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.
|08/12/2014||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.
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.
I really enjoyed the Flipped Classroom online course. It was a well structured and learner friendly. I am in my first year out teaching and am not a ‘computer wiz’ however I was able to achieve everything required and submit everything with plenty of time to spare. I highly recommend this course!
The flipped classroom has been successful for me and has prompted much discussion from other teachers at my school. I intend to keep using the flipped classroom model and improving it where I can. Thank you Richard for setting up this course. It has been a great experience.
Interesting, relevant, engaging, full of useful information, and has helped me develop practical skills that I’m using and will continue to use in and out of the classroom.
Good course for those looking at flipping a classroom (maths or not). Not really designed for those looking for help in engaging students with the video’s they have created. A lot of work but enjoyed the course and having to actually complete something.
I think that it is a lot of work to complete this course thoroughly, however, the volume of work and regular interaction ensure a very high degree of learning and progress. I do not believe that the same level of progress could be achieved using any other format.
The Flipped Maths Classroom course gave me the direction and accountability that I needed to start producing high quality units of work for a flipped classroom.
The course really didn’t meet my needs as well as I would have liked. I would have preferred stronger direction as to which hardware and software would give the most professional results. I was already sold on the idea of a flipped classroom. I was more interested in the delivery of the flipped classroom. Nevertheless the course forced me to learn something new which was good.
The best part of this course was the requirement to complete a unit of work for evaluation and review. This provided accountability to actually put the theory into practice. I found the course helpful and informative.
The course gave me new teaching strategies to use in my classroom. It allowed me to change and improve some of my teaching practices.
This was one of the best courses that I have done.
The first point is that I had to think about not only the content of my courses, but also about the delivery.
I found my first attempts at producing material were not acceptable to me because my expectations were too high. As a consequence, I fluffed around and produced stuff that was Ok, but not good enough (to me)! The course I did was over the school holidays and so my reality check was not in place. I was “studentless”.
When I returned to work I started producing in response to my student’s needs and things definitely improved for me.
The important thing for my students is that they hear me leading/coaching them to achieve using the digital media they are so familiar with. They can follow me both in our school’s Moodle and in YouTube.
My videos show that I am becoming more reflective about the medium, and my sense of humour is coming through more and more in what I produce and whilst at times this may make them think Oh no, they know it is me. As I become more confident about hearing myself, I have started being more adventurous in the delivery of content and this makes a stronger bond for my classes.
The advantage that I have discovered is that I am able to share content between stages very easily.
It is interesting to me that I am an “old fella” (62) and I am one of the most passionate people in our school trying to encourage others to take on board this great stuff with the digital technology.
I also did a course recently with Tracey Hughes that complemented this one, and it was brilliant! I live in Tamworth and flew out the morning of the course after a night where I was up very late preparing video lessons for my classes on the Thursday and Friday. Got up 4:30 am to catch the 6:30 flight, got to Sydney, went to Burwood, got lost and very wet and then had first of the two best face-to-face days PD I have ever had. I thought by morning tea I’d be asleep; no way! I was engaged all the time. Went back to my motel and crashed. Second day – more of same.
Went back into my classroom and it has totally changed my way of teaching. Now teach top 9’s and my senior classes by sitting with them, projecting to the front using an iPad and Doceri (creates movies I can edit) and then upload to school website (and often YouTube). This together with the flipping I am doing is giving my classes access to everything I do and so when I have students away, they can have the same lessons as everyone else with exactly the same delivery. Have a student going to the US for 4 weeks and did not have to even think about how much work to send with him as he can keep up on a day-by-day basis.
Currently have just marked year 12 half yearlies and will put my solutions as scribbling video using Doceri on the school web and this will be both me talking about the solutions and commenting on the most common mistakes.
Excellent, learnt so much. Richard was extremely helpful as I needed one to one conversation with him to sort out the dilemma I placed myself in. Wonderful to see what everyone is doing and keep abreast with technology and how one can use it to ones advantage.
Very interesting course that can be used by any sort of teacher to give them some ideas moving forward and keeping pace with technology and the current generations demand for 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.