You can find the two tasks I set up for students to work on independently on MathsPad at these links:
www.mathspad.co.uk/interactives/alevelfunctions/a.html - number sets
www.mathspad.co.uk/interactives/alevelfunctions/b.html - domain and range
(Disclaimer: There are still potentially some minor bugs with the programming on these pages, particularly if you are using Internet Explorer (nothing dangerous to your computer though!) Also, they are not linked on the main MathsPad menu system.)
One of the concerns I had about a flipped classroom model is the potential over-reliance on video and the subsequent one-way transmission-of-information pedagogical style that would ensue. This does not sit comfortably with me at all. I believe deep learning will occur more readily when students are actively engaged with thinking about ideas, and developing their own understanding of it - a broadly constructivist perspective. So it was that although I did want to use video as one of the features of the flipped learning task, I intended to keep to very short clips that fitted alongside other interactive elements,
A basic model I tried to emulate in these tasks is one that I often use in my classroom teaching:
Stimulus - student thought (and often discussion in classrooms) - teacher validation.
Here are some screenshots of the ways in which I have sought to actively engage the student in thinking about the task:
Number Sets task
1. Stimulus question:
2. Finding out about the number sets, their terminology and definitions:
3. Active engagement:
...with feedback that prompts further thinking where necessary:
Domain and Range Task
1. Finding out about domain and range:
2. Applying understanding of domain and range to functions:
Improvements I hope to make:
- for the domains task, add in a simple modelling situation to illustrate why a function might have a restricted domain (eg. x is a length)
- create an individualised menu system for students that allows them to self-evaluate and see an overview of progress.
- at the end of each page, ask students to very briefly self-evaluate their understanding (with categories such as 'I will need to return to this page.') - this will be fed back to the teacher and available for students to see an overview of in the menu system.
I am very keen to hear your thoughts on this as-yet-experimental model of flipped learning, whether positive or negative - please do let me know through the comments or via twitter or email. Also, do feel free to share these links and trial this with your own students if you wish.