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    Flipped Learning for Math Instruction
    Flipped Learning for Math Instruction
    Flipped Learning for Math Instruction
    Ebook101 pages1 hour

    Flipped Learning for Math Instruction

    By Johnathan Bergmann and Aaron Sams

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    About this ebook

    From the authors of the bestselling Flip Your Classroom, this book shows educators how to successfully apply the flipped classroom model in math classrooms.

    Following up on their landmark book, flipped education innovators Jonathan Bergmann and Aaron Sams return with a book series that supports flipped learning in the four topic areas of science, math, English and social studies, as well as the elementary classroom. This book is a practical guide for math teachers interested in flipping their classrooms.

    Each chapter offers practical guidance on:
    • How to approach lesson planning
    • What to do with class time
    • How the flipped model can work alongside learning through inquiry
    Flipped Learning for Math Instruction helps math teachers deal with the realities of teaching in an increasingly interconnected and digital world. This book serves as a guide for math teachers who are beginning to flip their classes, or are interested in exploring the flipped model for the first time.

    Audience: K-12 math teachers
    LanguageEnglish
    PublisherInternational Society for Technology in Education
    Release dateMay 31, 2015
    ISBN9781564845252
    Flipped Learning for Math Instruction
    Author

    Johnathan Bergmann

    Jonathan Bergmann was a classroom teacher for 24 years. He now works with teachers, schools and corporations to help them rethink educational practice. He co-founded the Flipped Learning Network and FlippedClass.com. He received the Presidential Award for Excellence for Math and Science Teaching in 2002. Aaron Sams is an educational entrepreneur who co-founded the Flipped Learning Network and FlippedClass.com. He is adjunct professor at Saint Vincent College in Latrobe, Pennsylvania, and was a chemistry teacher in Colorado and California. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching.

    Read more from Johnathan Bergmann

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      Book preview

      Flipped Learning for Math Instruction - Johnathan Bergmann

      Preface

      As the first days of school began in 2006, we—Aaron Sams and Jonathan Bergmann—arrived to teach science at Woodland Park High School in Woodland Park, Colorado. Jon came from the Denver metropolitan area and settled into room 313, and Aaron came from the greater Los Angeles area to occupy room 314.

      We had both taught chemistry at our previous schools, Jon for 18 years and Aaron for 6 years. Because we represented the entire chemistry team, we decided to work together to develop a strong chemistry program at Woodland Park.

      During the school year, we taught traditionally, using a great deal of direct instruction in an engaging lecture style. We also met on a regular basis to reflect about best practices and how to integrate technology into our classes. These voluntary meetings grew out of the fact that we worked together well and realized that two heads were better than one.

      In the spring of 2007, Aaron showed Jon an article that reviewed a computer program that recorded PowerPoint lectures, including digital ink that could be written on the screen and audio recording. At this point, we were ready to dive into the world of teacher-created video.

      We first used screen-recording software to capture live lectures. Once we started, the assistant superintendent in charge of curriculum and instruction in our school district took note and visited our classrooms. Her daughter was attending a university, and one of her daughter’s professors was recording the audio of his lectures. She told us that her daughter loved this model because she didn’t have to go to class anymore. Later that week during lunch, a conversation about that interaction ensued. What is the value of class time if a student can access all the content while not attending class? Why do students really need a teacher physically present?

      In that conversation Aaron asked Jon, What if we stopped lecturing in class and pre-recorded all of our lessons, and in class students could do the stuff that they used to do at home? Jon said, OK, let’s do it! Since then, neither of us has used direct instruction as a whole-group, in-class teaching method.

      During this time of development, we shared online with a group of teachers what we were doing. These teachers had been active on the AP Chemistry listserv for many years, and they used that platform to connect and learn from other AP Chemistry teachers from around the world. As the concept of the flipped classroom grew, this group became a place to share and learn, serving as a sounding board as well. So the flipped classroom was not born in a vacuum. It did not develop in rooms 313 and 314 alone.

      There are now many communities of practice around the world for teachers who are implementing the flipped class. We, along with Dr. Jerry Overmeyer at the University of Northern Colorado, oversee one community at flippedclassroom.org that has more than 25,000 members. Though we get much of the credit for the flipped classroom, it would never have happened without the broader network of other amazing teachers.

      The idea of the flipped classroom is really quite simple. Direct instruction is done through video, or some other digital learning object, which students can individually use before they come to class. This time shift allows the teacher to use class time for work that is either better done as a large group or requires individualized attention by the teacher. That’s it! The flipped class, in brief, is direct instruction delivered to the individual outside of class so there is more strategic use of in-class time for group work and individualized attention. We soon found out that we had stumbled onto something that could radically transform our classrooms into something we never could have anticipated.

      We have chronicled much of this in our previous books, Flip Your Classroom: Reach Every Student in Every Class Every Day (Bergmann & Sams, 2012) and Flipped Learning: Gateway to Student Engagement (Bergmann & Sams, 2014). Since the publication of those two books, teachers have been asking us for very specific resources on how to flip different subjects and grade levels. This book is part of a series of books designed to meet that demand.

      This book is a practical guide for mathematics teachers interested in flipping their classrooms. It helps real math teachers deal with the realities of teaching in an increasingly interconnected and digital world. This book serves as a guide for math teachers who are beginning to flip their classes, or are interested in exploring the flipped model for the first time. Each chapter explores practical ways to bring flipped learning into the math classroom, including:

      • How to flip your class, and the four hurdles to flipping (thinking, technology, time, and training).

      • How your approach to planning changes as you implement flipped learning.

      • How flipping will enhance the practical mathematics experience for students.

      • How you can use traditional resources such as textbooks and the

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