Student Perceptions of the Flipped Classroom in Calculus Course

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

I do think using peer instruction would make sense in a math class because you can put math equations up on the board and use the clickers to anonymously answer. In small groups the students can then work out the problem together and see what they did wrong. It makes sense, but specifically flipping the classroom may not help in a math class. If students already have a hard time in math, trying to understand the lesson on their own would not be easy. Watching a video may help those students better understand the material

In the Algebra 1 classroom, multiple best practices are applied and demonstrated. Algebra 1 teacher, Ms. Simpson, displayed the practice of teaching to students’ different learning styles by incorporating tangible, hands on activities, like interactive notes, creating combo meals for word problems, and using “the sea of zeros” to explain positive and negative integers. Classroom management was also displayed through the use of bell work, which keeps students busy and motivated.

Next, I observed for thirty-two hours solely in a fourth grade classroom. The mathematics time I observed in this class was spent working on problems out of a mathematics textbook. The students moved problem-by-problem and page-by-page through this textbook. Since this technique requires little to no critical thinking, it is not likely that they will recall how to solve the problems. Lastly, I spent thirty-two hours observing two sixth grade mathematics classes. The first class was students, who were performing at grade-level, and the other class was students who were performing below grade level, however both classes used the same teaching techniques. The teacher lectured, the students took notes, and then the students completed an electronic worksheet. The students then had to write their answers down on a physical piece of paper to turn in for their grade. The students were wasting time by having to copy down answers instead of learning more about mathematics. Students are not retaining what they have been taught because of the low level of critical thinking currently being used in schools.

The article I used was "Should You Flipp Your Classroom?" written Ramsey Musallan on the website Edutopia. My reaction to the concept of flip classrooms left me beleiving that it is an effective learning technique, for not only the students, but the teachers as well. A flip classroom is a technique that is used in the classroom, by utilizing the homework in class, as well as watching online lectures at home. In the classroom the assignments are hands on, and allows the students to go through a trial and error procedure, where they really get to experiance and learn whatever it may be that they are doing. When I am a teacher, i will seriously consider utilizing the flipped classroom method, because I believe that a more hands on method is more

Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow.

The flipped instruction method is therefore an ideal classroom for our type of students. It could also be beneficial

Content: Within the flipped classroom model, the focus of inside class shifts to questions & answers and group-based problem solving, while students study lectures and make quizzes & exercises outside calss.

In any classroom, a teacher is perhaps the most important aspect. S/he does all the planning, assessing, and facilitating of discussions. However, a teacher’s biggest mission is to ensure that students understand the mathematical concepts, but not assisting so much that the students feel they are not allowed to create their own methods (Hiebert, 1997). To do this, the teacher must select her tasks with a goal in mind. Often teachers are taught to blindly follow the state curriculum and scripted lessons. However, it is important that these lessons are placed in a sequence that is consistent with what the teacher wants the students to learn (Hiebert, 1997). When teachers select their tasks, they must be familiar with their students’ funds of knowledge and choose lessons and ideas that are consistent with their students’ level of thinking. Selecting lessons in this manner allows teachers to better anticipate the way students may answer the problems. It is also a teacher’s job to share relevant information with the class. This includes mathematical conventions (such as symbols, numbers, operations, and special vocabulary needed to solve problems) as well as alternative methods (Hiebert, 1997). However, it is important to remember that while students may benefit from learning different methods, they should not be forced to change their methods to better align with the standard way of solving the problem. Essentially, sharing relevant information includes supporting students as thinkers and problem solvers and helping them learn important mathematics (Hiebert, 1997). Teachers must also establish a classroom culture. This includes focusing on methods as well as adopting an appropriate position of authority. Students should share, analyze, and improve their ways of thinking and teachers need to know when to step back and let the students struggle with the problem – especially when it comes to telling students

The online leaning is gaining widespread attention around the globe to help the student get knowledge. The flipped classroom has been one of the important methods for undergraduate student to do better in the class and get the course concepts better. The flipped classrooms help the students to be more active toward the solving problems in the class; it also help them to be more confidence about the course throughout the whole semester.

Miss G. analyzed the class learning and incorporated teaching strategies/practices for student successful grasp of the math concepts. The chart was informative and helped to determine individual students conceptual understanding, mathematical reasoning/problem solving and the best practice method to deliver instruction for each

In the first video “Mr. Keating's Unorthodox teaching”, the teacher uses a variety of processes and content, in very unconventional ways, to maintain the student’s attention by moving from one activity to the next; while, maintaining focus on the same lesson (359). This was an active learning or hands-on classroom because of the group activities requiring participation. This style of teaching brought the students into the center of the lessons and gave them a different understanding by observing the lesson from a different perspective by using differentiated instruction (368). This brought the whole class as a group together under instruction by the teacher doing whatever it took to bring the class to an understanding of the lesson.

This way of teaching is different from the traditional classroom setting, with the instructors being known to teach at the students. This philosophy consists of the professor teaching, as well as learning with the students. Over time it has been shown that students respond well to a give and take between instructor and pupil. Unfortunately, many schools are all

The teacher is using direct lecture to model to the students how to problem solve using specific methods and steps. Later on, the teacher has a set of problems that will reinforce those methods and steps.

This paper will explore some of the major differences between traditional math instruction and a problem-based instructional model. These models are defined largely by characteristics such as classroom environment, learning goals, teachers’ roles and whole-group approaches. I will address each of these topics more thoroughly throughout this paper and conclude by sharing some of my personal thoughts and goals regarding these two instructional approaches as they relate to the teaching of math.