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I honestly think the best way might be the method advocated by Sal Kahn. [1] Basically, instead of students going over a lesson in class then taking home work t

I honestly think the best way might be the method advocated by Sal Kahn. [1] Basically, instead of students going over a lesson in class then taking home work to do to master it, they reverse that. They watch the lesson at home the night before, answer a few questions as an "exit slip" and then sleep on it. The next day they go to class and work on problems/ask questions with the teacher present to help them. While it does have its issues, such as making sure students actually watch the videos, I think this is the best approach for certain subjects, especially math. It allows the students to do the problems where they can get feedback and guidance, instead of struggling with something they're failing to comprehend, which just leads to demotivating them. It also allows them some time to come up with questions related to the topic that might further their learning. There will likely be abuse from students who don't pay attention, and there are plenty of other issues (internet access being a huge one), but I could see some hope in this method. [1] https://blog.blackboard.com/why-salman-khan-thinks-students-should-do-their-homework-in-class/ https://blog.blackboard.com/why-salman-khan-thinks-students-... is a nice write-up about it.

anonymous5133 8y ago
That method is far superior to the current method but teachers don't like it because it takes "resources" away from the teacher. That's the argument I've heard on other forums when discussing the flipping the classroom method. The teachers say that it is better if they explain the material in the classroom and answer questions immediately. So expect to get quite a bit of push back on the flipping the classroom method. That's the reality. I've noticed that there are quite a few teachers that are basically fearful of some new technology or method popping up that replaces them. Education has become far too political from what I've seen.
- dorchadas 8y ago
  Yeah, I've heard that argument as well, but I think it fails. As a math teacher myself, I would love it if kids would go read about the lecture at home and then we could work problems the next day. I try to do that anyway, but it's difficult when I've got a lot of material to cover and can't give them a day to practice after every lecture. Not to mention that a lot of kids don't know what they don't understand until they attempt to do it
  - anonymous5133 8y ago
    Yeah, for sure. I think it is a great method as well. When I was in college, I had a calculus teacher teach using the flipping the classroom method and it worked amazing. Probably one of the best math classes I have ever taken. At the time I had a serious "math-phobia" and calculus was something I had previously struggled in. The teacher basically just made youtube videos and explained the concepts. If you didn't understand something you could just re-watch the video. After the video another set of videos explained problems and how to solve them.
  - ddingus 8y ago
    Those attempts do three very important things: Clarify poor understanding. Result in awesome (for them) questions. They will be the ones they need, and often the more aggressive people will ask want type questions, seeking. All high value. Educator will be challenged more deeply and broadly over time as they see better questions over time. New ones require effort, and that brings both greater mastery of the topic and how best to frame it up for people about to jump in and start understanding. Should educators analyze those questions, they can augment all this by a quick "chalk talk" prep session to help all this along, stimulate more and better thinking. This has been standard for me in various education roles over the years. It is rough the first few iterations, then very rewarding for all involved after that. Turns out people, and their diverse backgounds and experiences will both approach things in surprising ways, as well as think in diverse, at times, equally surprising ways. Understanding that better, as well as having some broad experience seen over time, very seriously improved my ability to identify with a given student and have a more accurate mental map of where they are. I can then seek to fill in gaps, or entertain extensions (their seeking) as time and their desire permit. Worth it. Not the easiest way, but is my goto every time.
    - dorchadas 8y ago
      I completely agree. I try to do it as well, but my biggest issue with it ends up being time constraints and the teacher I mentioned in another post who wants us to all be doing the same thing on the same day (said teacher also prides herself on how fast she covers the material... Kids don't like it as she never reviews or spends more than a day on any topic)
- ddingus 8y ago
  They have to know the material with that method. I have a great career record in training. This is the method I use, but compressed a bit, due to shorter learning times. The teachers employing this method will need to have very fully explored it. Then, when students see them, they are ready for all those interactions. The difference is experience in guiding people through material, vs assisting them in applying and exploring it. Frankly, guidance can be replaced. Teachers who embrace the method, amd who make the investments will be invaluable. Each class they do improves them as much as it does students. Over time, there will be very little they cannot help students with. Everyone gets real mastery.
ddingus 8y ago
I am a fan of that method.

anonymous5133 8y ago

That method is far superior to the current method but teachers don't like it because it takes "resources" away from the teacher. That's the argument I've heard on other forums when discussing the flipping the classroom method. The teachers say that it is better if they explain the material in the classroom and answer questions immediately. So expect to get quite a bit of push back on the flipping the classroom method. That's the reality. I've noticed that there are quite a few teachers that are basically fearful of some new technology or method popping up that replaces them. Education has become far too political from what I've seen.

dorchadas 8y ago
Yeah, I've heard that argument as well, but I think it fails. As a math teacher myself, I would love it if kids would go read about the lecture at home and then we could work problems the next day. I try to do that anyway, but it's difficult when I've got a lot of material to cover and can't give them a day to practice after every lecture. Not to mention that a lot of kids don't know what they don't understand until they attempt to do it
- anonymous5133 8y ago
  Yeah, for sure. I think it is a great method as well. When I was in college, I had a calculus teacher teach using the flipping the classroom method and it worked amazing. Probably one of the best math classes I have ever taken. At the time I had a serious "math-phobia" and calculus was something I had previously struggled in. The teacher basically just made youtube videos and explained the concepts. If you didn't understand something you could just re-watch the video. After the video another set of videos explained problems and how to solve them.
- ddingus 8y ago
  Those attempts do three very important things: Clarify poor understanding. Result in awesome (for them) questions. They will be the ones they need, and often the more aggressive people will ask want type questions, seeking. All high value. Educator will be challenged more deeply and broadly over time as they see better questions over time. New ones require effort, and that brings both greater mastery of the topic and how best to frame it up for people about to jump in and start understanding. Should educators analyze those questions, they can augment all this by a quick "chalk talk" prep session to help all this along, stimulate more and better thinking. This has been standard for me in various education roles over the years. It is rough the first few iterations, then very rewarding for all involved after that. Turns out people, and their diverse backgounds and experiences will both approach things in surprising ways, as well as think in diverse, at times, equally surprising ways. Understanding that better, as well as having some broad experience seen over time, very seriously improved my ability to identify with a given student and have a more accurate mental map of where they are. I can then seek to fill in gaps, or entertain extensions (their seeking) as time and their desire permit. Worth it. Not the easiest way, but is my goto every time.
  - dorchadas 8y ago
    I completely agree. I try to do it as well, but my biggest issue with it ends up being time constraints and the teacher I mentioned in another post who wants us to all be doing the same thing on the same day (said teacher also prides herself on how fast she covers the material... Kids don't like it as she never reviews or spends more than a day on any topic)
ddingus 8y ago
They have to know the material with that method. I have a great career record in training. This is the method I use, but compressed a bit, due to shorter learning times. The teachers employing this method will need to have very fully explored it. Then, when students see them, they are ready for all those interactions. The difference is experience in guiding people through material, vs assisting them in applying and exploring it. Frankly, guidance can be replaced. Teachers who embrace the method, amd who make the investments will be invaluable. Each class they do improves them as much as it does students. Over time, there will be very little they cannot help students with. Everyone gets real mastery.

ddingus 8y ago

I am a fan of that method.