Introduction to our Work

Briefly, the Flipped Classroom as described by Jonathan Martin is:
"Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved.

"Good teaching cannot be reduced to one technique; good teaching comes from the identity and integrity of the teacher."

      - Parker Palmer 

Why are we trying this?   

In the fall of 2010 Mike and I started using the Khan Academy video tutorials with our students. We used them to both preview and review material we were teaching in class. In 2011 we began experimenting more formally with the idea of "Flipping the Classroom."  By no means are we experts.  We are currently taking a Yarmouth Technology Course over the summer and into Fall to develop two Blogger sites, one site would be a "Current Unit of Study" broadcasting short videos introducing the Investigations (new chapters / concepts) from our Connected Math Program (CMP) and the other would be broadcasting videos reteaching / reviewing the basic skills we expect our students to have mastered prior to and during 7th grade. We also plan to involve our students, other teachers, and even community members hoping to add a personal touch to our "flipping videos."

How to Start:
(adapted from Aron Sams

Step 1: Ask yourself this question: Do I currently use class time to teach any low level, procedural, and / or algorithmic concepts that could be filmed for students/ teachers / parents to preview and / or review?

Step 2: If yes, begin by creating opportunities for students to obtain this information outside of the classroom - i.e. produce step by step videos explaining a particular concept or find a video in the Khan Academy library that matches up with the identified need.

Step 3: Include a system that encourages reflection and allows synthesis of instruction - i.e. entry slips or check-in problems - both are simply quick formative assessments to identify student progress.




         One Example of our Teaching Videos

How to write and graph two operation equations.

What are some of the advantages we have already seen?
  • Access of subject matter (CMP content and skills work) outside the classroom by parents and students.
  • Investigations (chapters / concepts in CMP) become homework and class time is used for collaborative student work, access to individual help, practice problems, and extension / experiential exercises.
  • Enables students with multiple learning styles and abilities to access content at their own pace.
  • Allows for the constructivist approach.  Students create the videos.  By doing and explaining the information in their videos, they understand the content to a higher level.
  • Prepares students for a future as digital citizens; Allows them to learn from students and teachers from around the world.

Students' Reflection on "Flipping the Classroom"

Reflection on Flipping the Classroom

 Students' Explanation of ScreenFlow

Intro to ScreenFlow