Despite what it sounds like, it is not an acrobatics course. The “flipped” classroom refers to a new model of teaching in which students watch the lecture portion of the syllabus on video at home and do the homework in the classroom with the help of the teacher. Science teachers in Colorado who were looking for a way to keep absent students in the loop, developed the concept which evolved to include daily use.
Bryan Scherr has been using the flipped classroom model for two years in his Maple Grove Junior High math classes. “It’s a simple idea: the kids watch a ten minute lesson at home and then do what you’d traditionally call homework in class,” Sherr says. Scherr loves the new model and has noticed an improvement in both student performance and his own teaching.
Scherr records each lesson using Powerpoint and video capture, which allows students to pause and rewind as necessary. As a result, the daily classroom is more dynamic and interactive. “They get an introduction to the topic before we meet so we can do things together in class,” Sherr says. “I walk around helping each student according to their level of understanding.” Kids who finish early spend their classroom time assisting other students.
Students love the flipped model because they are no longer responsible for 10-20 minutes of video math homework every night. They take notes through a special note taking guide that allows the teacher to verify that they watched the video. “The flipped structure has allowed me to focus on other things,” Scherr reports. “I was spending so much class time going over homework.” If a student did not watch the video, they watch it with headphones in the classroom and are required to stay after school. And if a student doesn’t have Internet access at home, Scherr burns them a DVD. They can also watch the lessons in study hall or on a smartphone.
“I’ve been a teacher for 15 years, and there’s no doubt in my mind that I’m getting better results in tests and class discussions,” Scherr says. “Before we flipped, about 60 percent of the class did their homework, and now it’s up to 97 percent. And the overwhelming majority of students love it.”
Ninth grade algebra teacher Philip Bernards first heard about flipped classrooms from a friend at Benilde St. Margaret’s and began teaching his own flipped classroom at MGHS in October 2012. So far it’s going well. “One of the obstacles to doing well in math is doing homework on a daily basis,” Bernards reports. “[kids] are more willing to watch a video at home and take notes, then do a traditional pencil and paper assignment.” Bernards plans to continue using a flipped model. “I will continue to look at scores, overall class performance, and kids’ attitudes. We frequently check in with what they think.”
Some parents worried that the flipped classroom was an excuse for teachers to work less. Scherr argues that it’s the opposite. “I’m working with my students more than ever. It takes a lot of skill because you have to get the class to focus on their individual tasks.” Scherr stresses that the flipped classroom is not to be confused with an online course where students would be learning material and testing online. “This is individualized learning and the classroom time is very important.”
Mary Wall, mother of Scherr’s student Christina, thought it was a great idea. “I was very impressed with the extra time that Mr. Scherr committed to making it all work,” she says. “Math ‘homework’ became very pleasant, and Mr. Scherr’s voice became a part of our nightly life.” Wall especially appreciated how the method takes the “parent tutor" out of the equation, which is helpful at an age where math is more advanced.
Wall noticed that her daughter's math grades improved from the previous year, her frustration level with math decreased dramatically, and she has continued with HP math in high school. “Mr. Scherr has such a heart for teaching junior high students, and really connects with the kids,” she says. “The combination of a great math teacher plus the flipped classroom can't be beat!”
