Flipped Math is a flipped-mastery classroom format that is completely different from a typical classroom. A Flipped Math classroom’s major purpose is to improve student learning and achievement by flipping the standard classroom model, focusing class time on student understanding rather than lecture. Teachers accomplish this by posting short video lectures online for students to watch at home before the next class session. This enables for more time in class to be spent on expanding on and mastering the material through collaborative learning exercises, projects, and conversations. Essentially, schoolwork that is traditionally completed at home is completed in the classroom, while lectures that are typically completed in the classroom are viewed at home.
What are flipped math classes?
Returning to the present, Flipped Math Classrooms could be the solution that Bloom was seeking for. Flipped Math Classrooms is an instructional system that uses a learner-centric approach to increase student engagement and performance.
Another point worth considering is that a flipped classroom arrangement allows students to work at a more flexible pace. Because there is no whole-group instruction taking place during class, students are free to progress at their own pace on any given topic. All the while, they are using class time to obtain one-on-one feedback and mentoring from their teacher on their respective development.
Implementing Flipped Math Classrooms
As beneficial as Flipped Math classrooms may be, as a teacher, it may appear to be more effort than the traditional educational style at first. However, with a little forethought, it may rapidly become as simple as anything else.
Seating
There is no whole-group direct instruction in flipped-mastery. This allows the teacher to create variable groupings. We’ve tried a variety of methods for grouping students. One of our favourites is to group them by section, such that all students in section 3.4 today sit here, all students in section 3.5 sit here, and so on. We divide the students into two groups: those who are far ahead and those who are far behind. Students working on the same part can assist one another. As a teacher, it enables us to address all of the students in one part at the same time.
Mastery Exams
A designated location in the classroom for pupils to complete mastery tests is required. This is a “no-talking zone,” and students have roughly 10 minutes to complete a mastery check. Students bring completed mastery tests to the teacher for prompt feedback. Teachers require a secure location to keep all mastery checks.
Packets
We print packets for each student. To organise all packets for the present unit of study, we use an organiser or file cabinet. Students are also able to print packets at home. If a mastery check fails, students print their own corrective assignment.
Behavior
This is not a classroom where pupils remain silent while the teacher instructs. The teacher is very busy assisting individual students. Students are accountable for their own learning and for making good use of class time. Many students appreciate the freedom to work on anything they need to. Some students may struggle with this new topic and require more assistance. We anticipate that pupils will not interfere with other students’ work.
Technology
Students normally only need to watch videos in class if they have just finished a mastery test or want a fast review, so you can get away with only a few desktops or laptops. It is beneficial to have a student computer that can print so that students can access correction assignments without your assistance. All practise solutions are printed and placed in a folder for student usage. We strongly advise students to bring their own mobile devices. We make it a requirement that students bring their own headphones to class.
Educational Resources
As you may already be aware, in a flipped math classroom, in-class time is no longer used to introduce or explain a new topic or concept. The content that you would normally present to your students during an in-class lecture must now be made available to them outside of in-class hours. There are several approaches you might take.
- You might simply ask your students to go through the theoretical elements of a new topic using their textbook.
- You may assign your students to conduct research (through Google) on theoretical concepts.
- Find and distribute recorded video lectures (Khan Academy or youTube) on the topics you want to cover to your pupils.
- Make a video lesson of yourself going over the subject you wish to cover.
Formative Evaluations
Make a strategy for regular formative evaluations to check on your students’ progress on the topics presented. If you want to incorporate mastery learning into your classes, make sure your students have several opportunities to test their knowledge on a given topic. In other words, because Flipped Math learning is primarily self-paced, students can spend longer time on the same topic and take another formative test before moving on to a new topic if they perform poorly on a formative test.
Group exercises and activities
Now that material delivery is no longer taking up class time, you as a teacher have the opportunity to get creative and think of new ways to help your students extend the information they have gained through self-study outside of the classroom. Here are a few ideas:
- You might divide the class into small groups and have different students explain to their classmates the topics they learnt outside of the classroom.
- You may give your kids worksheets to go through while you go around the room asking if they have any questions.
- You could show your students some interesting real-world applications of the new principles they’ve just learned.
- Dive into the areas of the topic that your students struggled with the most throughout their self-study.
Individual check-ins and tracking of progress
Another crucial consideration when implementing a flipped math classroom is to organise and schedule individual check-ins with all of your pupils. Since in-class time is no longer used for whole-group education, create time on a weekly or bi-weekly basis to check in on each of your students and provide them with personalised feedback and support.
It is also critical for you to have a general understanding of how the entire class is progressing.
Bringing expectations in line
Last but not least, spend at least one in-class session discussing the flipped math classroom you wish to introduce to your pupils. Make it plain to them what their obligations are within this new framework, as well as what is expected of them, such as what is to be done outside of class and what is to be done within class hours.
That’s it for a quick introduction of one of the ways you could begin introducing flipped math classrooms with your pupils!
Final Thoughts
The Flipped Math classroom is a teaching technique that reverses the typical lecture and homework assignments. Prior to class, students study video lectures, and the class session consists of exercises, discussions, and problem solving, with students receiving personalised attention from the lecturer. This model has increased in favour in recent years.
