What does “homework” look like now?
For homework, students will be required to watch video lectures created by me, where I will teach them the lesson and give examples in the same way they would receive it in class. However, because the students are watching the lessons on video, they can pause, rewind, or re-watch any segments of the video at any time. They can even watch it in fast-forward if they learn at a quicker pace. This allows students to learn at their own pace and become more self-directed, having to know when they need to go back over a certain concept they did not fully grasp the first time it was explained.
Each video covers one concept and students will watch a total of about ten minutes of video a night. However, students should plan on spending two to three times the amount of time on homework as the video length is, as they will be pausing to take notes and work problems, and spending a few minutes at the end thinking and reflecting about what they learned.
These videos can be accessed on my website and on a Youtube channel. Both can be accessed on any internet-capable device, such as a cell phone, laptop or iPad.
If you have concerns about your child being able to access the videos, please let me know and I will make accommodations.
The process the students will use as they watch the videos at home has three parts:
- Watch – Watch the videos and take down all the notes show in the video. When the video asks the student to pause, they should pause the video and work the problem on their own and then play the video again to see the solution. At the end of each video is a “DYGI” which is a question or problem that the students solves. The following day in class I review the DYGI and determine which students need help. These students can take part in a mini-lesson or meet with me individually during class.
- Summarize – At the end of the video the student should summarize what he or she learned at the end of their notes, and note any problems they had in their notes.
- Question – Students should write questions about the material on the left side of their notes. For example, if the lesson was on adding numbers, and the example was adding a single digital number, the student should write the question on the left side of the example “How do you add single digit numbers?” I also encourage students to ask one “HOT” (Higher Order Thinking) question in their summary.
What does this require of you as a parent?
The “flipped classroom” enables you as a parent to be more involved in your student’s math education. Most parents tend to agree that they do not remember much from their high school math classes and do not feel they can support or help their student at all when they are home doing homework. However, with the “flipped classroom”, there are several very easy ways you can help your student:
- Provide your student with a quiet place to watch the lecture video (preferably with headphones to limit distractions) each night. If internet access is not available at your house, provide your student with the time to stay after school to watch the video in the school library or my classroom.
- Ask your student questions about what they watched and have them read their summary out loud to you.
- Read their summary yourself to make sure it sounds complete and makes sense.
- Read the question they asked and see if they can answer it.
- Encourage them to take their time while watching the videos, which means they pause, rewind, or re-watch portions of the video when the teaching is going too fast or when students need a minute to make sense of what was taught.
- Watch the videos with them so you can learn along with them and help them when it comes to doing regular practice at home the night before the test!
What does the “flipped classroom” require of your student?
In reality, a “flipped classroom” does not change the fact that students are expected to go home and do “math homework” for 30-45 minutes a night. The only thing that is different is the type of “math homework” that they are doing. Instead of doing mindless practice problems where they can do the problems without really thinking about them, get stuck on the problems or do them incorrectly, or simply not do the problems at all because they think the problems are too difficult, students simply have to watch a video, take notes, and reflect in a summary and question. Students are expected to come prepared to class each day with the background knowledge of each concept, ready to learn it better, deeper, and faster. Students are not expected to have full mastery of the content before they arrive in class, although many students will be at that level. The “flipped classroom” requires your student to take responsibility for their learning in several ways:
- Students must plan time to watch the video when they are still fully awake and able to make connections between content. (Before 10 pm is highly suggested).
- Students must take initiative to re-watch videos they need to see again.
- Students must make sure that if they are absent, they still watch the required videos and come to class prepared.
- Students must make sure that they take initiative to communicate with me either online or in person if there are issues with watching the videos. This includes coming and seeing me before school, during seminar, or during lunch to watch the videos before class begins as often as possible.
What if my child doesn’t understand the content in the videos?
Individualized or small group tutoring and support is still available for students before, during, and after the school day. During that time, I can sit down with them and go over more examples and try to explain it in a different way. Students can contact me anytime to ask when I an available, although I generally have a consistent schedule that is posted in front of the Math Department.