Fulton, K. (2012). Upside down, and inside out: Flip your classroom to
improve student learning.Learning and Leading with Technology, 39(8),
12-14. Retrieved from
http://www.iste.org/learn/publications/learning-and-leading/issues/Upside_Down_and_Inside_Out.aspx
Summary:
This article is about a high school located in a small community near Rochester, Minnesota that could not afford new math text books. Their superintendent turned to the math teachers for alternative ideas. A group of innovative math educators decided that they did not need new textbooks. They designed their own tests, worksheets, and instructional videos. An important element to this redesigned classroom is that the instruction is done at home. Students view videos made by their teachers on a particular lesson at home in the place of homework. In the place of classroom lectures, students complete math problems to demonstrate their understand of the previous night's lesson. The new classroom model appears to be benefiting students. Teachers have found a marked improvement in all math levels. Students and parents approve of the new model, though some parents do have concerns regarding access to computers and internet access.
This article is about a high school located in a small community near Rochester, Minnesota that could not afford new math text books. Their superintendent turned to the math teachers for alternative ideas. A group of innovative math educators decided that they did not need new textbooks. They designed their own tests, worksheets, and instructional videos. An important element to this redesigned classroom is that the instruction is done at home. Students view videos made by their teachers on a particular lesson at home in the place of homework. In the place of classroom lectures, students complete math problems to demonstrate their understand of the previous night's lesson. The new classroom model appears to be benefiting students. Teachers have found a marked improvement in all math levels. Students and parents approve of the new model, though some parents do have concerns regarding access to computers and internet access.
Question 1: How can the school system respond to parents who have issues regarding computer access for their children?
The far too simple response to that question would be to provide all with digital devices that allow them to view the lessons at home. Barring a miraculous technology grant, that solution is very unlikely. My less ideal but more realistic solution would be to extended hours of the computer lab on campus and encourage local libraries to reserve some hours for students. Community collaboration would be very helpful.
The far too simple response to that question would be to provide all with digital devices that allow them to view the lessons at home. Barring a miraculous technology grant, that solution is very unlikely. My less ideal but more realistic solution would be to extended hours of the computer lab on campus and encourage local libraries to reserve some hours for students. Community collaboration would be very helpful.
Question 2: How could this system benefit ESL students?
I would like to see these instructional videos offered in both English and Spanish. One of the math teachers in the department would be tasked with making the Spanish language video. As a teacher of English Learners, I would encourage my students to first view the video in Spanish and then view the same lesson in English. This would allow them to learn the math lesson while simultaneously improving their English.
I would like to see these instructional videos offered in both English and Spanish. One of the math teachers in the department would be tasked with making the Spanish language video. As a teacher of English Learners, I would encourage my students to first view the video in Spanish and then view the same lesson in English. This would allow them to learn the math lesson while simultaneously improving their English.
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