Flipped Classroom Module 1



uncle-buck-pancakes1.jpg
Source:http://goo.gl/tZsxOI


Introduction Video:
Before we get into Flipping, lets watch a very short video showing what a Flipped Classroom is.



What is Flipping:
Flipping is taking your existing class structure and flipping. No duh Captain Obvious, but what does that REALLY mean? If you think of a traditional classroom as the teacher teaching a lesson, the teacher demonstrates that lesson, students practice, and then rinse and repeat. Flipping changes that. With flipping, the lesson, demonstration, and student practice take place outside the classroom. Then when students enter the classroom they review and analyze what they learned, the teacher makes adjustments to those that need help. The concept frees up the teacher to remediate those students who need help while allowing other students to move on unencumbered. Disclaimer: you can’t flip everything, however what you can flip may surprise you, keep reading for more, cue dramatic music…..

Flipping: What the students see
The best way to understand flipping is to experience it for yourself, first hand, through the eyes of the student. Below you will find the steps that a student would experience in a flipped classroom. For this experience our students (you in this case) will be learning about how to translate verbal expressions into algebraic expressions. Don’t worry if you don’t remember algebra or don’t teach math, you’ll be fine.

Step 1:
In class, the teacher would go over the instructions for accessing the flipped lesson online. In your case, all the material is listed on this wiki page, so all you have to do is keep reading. If you were doing flipped lessons through ebooks or a specific URL, this would be the time to make sure all kids could access the material while you are there in person to troubleshoot. The goal is to make sure you eliminate as many potential issues as you can before they head out the door.

Step 2:
You just got home from school, got a snack and it’s time to do your flipped homework before Cops comes on, can’t miss Cops. You take out a sheet of paper to take notes on the video below. It’s best to watch the video straight through the first time and then go back a second time and pause the video at the indicated points along the way.

Created by Cole Bennett using iMovie and World of Warcraft



Step 3:
The video is over, so it's time to get to work, below the teacher has listed 2 example problems for you to look at followed by 5 to do on your own.

Example 1:
125 decreased by a number
In this we see the word “decreased”. Looking at your notes, you see that decreased is another way to say subtract. Since it says, "by a number", this is our unknown, so we make this a variable like x or z or whatever you want. So our answer would be the following:
125 - n

Example 2:
y less than 18 times 6
Now we have a little bit more complex of a problem, but lets break it down. It says y “less than” 18 “times 6". Right away we know “times” means multiply and “less than” means subtract. Look at the sentence, it says y “less than” the second part, so 18 x 6 goes first, followed by subtracting y. Final answer should look like:
(18 x 6) - y

Try on your own now:
1. the product of a number and 35
2. the quotient of 100 and w
3. twice a number, plus 27
4. 12 less than 15 times x
5. the product of e and 4, divided by 12

Step 4:
At this point you would take your work to school the next day to go over in class. In our case we will list the answers below, I trust you won’t cheat.

1. the product of a number and 35
35x
2. the quotient of 100 and w
100/w (the first number goes on top with division)
3. twice a number, plus 27
2x + 27
4. 12 less than 15 times x
15x - 12
5. the product of e and 4, divided by 12
4e/12

Notes/Key Points
  • Flipping really revolves around knowing your kids or your “who”
    • If you teach, say gifted or advanced kids, then you could most likely give them this lesson as you see it with no modifications
    • Conversely, if you know your kids need extra instructions and extended explanations, then in Step 1 you could provide some examples in class or maybe go over some basics to get them started
    • Also, if you have rascals that like to copy each other, then when they come into class, you could do a very short pop quiz or have them physically hand in their papers so you can check their work.
  • Confusion is natural because it’s a new experience for you and the students, it won’t be perfect but embrace the challenge and let the kids struggle a little bit.
  • In order to grow, students have to think outside the box and push their limits, hand-holding has a place but you know your kids, and you know when it’s time to pull back and make them work on their own
  • Flipping doesn’t replace you as the teacher, after all who created the content? You did, of course. You are the creator but also the facilitator instead of the knowledge gatekeeper.