When I look back into how I was taught math, there is a variety of pedagogical strategies used throughout the years. From the standard lecture-based approach with an infinite problem set as practice, to collaborative groups with a focus on an investigative approach to an online format, where through a community blog, questions shared and answered by the learning community. I can explain from personal experience which strategy worked best for me. This might not be the same for everyone though.
The flipped classroom seems in theory to bridge this gap. Knowledge is front-loaded and then applied in the confines of the class, where all the "hard stuff" can take place with professional guidance. Why would we waste precious time, when we are all together to do something that could be done alone. With that, a flipped classroom is of great interest to me. I can see this being put to use in a couple of ways. When diving deeper into previously learned content, a series of short videos to be used as a skills practice would be useful as we got into the applied content during class. The flipped class could also be used a though provoker. This could be a mental or written brainstorm involving a driving question that you wanted students to come into class with. Much like we often do within our current cohort, if you are have some ideas coming into a class, a richer conversation will follow.
2 Comments
Madeleine O'Rear
11/20/2017 10:20:43 am
I am also really interested in the flipped classroom approach and agree that it seems to use classroom time more efficiently. I think that it also allows for more effective differentiation between students, as students will have the ability to naturally differentiate the lessons for themselves in the instructional part of the process. My only concern regarding a flipped classroom is how to implement it effectively when a large portion of your student population does not have a computer and internet at home.
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Lisa Gottfried
11/27/2017 08:00:18 pm
Assuming that flipping means having to have technology, what if you introduce the content through some paper based introduction? Where you are getting them to pre-think? I'm noticing many others with the same concern about the technology gap. What if you flipped it with basic pencil/paper technology? Or you give them a question to consider as they are leaving and they have to investigate or ask others in their lives about it? Or send them with a math diagram that asked them to predict the next diagram based on the pattern. (Jo Boales has some great material for those sorts of assignments) Then they come back to class and have to solve the problem in teams. Just some thoughts.
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Joseph WilliamsI have a love for getting students jazzed about math, art and food. Currently educating youth at an alternative high school program in Portland. Archives
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