5 Reasons Why You Should Flip Your Math Classroom Right Now

    middle school math flipped classroom

    Considering flipping your math classroom? My suggestion – do it! You can even try it FREE with these three lessons from my Real Numbers unit! If you are unfamiliar, flipping your classroom allows your students to hear the lesson at home while you work on the traditional “homework” in class. There are so many great benefits to flipping your classroom!

    —– Join the conversation in the Flipped Math Classroom Facebook group! —–

    Square roots robot is an activity in which students practice evaluating square roots while creating a unique robot!

    1. Increased Engagement

    Your students will become more engaged! Let me tell you about my typical non-flipped class. Students would come in, complete a bellringer and we would review the answers. Then, we would jump into the lesson that was mostly direct instruction followed by an activity (if we had time – which most days we did not).

    ALL THAT WILL CHANGE!

    Running a flipped classroom means that time is now DEDICATED to that “activity.” Your students are no longer spending the majority of class listening to you lecture, but engaged in a number of different activities EVERY. SINGLE. DAY!

    (pictured right: Square Roots Robot Activity)

    “…students appreciated learning through using video material, the opportunity to study in their own pace, flexibility and mobility brought about by accessible video lectures…”

    – Jalal Nouri

    2. Focus on Those Who Need it Most

    Yes, what a game changer! I can’t tell you how many times I would walk around the room and (sadly) focus only on the ones raising their hands – generally the kids who didn’t NEED my help, but just wanted to make sure they were doing the math right. Those who REALLY needed the help usually tried to hide quietly because they weren’t even sure where to start.

    Say good-bye to “not enough time to reach all students.” Flipping your classroom allows you to spend nearly the ENTIRE CLASS PERIOD walking around if you so choose. In the curriculum I have been working on, students complete a quick assessment so you know exactly how to group student for the class time activity AND so you know who needs the most help.

    3. Less Homework

    Your students will LOVE you for this one. I’m not going to say that this will always be the case. It totally depends on how you want to run your classroom. I would typically give 30 minutes of homework 3-5 days each week. Now, students will spend as little as 10 minutes on homework 3-5 days per week. Can you see the smiles on your students’ faces yet?

    4. Higher Achievement

    In a flipped classroom, students are able to review material at their own pace. Watch the video lesson at home allows them to pause and rewind as needed. Once class time rolls around, they are able to spend time on their “homework” with YOU there to answer questions every step of the way.

    “…flipped classroom environment improved learning achievement of the students…”

    – Bhagat, Chang & Chang

    5. Less Stress for You

    You’ve heard it said, “if you love what you do, you’ll never work a day in your life.” Imagine a world where there are no more formal lectures. A world where you can have FUN with the kids day by day. That is exactly what is possible when you decide to flip your classroom. So, don’t wait, try it for FREE today!


    References:
    Bhagat, Kaushal & Chang, Cheng-Nan & Chang, Chun-Yen. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High school. Educational Technology & Society. 19. 134-142.

    Nouri, J. The flipped classroom: for active, effective and increased learning – especially for low achievers. Int J Educ Technol High Educ1333 (2016). https://doi.org/10.1186/s41239-016-0032-z

    Other Resources:
    – This resource analyzes 20 articles that report on flipped learning:
    Zainuddin, Z. & Halili, S. (2016). Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and Distributed Learning, 17 (3), 313–340.

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