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
Available Delivery Formats
A normal online course delivered through moodle over several weeks is worth from 5-12 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 listed and course hours advertised.
As an online course, participants access it through the TTA online learning environment. Links to this website and access information are provided on the start date. Participants are not advised to take the day off on the start date, as it should be completed in the time participants set aside for it. This is because there will be no face-to-face class or ‘Webinar’. The entire course is done online and is forum based.
Participant information: We advise you take the time to complete the course week-to-week (up to 2 hours a week total) to complete the course within the time the course is open. The courses are generally broken up into ‘Modules’, meaning new information and tasks are designed to segment the learning, and allow you time to complete each module before advancing on. You will not need to take time off, the course date is the START date only.
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.
|31/03/2014||Online||Places available||$399 + GST||Event details|
|16/06/2014||Online||Places available||$399 + GST||Event details|
|15/09/2014||Online||1 enrolment needed to run||$399 + GST||Event details|
|08/12/2014||Online||1 enrolment needed to run||$399 + GST||Event details|
Session One: Introduction
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.
Session Two: A Flipped Maths Classroom? Why and How
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.
Session Three: Sourcing and sharing quality media
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.
Session Four: Creating instructional screencasts
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.
Session Five: Organising media for a Flipped Maths Classroom
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.
Session Six: Trialling the Flipped Maths Classroom
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.
What To Bring
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.
Reviews (average 5 stars)
The Flipped Maths Classroom
Excellent course material and content. Learnt many new techniques and approaches
The Flipped Maths Classroom
The course was great! The presenter was always assisting us throughout the duration of the course, providing support, guidance and answering my (many) questions. I loved updating and increasing my knowledge on the varied platforms I could use to present my flipped classroom (google docs, wikispaces etc).
The Flipped Maths Classroom
Excellent, Richard was very supportive and encouraging.
Fantastic course and very useable with students.
The Flipped Maths Classroom
I thought the course was good. Even though the delivery method was online and there was no face to face, you never felt like you did not know what was going on as the communication was excellent. I also thought it was great that not only was there feedback from Richard but other people would look at the forums/resources made and comment. There was help online for those that needed it which was great and you were never scared to ask a question as everyone was on the same page (trying something new). I was great to see the different platforms that teachers chose the complete the flipped classroom and to hear the advantages and disadvantages that people encountered.
Overall I thought the course was beneficial, even if you decided that the entire flipped unit wasn’t for you, you were still able to see what aspects did work. Also I learnt how to use new software programs and discovered what I liked and what I didn’t.
I found this course to be very informative and it allowed me to explore software, such as Camtasia Studio, which I would otherwise not have used. I have seen the benefits of using the flipped classroom strategy, after trialling a flipped classroom unit with my students. I’d recommend this course to any teacher wanting to provide and create a variety of learning resources for their students and to help guide students in being more self-directed learners.
Very effective course that was well convened and encouraged active participation with the course content and conversation between other participants.
The course was excellently delivered. There was extensive interaction between the course coordinator and the participants. The material was of very high quality and of great relevance to our everyday teaching practices. The course has enlightened my mind to the many possible strategies that I could adopt in the future in my teaching.
This course has been thoroughly worthwhile in providing me with ideas, encouragement and skills to provide engaging resources that will cater for varying learning styles and study patterns.
I have introduced my students to the flipped classroom paradigm for a HSC Mathematics unit and will continue using this approach for the rest of the course. Feedback from my students has been positive. I see this as an excellent way of freeing up teacher-student contact time for focusing on student learning needs.
I enjoyed the flipped classroom online course as it introduced me to a new way of teaching which I think works really well for both students and teachers.
I have found this course to be extremely useful. The concepts and techniques shown in the course I have been able to incorporate into my classroom effectively so that students can utilise technology to assist their studies and extend their learning experiences. I have had the opportunity to learn about and experiment with software that I would not have been made familiar with unless I did this course, software that I believe I can utilise to make my classroom more engaging and relevant to 21st Century learners.
It was a useful course that encouraged me to create some videos that I had been thinking about doing. The feedback given by other teachers and Richard was very informative. In reality, I could have taught this course to myself, but I would not then have had the new knowledge and creative ideas of others and feedback about the many software programs that teachers use. By doing the course I could see others work which would often encourage new creative ideas for my own videos. It always amaze me how much can be learnt from others.
• I really loved the course, it has been a pd which instantaneously has impacted on the way I prepare and set up my classroom. My students have enjoyed the opportunity of being responsible for their learning.
• I liked the way we also were responsible for working our way through the course at our own pace, mimicking what we then can do if we want to with our classes.
• The constant email conversations were great, everyone loves feedback and Richard was very supportive and encouraging of any efforts we made.
• He was prompt in his feedback and gave good clear advice in use of technology.
• The course was well set up with its content, reading/video links/and feedback sections.
• I will definitely look to do a course by Richard again
I found this course to be challenging with high expectations and very rewarding. I have benefited significantly from producing the output required.
I would recommend this course to anybody who wishes to change the way they teach.
The presenter obviously knows his stuff and was very encouraging.
The course was extremely informative. It provided information on how to create and source videos. The concept of the flipped classroom was addressed and guidance was provided to create our own.
Provided me with many ideas to incorporate into the classroom and make teaching and learning more meaningful for teachers and students.
I would highly recommend this course, it was fantastic. The information on how to create your own flipped classroom and the support provided by Richard was amazing. It was such a worthwhile course that left me with my own unit of work which I have implemented and reflected upon for improvement to use again next year.
Richard has produced a very well structured course with useful information, great videos and engaging forums for sharing ideas with other teachers. Flipping is a thought provoking concept, and this TTA course has explored many aspects of it in a friendly, challenging and supportive format. Best PD I’ve had in years.
This course was very worthwhile. It has changed my ideas on how to teach Mathematics. The use of technology I believe will certainly engage more students but also allow those students to work at their own pace. The ‘revelation’ of Google Drive and now all I have discovered the more I work with it is amazing. Using this in a school that teaches face to face as well as distance education is going to be a very useful and time effective tool.
About the team
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.