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0:01[br]I've been teaching math the last 5 years[br]0:03[br]and this is why I flipped my classroom.[br]0:06[br]This is what my classroom used to [br]look like.[br]0:13[br]I was teaching to the middle group [br]of the class,[br]0:16[br]the students they could follow along [br]with what we were doing[br]0:20[br]and we were going through the [br]content. While I got higher level students[br]0:24[br]not challenged, bored with [br]the information,[br]0:27[br]ready to move forward, I had a [br]struggling group students[br]0:30[br]that were not receiving enough [br]effective remediation.[br]0:33[br]They didn't have the basic content they [br]needed to be working on the content[br]0:37[br]we are currently covering[br]0:38[br]or they needed more help in order [br]to be successful.[br]0:42[br]This leads to a 90% use of class time [br]being spent on[br]0:47[br]delivery and review of content. [br]90% of the time I was [br]0:51[br]at the front of the classroom[br]0:51[br]lecturing to a group of students and [br]I wasn't meeting all their needs[br]0:55[br]10% class time was actually spent on [br]application[br]0:59[br]which led to depending on students[br]1:02[br]to do the application needed to be [br]successful and to go home or outside of[br]1:06[br]class and work on applying the concept[br]1:08[br]that I was giving out in class. This constant [br]battle of[br]1:12[br]not reaching the needs of all students [br]and feeling the need to differentiate[br]1:16[br]for all my learners[br]1:17[br]let the teacher, allows teachers to [br]feel overwhelmed[br]1:20[br]and ineffective because we see the [br]need for differentiation[br]1:23[br]but there's just not enough time [br]for effective[br]1:27[br]differentiation. This called for drastic [br]changes in how we teach.[br]1:35[br]This is where flipping the classroom comes [br]in. Now the students outside of[br]1:39[br]class preload the content.[br]1:41[br]They get the information they're [br]going to need for class. They can pause,[br]1:45[br]rewind, and rewatch the videos as [br]many times they need to.[br]1:49[br]They can post questions online to [br]their classmates or to the teacher.[br]1:53[br]And it's a self-paced program where they [br]can be mediated by going back and[br]1:57[br]reviewing former topics[br]1:58[br]or they can work ahead when they've [br]already mastered a concept[br]2:01[br]and are ready to look forward. They [br]get the content here[br]2:05[br]before class so that when they come [br]into class. My whole classroom[br]2:09[br]has shifted where I'm at the center [br]of the class working between these[br]2:13[br]differentiated groups[br]2:14[br]focused on different pieces of [br]application. I can now[br]2:19[br]work between each of these groups [br]that are moving at their own pace.[br]2:22[br]This has created a 90% use of class [br]time spent on[br]2:27[br]application of the content and 10% [br]of class time[br]2:31[br]is spent on delivery of content when [br]I can answer questions that have been[br]2:34[br]posted[br]2:35[br]or take any other questions [br]that come up from applying[br]2:39[br]the content. Now in my classroom[br]2:46[br]all students are engaged and [br]challenged.[br]2:50[br]I have time to work with each [br]group giving[br]2:53[br]individualized time and instruction[br].2:56[br]And I can actually work between each [br]group[br]3:01[br]to provide effective differentiation [br]for all my varied groups of learners,[br]3:05[br]my struggling students, my middle [br]group of learners[br]3:08[br]and I can now extend and expand on [br]my higher level students' prior[br]3:14[br]knowledge and challenge them in[br]3:15[br]in the classroom. [br]To learn more about flipping the classroom[br]3:23[br]visit the Friday institutes website.

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