What is the Flipped Classroom?
Traditional teaching technique for math is one where the primary purpose of the classroom time is for the teacher to present content.
Generally, the pacing of the content targets the average or slower learner. A teacher will often solicit volunteers to answer questions, and assumptions are made about whether the entire classroom understands the content.
The primary purpose of the out-of-class time is for the student to complete a series of problems to solve. This type of “homework” is then brought back to the teacher who (eventually) evaluates the accuracy of the assignments and returns this evaluation (in the form of grades or comments or corrections) to the student.
If the teacher assumes total responsibility for this evaluation/correction, lag times between initial content delivery and final feedback are not uncommon. Under ideal conditions, the best that can usually be expected is 48 hours after the initial presentation of content.
Flipped classroom teaching technique for math is one where the primary purpose of the out-of-class time is for the student to learn the content through instructional movies and other resources, and the primary purpose of the classroom time is for students to solve problems alone or collaboratively, share projects and artifacts, and to receive personalized coaching from the professional teacher.
Lag time between content and problem solving (with professional coaching) is somewhere between 12 to 18 hours. The amount of time devoted to professional coaching for problem solving activities is increased. Instructional videos created by classroom teachers or other supplemental resources from expert sources are available to students outside of classroom time.
Students who learn the content more slowly can view the instructional videos multiple times and/or view supplemental movies that offer different perspectives.
Students who learn the content more quickly can either view supplemental movies to enrich their experience or continue with advancement by accessing future lessons through teacher prepared videos/movies/ materials.
This approach allows students to pace their learning by identifying their own readiness for either acceleration or additional practice.