Flipped Classroom; Reinventing your Maths lesson Kirsty Tonks & Jen Devaney @KirstyTonksSCA @JenDevaneySCA
Save this girl from homework poster-fatig...
Flipped Classroom; Reinventing your Maths lesson Kirsty Tonks & Jen Devaney @KirstyTonksSCA @JenDevaneySCA
Save this girl from homework poster-fatigue!
Mundanely Clever Flipped Learning; …is where the knowledge part of a lesson is taken out of the classroom and delivered online beforehand for pupils to digest and respond to at home.
It’s not just about the video! It’s about what pupils do during and after the video…. Write the next part ….
Or even make your own version …. Or take part in a discussion…
…Or maybe it’s not a video at all.
Show me how you would solve this problem?
Which parts do you need help with?
Personalisation
Can you explain why that happens?
Collaboration
Higher Order Thinking
What are your next steps in learning?
ACCELERATE AND DEEPEN THE LEARNING
At Home
Traditional Pedagogical Model Evaluation Synthesis Analysis
In Class
Application Comprehension Knowledge
Linked to Bloom’s Taxonomy
In Class
Flip the Model Evaluation Synthesis Analysis
At Home
Application
Comprehension Knowledge
Linked to Bloom’s Taxonomy
Making the Shift
BEFORE Knowledge / Exposition
Initial Comprehension
IN LESSON Addressing misconceptions
Extending
Consolidating
Accurately targeted interventions / activities and more effective differentiation = Higher Quality Pupil Outcomes and Attainment
Potential Barriers How much will this cost? School budgets are tight and technology is limited.
Some of my pupils don’t have access at home. What can I do?
What if some students don’t do the tasks set at home?
Teacher time is a real issue. Will this take longer?
MathsFlip Applying to Mathematics in Years 5 and 6.
Project Aims “Utilising e-learning solutions to support school improvement and accelerated student achievement by implementing a Flipped Learning methodology in Mathematics in Year 5 and 6.” MATHS SUPPORT NETWORK
SUPPORTING MORE ABLE
We believe that the embedding of a technology supported Flipped Learning methodology can dramatically enable students to learn for longer, more deeply, more productively.
EVOLVING RESOURCE SITE
The Aims of the Curriculum The National Curriculum for Mathematics aims to ensure that all pupils: become fluent in the
reason mathematically
fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding.
by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Can solve problems by
applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 12
MathsFlip Structure Learning Zone
Sharing Zone
Class Sites
Cohort 1 Schools
MathsFlip; the schools
Above average levels of FSM/Pupil Premium eligibility
Cohort 2 Schools
Above average levels of FSM/Pupil Premium eligibility
Mathematical Findings The pedagogy allows more able pupils to be stretched, and less able pupils to be supported. The change in lesson planning allows for greater development of problem solving skills. The approach provides support for the new primary curriculum.
Teachers & Head Teachers see impact
“I’ve been a maths leader for 10 years but I am learning so much and I am really reflecting on my teaching and changing what I do because of the MathsFlip project and your support. Thanks so much- I’ve learned so much and the children are benefitting.”
Corngreaves Primary
“Flipped Learning has made us totally rethink what makes learning really effective. We were so impressed by the impact of the approach, we are now extending flipped learning to other years and areas of the curriculum. It enables teachers to put children at the centre of their learning, making 'home-work' genuinely meaningful and purposeful and creating classrooms where children are prepared, excited and active.”
Pauline Rogers, Headteacher, Hasbury CofE Primary November 2015
Family Feedback “Flipped learning is interactive and makes learning fun. It has improved her learning and understanding since day one. Great learning tool!” “Sometimes she wouldn’t understand the
homework before Flipped Learning. Now she can understand in her own time. I think this has been a brilliant thing for the children. She is doing much better in her maths. She is enjoying it more, and learning a lot better.”
Halesowen CofE Primary
Bleakhouse Primary
December 2014
MathsFlip; Pupil Questionnaire After Flipped Learning
Before Flipped Learning How confident did you feel in mathematics before Flipped Learning? 45 40 35 30 25 20 15 10 5 0 1(not at all)
2
3
4
December 2014
5 (extremely confident)
45 40 35 30 25 20 15 10 5 0
How confident do you feel in mathematics now?
1(not at all)
2
3
4
154 pupils responded
5 (extremely confident)
Impact of Flipped Learning over 3 years 2013
“Flipped learning has worked so successfully that we have just achieved the best KS2 SATs results we have ever had and we feel that one of the main drivers has been the MathsFlip project.”
Matt Wynne, Deputy Head Teacher.
2014
2015
National 2015
Level 89% 4+
91% 100% 87%
Level 21% 5+
51%
67%
42%
Level 6
4%
18%
9%
0%
Victoria Park Primary Academy
GL Assessment Data 2015 The MathsFlip cohort are almost DOUBLE the national average at above expected levels of progress AND have reduced the number of pupils below by about a QUARTER.
Above Expected Progress
Below Expected Progress
Intervention
28.0%
9.2%
Control
14.6%
11.8%
National
15%
15%
SATs Data 2015
Intervention Group are now above the National average at all 3 points. Several schools gained level 6 grades for the first time.
MathsFlip Intervention
Level 4+ ↑ by 5% to 93%
Level 5+ ↑ by 5% to 43%
Level 6+ ↑ by 4% to 12%
SATs: Progress from each Key Stage 1 Intervention
Control
3 levels+ 2 levels+ 3 levels+
National
KS1
2 levels+
2 levels+
L1
81.5%
59.3%
78.4%
37.8%
2c
83.1%
12.7%
85.3%
3.9%
2b
94.2%
25.4%
92.8%
25.9%
2a
99.3%
51.5%
99.2%
50.0%
All L2
93.9%
32.9%
93.0%
28.3%
92.0%
L3
89.0%
38.5%
90.1%
38.3%
93.0%
76.0%
SATs: Progress from Key Stage 1
Sublevel progress
7+
8+
9+
10+
11+
Intervention schools
53.3%
36.0%
22.6%
11.3%
3.4%
Control schools
48.0%
33.1%
17.7%
6.9%
2.7%
What does Flipped Learning enable? - Reduced time in the class for teacher imparting knowledge and testing initial understanding - Teacher gains more time to target those that need support
- Best works when assessing prior knowledge at start of a topic - It accelerates and deepens learning - Pupils make more progress through content and move onto application of skills and higher order thinking at ALL levels!
- Work at home is more purposeful - By linking to more effective forms of feedback using technology, such as video or audio feedback – close loop and drive attainment further
- Doesn’t need lots of investment of time or money - Once shown – teachers ‘get it’!
‘Flipping’ Continuum
Regular
Quality
Change in teaching pedagogy
Flipped Learning is It is a subtle
NOT about technology
.
shift in pedagogy that results in
seismic transformation.
23rd-24th March 2016 Shireland Collegiate Academy
A 2-Day Conference focusing on how to flip your lessons with the founder of the Flipped Classroom Jon Bergmann.
Find out what you need to ‘Flip’ and the impact Flipped Learning has had on standards and the levels of progress at two of the leading UK Schools in the use of technology for learning, Shireland Collegiate Academy and Victoria Park Academy in the West Midlands. • Jon Bergmann takes you through a step by step approach to the Flipped Classroom.
•
•
Lord Knight facilitates a Q and A panel session.
•
Sir Mark Grundy highlights the central role that technology has played in the success of Shireland Collegiate Academy over the last 10 years.
Have the chance to visit lessons and talk to teachers about the difference Flipped Learning has made to their lessons.
