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Resources - Flipping classroom in Maths classess

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Resources - Flipping classroom in Maths classess

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This is a great video I find while I reviewed the Learning Diary of Rosalia Ribeiro.

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Annex to my lesson plan

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Here is my Lesson plan, the final product of the course, made with the Learning Designer.

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These videos provide a good overview of why the flipped classroom is more popular every day, offering many useful insights for those new to 'the flip'.

Following is a selection of eight videos that discuss the flipped classroom and why it makes so much sense. Learn how the flip enables teachers to truly personalize the classroom and differentiate learning. Discover how flipping the classroom can go hand in hand with mastery learning. Take a deeper dive into flipped instruction and questions that many teachers raise when they first learn about it, in a flipped class panel discussion.

1. Why I Flipped My Classroom

8th grade math and Algebra 1 teacher Katie provides an excellent explanation of why she flipped her classroom in this 3 and a half minute video. Her explanation is both elegant and powerful in its simplicity.

2. The Flipped Classroom

This video is from one of the leading proponents of the flipped classroom. High School teacher Aaron Sams and fellow teacher Jon Bergmann have become well known advocates of the technology-enabled teaching technique and last year they published the book Flip Your Class: Reach Every Student in Every Class Every Day (learn more about this book here). One my favorite things about this brief (2+ min.) video is the section where we see Sams and Bergmann talking to each other in a sampling of flipped content they created - this is a great technique that can make creating flipped learning materials so much more enjoyable for the teacher, and for the students watching!

3. The Flipped Classroom is not...

This video from "mathjohnson" clears up misconceptions about the flip by explaining a lot of what the flip classroom isn't (which interestingly gives a lot of perspective on what the flipped classroom is). I love the reference to how the flipped model moves students from "playing school" to "playing learning".

4. Salman Khan: Let's use video to reinvent education

While this video is not focused on flipped teaching, Khan talks about a lot of the elements that make the flip work, and the implications of this model as part of a larger set of changes that can lead to mastery learning. At about 6:30 in the video, he discusses how teachers reached out and informed him that they were using his videos to flip their classrooms, 'humanizing' the classroom in the process. He goes on to explain his thoughts on how this model forms a foundation from which much more powerful changes to education delivery and learning can flow, and illustrates much of what the Khan Academy was doing at that point in time (in early 2011). This was one of the earliest and most inspiring videos I came across that discussed flipped teaching.

The Flipped Classroom Workshop in a Book by Kelly Walsh, available now!

5. Flipped Classrooms and the Mastery Approach to Learning

Jon Bergmann explains the 'mastery learning' approach he implemented using the flip in this quick video (< 2 min.).

6. Flipped Classroom Panel Discussion

This is the longest video here, but it is delivered in the form of an article where some of the dialogue has been translated to text for easier/quicker consumption (and to also encourage readers to go on and watch the video to learn more). This is from a recent online panel discussion that I moderated at the request of McGraw-Hill and it is rich with deeper insights into how the flip works. Around the half way point, we started taking questions from the 1000+ people who watched this streamed Google Hangout.

7. Tips and Techniques for Creating Good Quality Engaging Instructional Screencasts

Once you're convinced that the flip is something you want to consider trying, you'll probably start experimenting with screen casting applications (although it is important to know that you don't have to use screen casts, especially when you first get started - there are other sources of content and other ways to create your own - we learn more about these in this summer's flipped classroom workshop). While this is sort of a jump ahead, I wanted to share this video and article, in which I have culled dozens of good tips from articles across the web, discussing suggestions for how to create good screen casts.

8. The Flipped Classroom as a Vehicle to the Future

This seems like a good video to wrap up with. "With the power of the flipped classroom, we are now creating the future [of teaching and learning], not waiting for it."

Related Posts (if the above topic is of interest, you might want to check these out):
Announcing the Summer 2013 Flipped Classroom Online Workshop from EmergingEdTech - Register Today
Add Voice Over to PowerPoint Presentations in 5 Easy Steps (video)
Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes

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8 Great Videos About the Flipped Classroom

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Following is a selection of eight videos that discuss the flipped classroom and why it makes so much sense. Learn how the flip enables teachers to truly personalize the classroom and differentiate learning. Discover how flipping the classroom can go hand in hand with mastery learning.

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Video lectures at home? Homework in class? Welcome to a new world of active learning where teachers can be there when students need them.

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Module 4, Question 4.6 Apps for personalized learning and flipping the classroom

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Module 4, Question 4.6 Apps for personalized learning and flipping the classroom

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- GeoGebra

-Mindomo

- Powtoon
- Explain everything

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Module 4, Question 4.5 Flipping the classroom with tablets

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Module 4, Question 4.5 Flipping the classroom with tablets

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I think there are some challenges for teachers to implement flipped classrooms in schools:

- not every student has the technical conditions at home

- not every student watches the video at home

- teachers have no time enough to conceive and realize these materials

- parents or head master are not convinced about the good results of this method.

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Module 4, Question 4.5 Flipping the classroom with tablets

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Module 4, Question 4.5 Flipping the classroom with tablets

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I thinI think there are some challenges for teachers to implement flipped classrooms in schools:

- not every student has the technical conditions at home

- not every student watches the video at home

- teachers have no time enough to conceive and realize these materials

- parents or head master are not convinced about the good results of this method.

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Module 4, Question 4.4 Introduction to the flipped classroom

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Module 4, Question 4.4 Introduction to the flipped classroom

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I heard about this method, and I use it once, but in an eTwinning project activity, not in a regular class activity.

In my eTwinning project activity, I used short videos made by the students, with explanations about a property or a method, the other students watched that videos and tried to make applications of what was presented before.

I didn't used this method in lessons till now because I was not sure if all students have technical possibilities at home to watch my materials, but I am willing to try it.

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Auditory

If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it.

As an auditory learner, you probably hum or talk to yourself or others if you become bored. People may think you are not paying attention, even though you may be hearing and understanding everything being said.

Here are some things that auditory learners like you can do to learn better.

Sit where you can hear.

Have your hearing checked on a regular basis.

Use flashcards to learn new words; read them out loud.

Read stories, assignments, or directions out loud.

Record yourself spelling words and then listen to the recording.

Have test questions read to you out loud.

Study new material by reading it out loud.

Remember that you need to hear things, not just see things, in order to learn well.

Visual

If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning.

As a visual learner, you are usually neat and clean. You often close your eyes to visualize or remember something, and you will find something to watch if you become bored. You may have difficulty with spoken directions and may be easily distracted by sounds. You are attracted to color and to spoken language (like stories) that is rich in imagery.

Here are some things that visual learners like you can do to learn better:

Sit near the front of the classroom. (It won't mean you're the teacher's pet!)

Have your eyesight checked on a regular basis.

Use flashcards to learn new words.

Try to visualize things that you hear or things that are read to you.

Write down key words, ideas, or instructions.

Draw pictures to help explain new concepts and then explain the pictures.

Color code things.

Avoid distractions during study times.

Remember that you need to see things, not just hear things, to learn well.

Tactile

If you are a tactile learner, you learn by touching and doing. You understand and remember things through physical movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still.

As a tactile learner, you like to take things apart and put things together, and you tend to find reasons to tinker or move around when you become bored. You may be very well coordinated and have good athletic ability. You can easily remember things that were done but may have difficulty remembering what you saw or heard in the process. You often communicate by touching, and you appreciate physically expressed forms of encouragement, such as a pat on the back.

Here are some things that tactile learners like you can do to learn better:

Participate in activities that involve touching, building, moving, or drawing.

Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.

It's OK to chew gum, walk around, or rock in a chair while reading or studying.

Use flashcards and arrange them in groups to show relationships between ideas.

Trace words with your finger to learn spelling (finger spelling).

Take frequent breaks during reading or studying periods (frequent, but not long).

It's OK to tap a pencil, shake your foot, or hold on to something while learning.

Use a computer to reinforce learning through the sense of touch.

Remember that you learn best by doing, not just by reading, seeing, or hearing.

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What's Your Learning Style? 20 Questions

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Auditory If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones.

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Module 4, Question 4.2 Personalising learning with tablets

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Module 4, Question 4.2 Personalising learning with tablets

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In Maths classes, I think that a good app to be used for personalizing learning is GeoGebra. GeoGebra could be used in many ways, according to the skills and learning styles of the students: from simple making geometrical shapes with colors, to more complicated geometrical construction, or from observing the mathematical properties to make their own models to show or to prove different properties to others. Teachers could also use the mobility gave by the tablets to let students make photos, albums with geometrical shapes in nature.Using web-quests is also a good way to personalize learning, with written, audio or video instructions, so as all kind of learning styles to be favored.

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Module 4. Using tablets for personalising learning & flipping the classroo, Question 
				
				
			
		4.1 Introduction to personalised learning

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Module 4. Using tablets for personalising learning & flipping the classroo, Question 
				
				
			
		4.1 Introduction to personalised learning

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I try to gather information about the learning style of my students because, as Maths is not an easy subject, I often have to adapt my teaching methods to the learning style of my students. I use to observe students during classes, how they react during group activities, or I discuss with students about their learning style. I gather information also from the school counselor or from the class tutor teacher.

I use also questionnaires, especially by the class where I am the tutor teacher, as I have more time and I should also counsel them.

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Module 3, Question 3.5 Apps for collaborative learning

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Module 3, Question 3.5 Apps for collaborative learning

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Some of the apps I like are: Padlet, Voicethread, Kahoot, Mindomo, Geogebra, Animoto.

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I am a Maths teacher in Bucharest, Romania. I teach at a lower secondary school, and my students are between 11 and 15 years old.

I am always interested in improving my teaching methods, and in making my classes more interesting. I think that a project based learning approach and the use of new technology are necessary steps in doing this.

My hobbies are: reading, watching movies, travelling, trekking and sports.

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Module 3, Question 3.3 School-to-school collaboration with tablets

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Module 3, Question 3.3 School-to-school collaboration with tablets

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I am an eTwinner for about four years and I did a few projects which enjoyed students very much. One example is a collaborative project between two schools, one from Poland and one from Romania, called "M@thematical curiosities". As collaborative tasks from this project I could mentioned: creating a wiki about great mathematicians, creating a mathematical dictionary in English, Polish and Romanian, or celebrating Pi-day together. In all these activities students worked collaboratively in international teams. In this project we didn't use tablets, but I intend to do this in the future.

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Module 3, Question 3.2 Student collaboration with tablets

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Module 3, Question 3.2 Student collaboration with tablets

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To keep students focused and on track during collaborative projects, they need to enjoy the tasks and to have a motivation for finishing them. I try to make the tasks interesting and different from every day work in class. I give students clear instructions for the work and I make them clear how their work will be evaluated and what's happened at the end: they will have a grade (in the case of class projects), they will have a presentation in front of the class, or a presentation on a blog or on Twinspace (in case of European projects), etc.

To make sure they all contribute to the tasks, I have discussions with the group about how the work is divided and how it is going, and students usually say if somebody doesn’t contribute enough. In case they receive grades, I ask them to make a short report about the contribution of each member of the group to the tasks.

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Module 3. Using tablets for collaborative learning,Question  3.1 Introduction to collaborative learning

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Module 3. Using tablets for collaborative learning,Question  3.1 Introduction to collaborative learning

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Generally, I form groups according to the tasks. For short tasks during class work, I group students in pairs, according to their learning level achieved, so they can work tasks of different level of difficulty. Sometimes I change pairs so as one partner can tutor the other in order to help him/her in his/her study.

For projects activities in the class I form groups according to student's skills, so as every group to have the right student for each role. In these cases groups are larger, of about 4 persons. For homework group tasks, I let the students to make their own choices for group partners, because they have to spend free time together and I intervene only if they have difficulties in forming groups.

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Module 2, Question 2.3 What kind of content can we create with tablets?

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Module 2, Question 2.3 What kind of content can we create with tablets?

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A very good app for Maths classes is GeoGebra. Here is a Thinglink with a few geometry files made by the students using GeoGebra.

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Geometry Theorems presented using GeoGebra

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View the interactive image by Maria Petrescu

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Module 2, Question 2.1 An introduction to Learning Scenarios

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Module 2, Question 2.1 An introduction to Learning Scenarios

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I find Learning scenarios very useful in doing activities and projects using tablets. Students are involved in all phases and these phases help them to organize their work, to have feed-back and to try their products before showing them, and to make them visible.

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Module 2. Using tablets for content creation, Question 2.2 Introduction to content creation

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Module 2. Using tablets for content creation, Question 2.2 Introduction to content creation

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There are many possibilities for content creations, during Maths classes or during other educative extra-curricular activities. I will give one example about an ecological project I was involved with my class into. One of the tasks was students to create a poster for convincing people to reduce electricity consume. At that time I used computers for doing this, but I think with tablets it is easier, because students can make photos with the tablets and use them directly for their posters, or they can work easier to their posters in the class (not necessarily in the computer room), or in the school-yard, at home, meeting their group-mates and work in a park, etc.

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We Believe technology Can Transform Education In that time we have grown from working with just a few schools using 1:1 tablets in learning, to helping schools across the UK understand and enjoy using technology in education. LET'S GO https://youtu.be/buXG6heAEDE About Tablets for Schools We make this research study openly readily available, and use it ...

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Module 1, Question 1.5 App for Teaching: Edmodo

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Module 1, Question 1.5 App for Teaching: Edmodo

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I didn't use Edmodo, but it seems an good and safe app to use with the students. By first sight it seems useful for collaborative work, share materials, post assignments and polls. For students is also a good way to have feed-back from their teacher outside the classes.

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Module 1, Question 1.4 Tablets in classrooms - what I need to know

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Module 1, Question 1.4 Tablets in classrooms - what I need to know

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Once the students have tablets and wi-fi connection (which are not provided yet in my school), the most challenging seems to me to determine students to use the tablets only for educational goals. In my school the use of smart-phones is not permitted because some students use them to play during the lessons, to make inappropriate photos or videos, or to use them for “inspiration” during tests. That's why teachers must set very clear rules, and observe very carefully how students use tablets during classes. A big challenge for the teachers is also what to do when students are not following the rules, even more challenging then setting the rules.

A big challenge by the Maths classes is time. The curriculum is very big, students have important exams to prepare, so there is no much time for activities, teachers should very well think and integrate tablets activities in the curriculum, so as students to benefit and to be helped by these activities.

A challenge for teachers is to prepare very well the activities, to give students clear tasks and feed-back, and to use these activities to engage all the students and to facilitate learning in different contexts.

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Module 1, Question 1.3 Tablets in schools - what I need to know

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Module 1, Question 1.3 Tablets in schools - what I need to know

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The first challenge is to provide devices for the students. In my school there are no tablets, so when I make an activity students should bring their own devices and not every student can bring one, so we have one tablet for a group of students. Our Government wants to implement digital manuals and to provide tablets for every student, so we wait for this to come to reality.
Another challenge is lack of wireless Internet. In my school there is Internet only in one computer room, so in this moment we cannot use tablets for on-line activities, only for activities with different apps. This problem should be solved according to the school policy.

A big challenge for schools is the professional training of the teachers. There should be special training courses, teachers meetings where they can share methods and situations to use tablets and to integrate tablets activities into curriculum and an appropriate evaluation of these activities.

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Teachers' Blog

Observation

School observations are an important part of the Creative Classrooms Lab project. On this page you will find information on the observation methodologies and gathered during visits undertaken by Diana Bannister, University of Wolverhampton to the 8 countries involved in the project.

School Observation Blog

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Teachers' Blog Observation School observations are an important part of the Creative Classrooms Lab project. On this page you will find information on the observation methodologies and gathered during visits undertaken by Diana Bannister, University of Wolverhampton to the 8 countries involved in the project. School Observation Blog

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Module 1. Getting started with tablets at school,
				
				
			
		 Question 1.2 Why use tablets? The teacher and student perspective

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Module 1. Getting started with tablets at school,
				
				
			
		 Question 1.2 Why use tablets? The teacher and student perspective

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Using tablets in classroom is a normal step in using technologies in schools. This is because most of the students have already tablets at home (or at least smart-phones) and they are used to use them. Tablets give more mobility than computers, they can be easily use in every classroom not only in computer rooms, or they can be used for activities in different other situations like the courtyard, a park, a museum, a school-trip. They are light, easy to handle and can be used in many contexts. Another important reason is the existence of many educational apps, that once installed on the tablet make their use independent of the Internet connection.

Using tablets in Maths classes gives students more engagement, make them more connected with the Maths applications not only with theoretical Maths knowledge, makes them more creative, and give them many opportunities for collaborative activities and for communication, working in groups (in classroom but also for homeworks, projects), peer learning and feed-back from the teacher.

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I teach Mathematics in School "Hamburg" Bucharest, Romania, at the lower secondary level. My students are between 11 and 15 years old. In the classrooms we have access to video projectors, but no Internet. However we have a computer room where Internet is also provided.