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Throughout this semester, this blog will serve as a means to share my thoughts, ideas, and potential techniques in regards to the lessons covered in my MATH 7020 class at the University of Georgia. Specifically, this blog will focus on various ways to "flip the classroom" concerning specific lessons covered by my professor (Dr. Sybilla Beckmann-Kazez). 

As a self-proclaimed computer-whiz, I am particularly interested in placing a heavy emphasis on technology as a tool to "flip" the aforementioned lessons. It is my hope that these posts will serve as a lesson plan of sorts and show how, exactly, I would go about "flipping a classroom" that covers the same material that Dr. Beckmann's course covers.

Prior to showing you how I would flip the classroom, I should discuss what "flipping the classroom" really means.

As shown in the MADDrawProductions video above, "flipping the classroom" is a technique in which teacher's can have their students cover the required curriculum without sacrificing the individualization and one-to-one time 

with their students. The traditional teaching model has teachers spending the class period standing in front of the class lecturing and having the students perform assignments outside of class. The "flipped" model does what it's name suggests and turns that model on it's head. Instead of surrendering the vital time with the teacher in order to hear the lecture, the students are assigned to watch, read, and investigate the content material outside of class. This allows precious class time to be spent actually working on assignments in which a teacher may be of assistance. 

Another important characteristic of the "flipped" model is that it allows children to learn the material at a pace that is beneficial to them. For students who struggle with the material, the ability to have more one-to-one time with the teacher in class may allow them to finally grasp it. On the opposite end of the spectrum, a student who may find an assignment relatively easy and boring may benefit from this model by moving ahead to more difficult tasks or serve as a peer tutor to another classmate.

Although I am a big proponent of the "flipped" classroom model, there are some foreseeable shortcomings that a teacher may face. Some of these shortcomings include:

• An increased work-load on teachers in the "pre-planning" phase of their year
• Requires a high degree of trust between students and teachers
• May become interrupted by the need to teach for standardized testing
• Relies on an availability of technology for the students wether it be at home, in class, or public access to a computer lab

Despite these shortcomings and those not listed, I am adamant that this model best suits how I would approach teaching as a profession.


Here's a cool infographic taken from Knewton's website pertaining to the "flipped" classroom model:

Created by Knewton and Column Five Media