Flipped learning

Plans and resources to teach topics in sequence with
pre-class student preparation

Context

This evidence is an assessment task completed for the Mathematical Teaching Methods 2 course at UTS. It includes:

an evidence-based statement of pedagogical approach;
a lesson plan demonstrating prior learning;
a flipped-learning worksheet and accompanying answers, for the students to complete in preparation for the second lesson; and
a second lesson plan, presented in class as a lesson.

Documents

Pedagogical approach statement

Prior learning - lesson plan

Flipped learning - worksheet

Flipped learning - answers

Lesson plan

Reflection on Lesson

Graduate standard descriptors addressed

Know your students and how they learn

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2. Know the content and how to teach it

2.2.1 Organise content into an effective learning and teaching sequence.

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

3. Teachers plan for and implement effective teaching and learning

3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

Learning aims

Content scope: presenting data -- Five-number range; box and whisker plots.

Prior learning: mean/median/mode? Flipped learning: ordering data?

Lesson aim: Presenting and interpreting data effectively using box and whisker plots. Active learning and discovery, building on prior and flipped learning, was the intent.

Learning impacts and assessment

Accomplishing outcomes

1.2.1, 2.2.1 - The topic sequence worked well, although questions arose in the execution. The circumstances were challenging (the lesson was delivered in the early weeks of the COVID lockdown), meaning face-to-face demonstrations and discussion were not possible. Students cited difficulty with vocabulary in the flipped learning; that feedback is reflected in every lesson I design.

2.3.1, 3.2.1 - Lessons were planned thoroughly, as the evidence documents show. The thought has arisen that over-planning can hinder the flow of a lesson, enticing teachers to rely too heavily on a script; for inexperienced teachers, though, this scripting can be an important scaffold that they can let go of after they gain confidence and mastery through practice.

Learning impacts

The Evaluation document in the evidence lists a number of lesson successes and areas for improvement.

In practice, with continuity and familiar class, the sequence might have been more embedded and thus successful. The teacher might have felt more confident to continue without going over the flipped learning so much, and more experience with teaching over Zoom - by teacher and students - might have changed shape of presentation.

Experience in lesson planning, and feedback from supervising teachers, suggests that the content in each lesson would be best spread out over several lessons, with more class time spent on practical exercises.

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