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 several weeks or up to 6 months in duration and is worth from 5-75 hrs 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.
|22/06/2015||Online||Places available||$399 + GST||See More|
|14/09/2015||Online||Places available||$399 + GST||See More|
|07/12/2015||Online||Places available||$399 + GST||See More|
This session contains the course overview and other introductory information necessary to complete the course. Those who do not yet have access to screen casting software will be guided through various options, many of them free. Preparation for Session 5 (Creating instructional videos): Participants will be referred to the detailed document outlining various options re screen casting software for maths departments. Participants will not necessarily need to purchase any software although, if they are serious about embracing the flipped classroom paradigm, it will be recommended they use quality software. It will be possible for all screencast videos to be created on a trial of professional software.
Arguably the most important aspect of the Flipped Classroom is that it promotes student-centred learning. This section looks at the issues around student-centred learning and the management of it from the context of the mathematics classroom. Participants will look at some of the advantages of using instructional videos compared to traditional teacher-directed instruction. Tied into this is the notion of conceptual learning. Participants will also look at some quality examples of flipped mathematics units.
1 hour and 30 minutes
There is no point in reinventing the wheel. Already there is a phenomenal array of quality classroom-based instructional media on the web. But finding enough of it is very time consuming. After investigating the question ‘What makes a quality video?’, participants will be coordinated to search, find and share several quality instructional videos. The search will be organised in such a way that participants receive a collection of quality, pre-produced instructional videos across multiple topics.
We will consider two fundamentally different types of maths instructional screencasts (videos). The first type is a demonstration of mathematical routines and is typically created using a tablet. Participants will be given information regarding options for tablet use as well as non-tablet methods of creating these screencasts. The second type of screencast aims to bring conceptual understanding to students but are not based on mathematical routine and participants will be guided in the production of these. Some video options another than screencasts will also be explored. Arguably more important than the decisions around screencast vs camera video and computer vs tablet is the actual planning and content of the message contained in the videos. Participants will therefore be encouraged to create videos which maximise the chance of students gaining ‘aha’ moments and will be guided through the planning phase of several videos designed to do exactly this. Options which facilitate students to create their own maths instructional videos will be referenced. Participants will be supported in creating a YouTube account if they don’t already have one. Using YouTube will enable participants to have access to all participant-created videos so that peer review can occur.
Once Participants have sourced and created some media it will be time to ‘flip’ some lessons. This requires a system of online delivery and there are many options for this. Participants will choose one – whatever their school uses, or, if their school does not use such a system, a variety of options are available to choose from. Teachers who do not want to learn how to use a Learning management System (e.g. Moodle, Edmodo, Schoology) will have a simple alternative to utilise. The recommendation will be to either design a ‘flipped’ unit of work (if it can be trialled before the end of the course) or a couple of 2-3 lessons worth of work which can be trialled by one or two classes before the end of the unit.
1 hour and 30 minutes
In this section participants implement and report back to the course their experience of trialling the ‘flipped’ lessons as outlined in Session 5 above.
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.
I really enjoyed this course. It has completely changed the way I teach and it is exciting to be learning and exploring along with my students. The course covers anything I ever needed to know and there was a great deal of support every step of the way. Well worth it.
I really enjoyed this course, learning about the flipped classroom and the programs around that allow you to make it a reality in your classroom.
Excellent course! Will be recommending it to all.
Great course, lots of information and advice allowing me to change my classroom teaching practice.
I thought the course was well run and organised. The adjudicator was helpful and enthusiastic. The range of technologies were great and gave me a number of ideas on how to set up well. I would like more tools for android tablets reviewed.
I would recommend the course to others.
The course was full of great ideas and practical pointers for implementing the flipped classroom at my school. I appreciated the fact that I could complete it at a time that was suitable for me and fit around a busy schedule. Also, I could refer back to any section at any time. There was excellent support and feedback through the online forum.
The website was well set out except that each time I finished a section I could not go straight to the next section but had to go back to the top menu. There just needs to be a link added to go to the next section.
I found the course was extremely well prepared and presented, and was very easy to progress through the various stages.
It provided a wealth of information, supporting the “Flipped Classroom” model of open learning. I think, however, that the course takes longer than the 12 hours outlined in the commencement, and that the technical skills required were not as basic as indicated. I do feel that I can implement the Flipped Classroom with confidence, and progressively improve in the technical areas.
The course very well explained and presented. The communication with Richard and other participants was excellent. The only problem I found was that it was presented as a 12 hour course, but really took much more than 12 hours. Also, the technical skills of editing videos was an important and valuable part to learn in the course, but it was not explained well for someone who is just a beginner. All other parts of the course were great.
The course was very helpful and gave us the impetus to flip our classes for Year 11 Mathematics B.
I really enjoyed learning about this method of teaching. I came in knowing very little about it and not knowing where to start – now I feel confident that I have the necessary skills and knowledge to “flip” classes well and improve student understanding.
I learnt a heap from the course, and not just about the technicalities of flipping but pedagogy too – seeing other people’s flipped classrooms really was like being in the classroom with them.
I learned a lot of new skills in this flip teaching course. Richard did a great job of challenging us to think about the classroom learning environment differently and to support us with the technical detail of producing videos and units of work.
This course was really helpful in the way it was presented and the resources presented in helping with the understanding of the flipped classroom. The help received from Richard and the other participants made for any easy course.
The course suited my needs perfectly as the online instruction allowed me to complete the course in the times suited to me. The units studied were relevant to the topic and has assisted me in developing a greater overall understanding of what the Flipped Classroom is all about.
This course has proven invaluable in enhancing both my skills in mastering technology but also in its use to improve my pedagogy and the overall engagement of students in the classroom . This in turn has led to improvement in learning outcomes for some students.
You can teach an old dog new tricks, and this old dog now has a little pep in his step! Whilst I found this course challenging, I had to learn a whole new set of skills, now at the end of the course I’m very enthusiastic about using my new skills for preparing units of work for a Flipped Mathematics classroom.
Excellent – a Professional Learning experience I would highly recommend for all teachers. This is definitely the platform to deliver the majority of content to a class with a mix of other delivery modes as well. The many benefits for both the educator and the students are highly visible from the beginning and leave no room to argue why this mode of delivery cannot be ignored in the 21st Century education system.
I thoroughly enjoyed this course and I learned so very much! It covered the exact content I needed to learn at the right time in my career. I had started the “Flipping” process and doing this course answered all the questions I had and provided excellent solutions to my challenges.
The content of course was excellent, well guided and Richard’s follow up on our progress was encouraging and stimulating to continue the course. This is my first experience on an online course. As the course guided us to train our students to be independent learners, it demanded the expectation of as being an independent learner.
Awesome course, time consuming, though I got quite a lot out of it.
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.