Submission Type
Event
Expected Graduation Date
2017
Location
Room 102, State Farm Hall, Illinois Wesleyan University
Start Date
4-8-2017 10:00 AM
End Date
4-8-2017 11:00 AM
Disciplines
Education
Abstract
When teaching secondary mathematics, teachers face the challenge of engaging students in the content. Bergmann and Sams (2012) proposed the flipped classroom as a method of engaging students through the repurposing of time spent in class. The flipped approach modifies traditional instruction as students use online video resources to prepare for class and in-class time is devoted to problem-solving activities and facilitating individual instruction. This self-study sought to explore the effectiveness of the flipped classroom on students’ learning, motivation, and engagement. Lesson plans, field notes, and students’ exits slip and survey responses were collected from three Honors Geometry classes to investigate learning within the flipped classroom. Findings indicated that the flipped approach engages students in active learning and discovery, increases students’ vocabulary development, and fosters independent mathematical thinking. The students responded well to this instructional strategy and demonstrated an increase in cognitive engagement and understanding using this approach.
Included in
Repurposing Class Time: The Flipped Classroom Model
Room 102, State Farm Hall, Illinois Wesleyan University
When teaching secondary mathematics, teachers face the challenge of engaging students in the content. Bergmann and Sams (2012) proposed the flipped classroom as a method of engaging students through the repurposing of time spent in class. The flipped approach modifies traditional instruction as students use online video resources to prepare for class and in-class time is devoted to problem-solving activities and facilitating individual instruction. This self-study sought to explore the effectiveness of the flipped classroom on students’ learning, motivation, and engagement. Lesson plans, field notes, and students’ exits slip and survey responses were collected from three Honors Geometry classes to investigate learning within the flipped classroom. Findings indicated that the flipped approach engages students in active learning and discovery, increases students’ vocabulary development, and fosters independent mathematical thinking. The students responded well to this instructional strategy and demonstrated an increase in cognitive engagement and understanding using this approach.