�Flipped� classrooms, i.e., when teachers create engaging learning activities and teaching experiences for students to watch, work with, learn from, at home,� and then in-class time is for collaborative or individual work on practice questions, concept consolidation, rich learning tasks, content extensions� 

sounds like what we (mathematics educators) in Ontario have been proposing, implementing, and refining in our classrooms, but the other way around� engaging classroom experiences (i.e., of that constructivist nature described above) with purposeful and authentic homework experiences.

The difference is, as I see it, ‘Flipped classroom� teachers have found a way to make their homework engaging and authentic to the learning (collaborative, guided, authentic, with rich learning tasks, emphasising learning skills, etc.) of the classroom.

(I wonder if ‘flipping� a classroom is a quick-step to the teacher now making two engaging learning experiences � one for home study and one for classroom study� doubling their ‘teaching� workload, and which may result in increased student dependence upon the teacher, making the teacher continue to be responsible for students� motivation/perseverance/grit/(entertainment?)/etc � )

Spread the love
Jamie Pyper

Jamie Pyper

mathematics educator and researcher | mathematics teacher (OCT) | and craft beer enthusiast! | he/him | #MSTE Coordinator, #PBLmathEd #CMESG #NCTM | mathperceptionproject.ca @314_per
Previous post PME38 (International Group of the Psychology of Mathematics Education). Vancouver 2014. “TRAJECTORIES OF TEACHER EFFICACY AND ITS SOURCES”
Next post PME39 (International Group of the Psychology of Mathematics Education). Hobart, Tasmania, 2015.

Leave a Reply

Your email address will not be published. Required fields are marked *