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Flipped Class Overview
Transcript of Flipped Class Overview
Where It Started
Students learning at
(slow, medium, fast)
all over the world
with different mathematical backgrounds.
(sick, extra curriculars, etc.) and missing critical lessons.
information even though they were "present"
not completing homework
fully or correctly
at home (or simply
from a friend).
on their homework because they couldn't ask for help.
What is a Flipped Class?
Some portions of this presentation adapted from Crystal Kirch: flippingwithkirch.blogspot.com.
How Parents Can Help
are saying . . .
The Awty International School
Mrs. Pamela Odom
How do you feel about the "flipped class" approach we tried this year?
I find it very helpful.
17% Both approaches are equally helpful.
I don’t like it. The traditional
approach was more helpful.
Responsibility for learning
flipped from teacher's hands to students' hands
Face-to-face time flipped from
Focus of class time flipped from
Same course, same curriculum,
same preparation . . . just
a new way of structuring
Formal assessments won't change:
daily grades (10%)
The new setup will allow for more variety in informal (formative) assessments of student progress, too.
What if there are technical problems?
If a link seems to be messed up,
and I'll try to fix it.
Try watching on
call a friend.
Watch it the next morning
Read the lesson in the textbook
. Take notes and solve examples as usual.
Last year, students completed
about our Flipped Class experiment.
Here are some of their responses.
Which type of lesson helps you to learn best?
95% Flipped Class
5% Traditional Class
I can learn at my own pace
(faster or slower than in class).
“I can listen to something
it the first time or if I
“I like using
class time more actively
during in-class practice than when doing homework by myself because
I can ask the teacher or a classmate to explain something
I don’t understand. Then I can
finish the problem on my own
“I feel that
I am more focused
during video lessons.”
(Some students liked not being distracted by classmates, others mentioned saving the videos for a time of day when they are more alert.)
“The video lessons seem
easier to understand
Some reasons they liked the Flip:
Or in the library, or on the bus, or in the gym, or ...
While watching a video:
Set aside distractions
like phones, tvs, and other webpages.
(writing helps you internalize!)
the video and
attempt to solve examples on your own
your work to mine.
you want to ask.
Be active! Use your own words, look for connections, etc. Don't just mindlessly write down what you see!
Most lessons will end with an "
On Your Own
" question and an embedded "
" to be
completed before class.
, you should also do
extra review and practice
for things you don't understand fully.
solve more problems!
study textbook explanations and examples
re-watch older videos (lessons are archived!)
We will still do
assignments on some days
Help your child to
while watching each video lesson
(true learning cannot happen passively!)
Remind your child that the work we do in class is a
of practice. As always, students may need
more practice on some topics.
If your child says that he does not understand something, encourage him to look at the
’s explanations and to
ask for help
the next day.
Your child might need guidance in
taking effective notes
. Video notes should not just be a transcription of what I write on the screen. They should include
additional thoughts and questions
written in the
student's own words.
Also, problems should be solved individually and corrected as needed.
At Home: Video Lessons
Access Videos through Playlists on Sophia.org
Assignment Calendar on Class Webpage at Awty.org
by Crystal Kirch
Sample Online Lesson
- Time to ask questions from the video lesson.
- Discuss the "On Your Own" problem as a class.
2. Practice and Extensions
- Practice sets (like traditional homework)
- Individual help
- Explorations, games
- Additional challenges and extensions