This 16 week online course targets teachers of mathematics who want to embrace the concept of the Flipped Classroom. (Refer to the course prerequisites below). The Flipped Classroom allows students to access ‘teaching segments’ in their own time thereby freeing up class time for collaboration and exploration. However, this is not necessarily about students ‘watching lectures at home’. Rather, the Flipped Mastery model is promoted whereby comprehensive, student-centred units of work are created for students to access online during lessons and/or outside lesson time. Topics covered include sourcing video content, creating maths instructional videos, delivering video to students online and creating quality online units of work. Importantly we will explore effective ways to deal with student-centred learning, an approach inherent in the Flipped Classroom. The course recommends various software but will cater for a range of technologies.
Course pre-requisites: Participants need to be competent in operating their computer i.e. be able to manage multiple programs and windows simultaneously, readily adapt, learn and trouble-shoot new software. Participants do not need to be advanced computer users, rather, competent computer users. The December date enables the course to be completed during the Christmas holidays, finishing mid Term 1. Accredited PD Hrs = 12
Secondary & Middle School Maths Teachers
A normal online course is delivered over 1-12 weeks and is worth from 3-12 PDhrs depending on the course content and its objectives. Participants will not need to take time off, the course date is the START date only, end dates will be advertised with course hours. Learn more HERE.
This course can be accessed 24/7 over a 16 week period. Due to the requirements of the course and the challenges of learning new software and work flows, participants will need to spread their involvement evenly over much of the 16 week period.
The December occurrence runs through the Christmas holiday period, ending mid Term One. Participants are able to work on the course whenever it suits them during that period.
This course contributes to 12.0 professional development hours.
There are no occurrences of Online - Individual in Australia (ACT) at this time.
Contains introductory information necessary to complete the course, guidance re screen casting software options, preparation for Session 5 (Creating instructional videos). Participants are not required to purchase any software although may choose to do so.
The flipped mathematics classroom explained. Some advantages, issues and obstacles to be aware of. Examples of flipped units are provided.
Arguably, the most important aspect of the flipped classroom is the fact that it promotes student-centered learning. This module looks at the issues around student-centered learning and the management of student-centered learning in the context of the mathematics classroom.
After exploring different types of mathematics videos participants are coordinated to search, find and share several quality instructional videos resulting in each participant gaining multiple, quality videos across multiple topics.
This module is an overview of the planning process required for creating screencast videos and includes the pros and cons of producing ‘scribbling’ videos as well as some example snippets from videos created by past participants.
‘Capturing your screen’ is an important skill for creating flipped units. Some screen capture tools also record video, but come with some related issues which are explored.
2 hours and 30 minutes
Many screen casting options for PC, Mac, iPad and Android are explored. Some are covered via detailed tutorials and others by overview articles and/or videos.
Once participants create some videos they need to be shared. This is where Google Drive, YouTube, Vimeo and etc come to the fore. Additional background information to video file types and video compression is given.
Once participants have sourced and created some media, it will be time to ‘flip’ some lessons – in other words, create an online unit of work. This session provides an overview.
There are many options for creating a flipped unit of work and some of the better ones are explored in this session – Google Drive, Open Learning, Weebly, Google Sites, Moodle and others.
Once participants have created their flipped unit they implement it with their students and then report back to the course their implementation experiences.
Officially there is no preparation required for this course. However if you do not currently use screen casting software you are going to need to decide what to use. The decision will require some reading and quite a bit to thought as it depends on need, platform and budget, to name a few factors. A document will be forwarded to you upon enrolment containing sufficient information should you want to choose your software and other peripherals prior to the course commencing. Note there is no need for a participant to buy any extra software or hardware for the course. However, if you know you want to embrace the Flipped Classroom path and therefore create media in the future you would be wise to use quality software.
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
The course was a good course for beginners who have never tried to create a tutorial. But I am unsure the title “Flipped Maths Classroom” is a completely relevant one as most of the focus is on creating tutorials. I feel there should have been a greater focus on what a flipped classroom is and I was hoping for a more inspiring insight into creating multimedia clips to facilitate learning.
It was nice to be exposed to different software and I am now a big fan of Camtasia. Richard was always prompt in replying to comments and giving feedback which I found helpful.
I found this course helpful in terms of taking someone with little to no knowledge of how to develop a flipped unit and scaffolding an approach to design and construct one, identifying useful technologies and strategies for effective planning.
I found this course to be really well suited to my needs. We are trying to assemble a lot more digital course resources and this fitted really well with our needs. I appreciated being able to work at my own pace, particularly when learning new pieces of software. I’m pleased with the quality of the flipped unit we were able to produce and deliver to our Year 7 students and we have definitely broken the ice with this idea.
I was very much a technophobe when I started this course. Richard’s explanations and positive feedback gave me the courage to have a good go. I really liked how it didn’t have to be perfect and that the audience was my students. I liked this so much that I have invested in a new surface pr and camtasia. My students were generally reluctant at the start but most find it very valuable and supportive to their learning. I can’t wait to get a folio of resources, so it is not so time consuming.
It has been fantastic to help me with my organisation and evaluating my methods. It has changed the way I teach forever.
I would highly recommend the course and thoroughly enjoyed all aspects. The delivery was fantastic, very user friendly and flexible. The course coordinator was extremely helpful, encouraging and always prompt in communication. A great course all round!
Great course, opened my eyes to the benefits. Learned new skills which I feel confident to apply in my teaching and share with colleagues.
Very well-structured course; it caters to a wide range of competency and experience with technology. I appreciated the effort put into making sure there was a substantial degree of choice as to type of device, delivery structure, etc. I also enjoyed the way collaboration and peer reviewing was encouraged. The course has completely changed the way I teach one of my classes, and they greatly appreciate the advantages of this system. Thanks!
The course was a great refresher for me and helped me revise some key aspects. I also learnt a few new things around different types of software programs.
I really enjoyed doing this course. I learnt an enormous amount and discovered a new way of communicating with my students which they also really loved!
I found it stressful to complete it at home as I am always busy and over committed and intend to spend more time exploring the different resources introduced in the course.
I would recommend it to all and intend to do Richard’s other on line course in the next 12 months.
This was a really great course and I would like to have spent more time working on it.
A course that gets you thinking about the way you teach. You are given numerous ways of flipping your classroom but have the flexibility to choose your own path. I have implemented suggestions, learned a lot and I feel like my teaching has evolved with my new skills. Richard Andrew is very supportive and approachable. The work load is significant so it is important you have the time to dedicate to trialling new things. A worthwhile experience that I would recommend.
Well delivered course. Well structured.
I enjoyed the course and the mode of delivery. Richard Andrew was very supportive and gave plenty of helpful feedback. I would recommend it to other teachers.
Really enjoyable course. Time-consuming but great to see the flipped model applied to the maths classroom.
I have learnt a lot about new programs of which I had no knowledge before. It was fun to create a unit of work and have it available electronically now exactly the way I would like to teach it to my students – I gained a valuable resource by participating in the course. I also saved some links to work that turned out great from other participants and intend to use it in my lessons.
Gave me the theory, confidence and skills (including those little tricks usually only gained through hours of practice) to make and implement a flipped-mastery course. And at the end I have a bank of resources sourced and created by the other teachers doing the course.
The course was extremely user friendly and followed a very logical sequence. I felt that I had a pretty good understanding of what the flipped model entailed, but I very quickly learned that there was so much more to it. To understand that student spread is to be encouraged was an exciting concept, since I prior believed this to be a potential problem. I would highly recommend to anyone that is interested in exploring the flipped model, but also for those interested in screencasting, providing engaging online resources in an organised manner or to even build confidence in their ICT skills. Thanks Richard!
Possibly the most engaging PD I have done. The highlight of the course is that there is no irony in its delivery as the course is a Flipped Classroom. I was interested in the concept before doing the course, however, throughout the course I became inspired and I have since effectively invested significant time in to designing new units for my classrooms.
Richard has taught in 3 states and territories of Australia over the past 25 years and has been Head of Mathematics at Oxford Falls Grammar School for 6 years. He has developed a teaching style which is interactive and relational, directed yet open ended, and which fosters individual progression, higher-order thinking, and collaborative learning. Richard is a passionate campaigner for conceptual learning; his professional journey continues to lead him to discover more and more ways of teaching mathematics conceptually and he delights in sharing these with other teachers.