An article in EdWeek this month by David Ginsburg entitled Don’t Prevent Students’ Mistakes, Prepare for Themhas prompted this post. The article discusses how traditional teaching methods often deny students the chance to learn from their mistakes. But what about the teachers? Are they encouraged to make mistakes? Are they willing to take chances with their instruction? Is an unwillingness to create a video to use in a flipped classroom a bigger mistake than failing at the attempt?
In the traditional classroom model the information transfer takes place in class with assimilation of that information taking place outside the class. In an inverted model, as in a flipped classroom, the transfer takes place outside of class (often through online videos) and with assimilation in class. If implemented correctly, the class can become a robust environment where students work on challenging problems aimed at making sense of what they’ve seen and heard outside of class. Read our earlier blog if you need to know more.
I’ve spent the last couple months talking with teachers, visiting their classrooms, and reading blogs. I’m convinced schools should head in the direction of the inverted model and they should vigorously pursue the implementation of the flipped classroom.
A teacher I visited outside of Boston had a 6th grade flipped math classroom. It was a fascinating visit. Despite his struggles to keep § Read the rest of this entry…
After two days of attending ISTE (International Society for Technology in Education) here in Philadelphia, here are some of our thoughts. First, we’re happy that we did not have a booth. The Exhibit Hall feels like a completely different area than the rest of the space. The Exhibit Hall seems cold, noisy, tense, and commercial. The rest of the conference seems serious, relaxed, warm, and intellectual, where a 1,000+ people can hear a keynote speaker such as Steven Covey or where small groups can participate in learning station sessions. We enjoyed a group of middle school kids from Texas who showed off their video projects about Chocolate. Quite creative.
As a whole, the attendees are focused, friendly, and eager to hear new ideas. We estimate somewhere around 75% own iPads, which made our job easy in sharing the Elevated Math app. And session topics that involve iPads are very popular. The session “The iPad Revolution” packed the ballroom until there was no room for people to stand.
Social media in the classroom is the other area that commands a lot of interest. Since we’ve written quite a bit about iPads in the past few weeks, we’ll devote the rest of this blog on the notes we took on what we heard about social media in the classroom. § Read the rest of this entry…
Traditionally, math problems have been posed on the static page of a textbook with all the data provided. If students correctly plug the data into a given formula, TA-DA! The correct answer appears. But does this type of math instruction encourage a student’s intuition and teach the patience needed when faced with an actual life problem? Dan Meyer proposes a creative alternative in this YouTube video and explains how both math and problem solving can be redefined by using multimedia to bring realistic problems to the math classroom.