One of the challenges in teaching a college level math class is helping the students understand the pace in which the course is taught. Unlike high school math class that meet every day and typically go over one lesson per day, the college rigor includes multiple lessons during class because we meet only twice per week. This adjustment for students can be demanding and daunting. This week in math class, I was quickly reminded of one of the main reasons I choose Flipped Learning.
While attempting to tackle solving equations - one-step, multi-step,variables on both sides, distributive property - several students quickly became confused. While I can verify they watched the video lessons I provided and took notes, their ability to demonstrate an understanding of solving equations on our practices sets was lacking. Some of the basic concepts and skills to solving algebraic equations had not been clearly established. It didn't take long for me to realize, we needed to go back to the basics.
What did we do? We paused, took a step backwards, and allowed the dynamics of a Flipped Learning environment come the aid of every student. The students that had already mastered solving algebraic equations became my teaching assistants. I asked them to be the leaders of the small groups I put together to help others understand the process of isolating a variable. While I was still going to go over some of the basics with the whole class, these leaders would become instrumental in allowing me to meet everyone where they were at. Likewise, the students that hadn't quite figured out the steps yet would be exposed to the thoughts and ideas from classmates. Perhaps there was something I wasn't saying or a different way of thinking that would trigger the light bulb.
While many classrooms can't afford the luxury to pause and rewind, my Flipped Learning environment afforded my students the ability to go back and master a crucial element to learning math. By having video lessons ready for each class, my students could review the content a second time and come to class prepared to tackle this essential step in learning. An extra day scheduled for exam review could easily be replaced by a day of collaboration and learning together.
To my surprise, all of the students were thankful for the opportunity to go backward - to make sure they fully understood the concept before moving on. Not only could we develop the skill set for solving algebraic equations, we also began to contextualize story problems to help them see and understand how this math would related to their programs of study. Ironically, the discussions became rich and powerful as students began sharing how concepts of math fit into their programs. Likewise, as each leader student began to share his/her ideas for solving, others felt empowered to ask questions and seek advice on why or how they solved a problem. The atmosphere became impassioned with collaboration, acceptance, and encouragement.
All because I decided it was time to take a step backward! #BeTheONE
A little over two weeks into the semester, and with three classes of College Technical Math under my belt, I'm excited to share I'm still learning. I knew going into this experience that creating video lessons would be time consuming. I was also quickly reminded how important it is to make them meaningful. After all, a boring lecture is even more boring when done via video. Students want to see the application of math skills as they relate to their program areas. The challenge for me has been how to provide relevant examples that cover 3-4 program areas simultaneously.
I am fortunate to have a very small class this semester - program students in Architecture, Mechanical Engineering, and Prototype and Design. Contextualizing the math skills for these programs has helped to connect the math with practical skills in their field of study. The students are seeing why math is important and how it is connected. Yet, what I was quickly reminded of early in the semester was how important building rapport and relationships with the students is to tackling more important barriers to learning.
The Flipped Classroom has given me the chance to really get to know each and every student on an individual level and identify ways to best support his/her educational needs. Several students that are coming right from high school are finding the work time in class to be a huge benefit. They see the ability to work with others from their program area to understand and apply the math a huge plus. Likewise, a few students that haven't taken math in quite some time appreciate the opportunity to practice and ask questions immediately.
The time I have gained with students to work on practical, critical thinking, story problems has proven to be invaluable to their learning. While creating the videos may be more time consuming than I originally remembered, I can see the benefits pouring in. I'm excited to continue this journey for 13 more weeks, helping students see how successful they can be in math. Dare I say I might be getting the itch to do this full-time?
#BeTheONE
After a 3 year hiatus, tonight I re-enter the classroom to teach a college level math course. While my full time job as a Faculty Development Consultant has given me many opportunities to reflect and grow personally, I find myself filled with excitement and anticipation over the first day (or night in this case) of class. Ironically, the prep leading up to this first night of class has been invigorating and passion driven - feelings I have deeply missed.
Of course I'm going to flip my math course - why wouldn't I? The success I had with this approach in middle school should surely translate to success at the college level. I've been a proponent of flipped learning in higher education from the day I stepped foot on the Green Bay Campus of Northeast Wisconsin Technical College. The advantages of a flipped classroom far outweigh the drawbacks in my opinion and I'm excited to help 'adult' students see and explore a different approach to learning.
While I've prepared myself for the typical 'why can't you just teach us?' question, I know that my passion and belief in each and every student is what will help them be successful. The flipped classroom will give me more time to get to know each student, their passions, dreams, and aspirations for our semester long class. I'd rather spend the one hour, twenty minutes I have with them twice per week be spent solving problems collaboratively and learning how to approach math as opportunity to critically think, solve, and evaluate together!
I know that through careful preparation and planning of active learning activities, students will be able to contextualize math into the programs and fields of their choice. While the exact math they learn in class may not always be applicable to their occupations, the ability to see math as a chance to work through difficulties, collaborate, and persevere is a goal I hope to inspire into all.
I look forward to sharing this journey with you each and every week as I will reflect on what did and didn't work. Check back each week for updates, tips, strategies, and even questions as I look to grow through this process. After all, we cannot grow and learn if we do not reflect! #BeTheONE
