How Does the Flipped Classroom Work?
In a nutshell - I have flipped the way school is done; lecture and notes are done at home and the practice and application is done in class.
Not all students learn at the same pace; not all scholars learn by listening; and not all students can pay attention with the peers nearby - this is why I flip my classes. My goal with the flipped classroom is to allow scholars the ability the flexibility to watch the videos where they want; when they want; and to rewind, pause, fast forward the content as needed to meet their individual learning needs. The plan is for students to watch videos at home in preparation for the next class. This allows more time for scholars to practice and apply their knowledge of mathematics in the classroom. The classroom is the ideal location for this type of work since any questions that arise can be answered by peers or the teacher. The focus of the classroom becomes knowledge construction instead of knowledge introduction.
Multiple Resources
My ultimate goal is to develop our scholars so that they can gather information for multiple types of resources. There will be times when students watch a video created by me, a video created by someone else, read from a text (online and textbook), or are asked to interview another scholar. My hope is that throughout the course of the year students learn the necessary skills to gather information from whatever resources is available, identify which types of resources work best for them as an individual, and know how to search out resources on their own.
What if my student does not watch the videos?
Scholars will need to the introduction to the content prior to the practice so a scholar who has not yet watched the content will be asked to sit in the back of the classroom and take notes prior to joining the in class activity. This is highly discouraged since the purpose is to be able to do the practice in class and if they begin the activity late they will probably have to finish it for homework. I intentionally do not grade whether or not the scholars view the video and take notes since I do not see how this is a reflection of their knowledge of the material. However, the scholars will lose work ethic points (these do not affect their academic grade) since they did not do their job.
In a nutshell - I have flipped the way school is done; lecture and notes are done at home and the practice and application is done in class.
Not all students learn at the same pace; not all scholars learn by listening; and not all students can pay attention with the peers nearby - this is why I flip my classes. My goal with the flipped classroom is to allow scholars the ability the flexibility to watch the videos where they want; when they want; and to rewind, pause, fast forward the content as needed to meet their individual learning needs. The plan is for students to watch videos at home in preparation for the next class. This allows more time for scholars to practice and apply their knowledge of mathematics in the classroom. The classroom is the ideal location for this type of work since any questions that arise can be answered by peers or the teacher. The focus of the classroom becomes knowledge construction instead of knowledge introduction.
Multiple Resources
My ultimate goal is to develop our scholars so that they can gather information for multiple types of resources. There will be times when students watch a video created by me, a video created by someone else, read from a text (online and textbook), or are asked to interview another scholar. My hope is that throughout the course of the year students learn the necessary skills to gather information from whatever resources is available, identify which types of resources work best for them as an individual, and know how to search out resources on their own.
What if my student does not watch the videos?
Scholars will need to the introduction to the content prior to the practice so a scholar who has not yet watched the content will be asked to sit in the back of the classroom and take notes prior to joining the in class activity. This is highly discouraged since the purpose is to be able to do the practice in class and if they begin the activity late they will probably have to finish it for homework. I intentionally do not grade whether or not the scholars view the video and take notes since I do not see how this is a reflection of their knowledge of the material. However, the scholars will lose work ethic points (these do not affect their academic grade) since they did not do their job.