What is a flipped classroom? In the flipped classroom model, direct instruction “lectures” take place at home via video classes, while the practice problems traditionally assigned as homework are now done in class.
How does it work? Students watch the assigned 10-15 minute video at home and complete the sample problems at the end of the video (total time: approximately 20-25 minutes per night). The videos are created by me, published on a YouTube channel (WolvesMath), and can be viewed from any internet-capable device. The next day, I review the concepts with the group, answer questions and clarify areas of confusion, and help students to apply the learned concepts to more challenging practice problems.
Essentially, what used to be the introductory in-class work (the lecture/direct instruction) is now homework; what used to be homework (those (sometimes aggravating!) Extra Practice packets), is now done at school. Parts of the guided practice, workbooks and section reviews, and direct instruction to extend ideas presented in the introductory video lessons will be presented in the classroom.
All videos can be found at: https://www.youtube.com/user/WolvesMath. Caution: Don’t go to WolvesMaths, or you’ll be doing calculus from an English school! There is also a direct link to the YouTube channel from the classroom website on the Links page.
What schedule can you expect?
You can expect your child to have a math video most Monday - Thursday evenings. I rarely assign homework over the weekend (FYI: homework notes will be posted next week). Math is no exception, meaning that students will not come to school Monday with new material to practice. We reserve Mondays for review of concepts from the prior week, if needed, or to study logic.
Wait...Logic?!?
Yes, logic! Logic is a language of mathematics. Mathematics explores the relationships among statements and which statements imply other statements. This is logic! When students study logical principles alongside math, it strengthens their reasoning skills and builds their problem solving brain muscles. We complete many puzzles that do not, on the surface, resemble traditional mathematics. However, in working these puzzles, we are practicing skills that we harness in learning more traditional mathematical material. The second half of Fifth Grade and nearly all of Sixth Grade math moves beyond learning computation and into exploring relationships between numbers. Logic training helps us to do this more successfully. Plus...it is fun!
Why Flip? Flipping instruction leverages learning in the classroom and makes my time with students more meaningful. With two math groups to teach, flipping instruction gives me more time to interact meaningfully with students and immediately address areas of confusion in a personalized way. I can be available to students during independent work time in a way I cannot be in traditional instruction. It focuses the time students spend with me on application and deep understanding of new ideas. It also provides me with the opportunity to closely monitor student practice work. We’ve all heard the maxim that practice makes perfect; this is only somewhat true. Correct practice makes perfect. With flipped instruction, I am able to immediately address errors in understanding and help students to practice correctly from the start.
Flipping also reduces homework pressure on families. Essentially, you get to take the teacher home for math homework! If your child doesn’t understand a concept, you can be assured that it will be reviewed and the practice problems completed at school. For parents who want to be deeply involved in their child’s math learning, you are able to closely follow along with them. Additionally, the lecture videos can be viewed repeatedly, if needed. There is in infinite ability to relearn and review the material!
Finally, flipping increases the ability of students to work at their own pace. Those that have fast math brains are able to work quickly; those that need more time to process math ideas can move at a pace that allows them to absorb the material.
Educational Technology Integration expert Joyce Aarsvold addresses common concerns and myths about the flipped classroom in her blog. She explains the flipped classroom as follows:
The Flipped Classroom is NOT:
- A synonym for online videos. When most people hear about the flipped classroom model, all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.
- About replacing teachers with videos (actually, you get 2X the teacher!).
- An online course.
- Students working without structure.
- Students spending the entire class staring at a computer screen.
- Students working in isolation.
- A means to increase interaction and personalized contact time between students and teachers.
- An environment where students take responsibility for their own learning.
- A classroom where the teacher is the “guide on the side, “not the “sage on the stage.”
- A blending of direct instruction with constructivist learning.
- A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field trips, don’t get left behind.
- A class where content is permanently archived for review.
- A class where all students are engaged in their learning through constant practice and application.
- A place where all students can get a personalized education.
As a personalized education is the backbone of the Willowwind learning experience, I love using this method with the 5/6 class. Flipping our math instruction in prior years has reliably allowed us to learn more, and to learn better, as we grow our math brains.
Mathematically,
Rachel