a flipped classroom, but some elements of the course will be math specific. Teachers who already use the flipped classroom model may also benefit from the course in learning new ways to improve their current flipped classroom course.
Instructional Context This course will take place through the KNILT Wiki. Therefore, students will need a device with internet access in order to complete this course. The course will focus on computer/internet based tools. The learner's device also needs to be able to capture audio and video from the screen so that a participant can practice what is learned in the course.
Exploring the Problem and Solution The learner will be instructed though readings and video tutorials to help create their own flipped classroom math course. They will be able to decide what platforms and techniques will help enhance their own flipped classroom course.
Goals The main goal of this mini-course is for participants to feel comfortable in the rationale behind flipped classroom and in the actual mechanics of creating a flipped course. Once the course is completed a participant will be able to develop the structure of their choice and also use online video tools to create their own flipped videos or use suggested resources to find already created videos that would be appropriate for their course.
The following are things that a student in this mini-course should be able to accomplish by the end of the course.
- Participants will have knowledge about different ways to implement a flipped math classroom.
- Participants will have a deep understanding of the steps it will take to develop a flipped math classroom.
- Participants will know the different platforms available to conduct a flipped classroom.
- Participants will develop the skills to create a flipped classroom and as a result will gain the confidence to switch the courses that they teach to the flipped model.
- Participants will develop an understanding of what content can be done outside of class and what must be covered in class in a flipped math classroom.
- Participants will create activities that promote student engagement for the in class portion of their class.
Follow this link to get to our course help discussion page. If you have any questions feel free to post them here and the instructor or other classmates will answer your questions.
This mini-course includes the following units. Click the title of a unit to go to its page. All written tasks can be either done on paper or on your word processing program of choice. The final video will serve as the graded assessment for the course.
In this module participants will learn how to identify which parts of their current course would work best as out of class content and which would be best for the in class portion of the flipped classroom model.
In this module participants will create a detailed outline for an entire unit of student using the flipped classroom model.
In this module participants will learn to create video content and also demonstrate their learning from previous modules. ...
References and Extended Resources
Unal, Z. & Unal, A. (2017). Comparison of student performance, student perception and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), 145-164.
Wang, T. (2017). Overcoming barriers to 'flip': building teacher's capacity for the adoption of flipped classroom in Hong Kong secondary schools. Research & Practice in Technology Enhanced Learning, 12(1), 1-11.
To learn more about flipped classroom, check out a book by what are considered the modern day founders of flipped classroom Jonathan Bergman and Aaron Sams. It is called Flip your classroom: Reach every student in every class every day ISBN: 978-1564843159