News from NKU…
For immediate release…
Friday – Nov. 16, 2012
HIGHLAND HEIGHTS, Ky. – The Northern Kentucky University Department of Mathematics & Statistics, in cooperation with the Kentucky Center for Mathematics and the Murray State University Departments of Teacher Education and Mathematics & Statistics, has received a $130,000 grant from the Kentucky Council on Post-Secondary Education to “flip” mathematics classrooms throughout Kentucky.
In a flipped classroom, teachers create video podcasts of mathematics lessons which are viewed by the students as homework. These lessons can be viewed and re-viewed at any time. Classroom time is then devoted to discussion, enrichment, guided practice and hands-on work with problems, allowing the teacher to intervene when students need assistance.
As a result, students can ask questions and get immediate help on homework. There are several ways in which this approach is beneficial to students.
"The primary goal is to encourage the use of this new and emerging instructional approach," said project director Dr. Theodore Hodgson. "Most importantly, the project will enable teachers to interact to a greater extent with their students and, in the process, develop a richer understanding of students’ thinking and difficulties."
Along with students, teachers will be able to reflect on the central purpose of their lessons, which can be a learning experience for them as well. As they prepare lessons for one unit of one course, the brief videos that are developed can be edited and improved over time as the teachers analyze how students grasp the videos and underlying content.
Project FLIP involves mathematics and education faculty from NKU and MSU along with 30 middle grades and high school teachers from nine Kentucky school districts. Focusing primarily on algebra, these teachers will work with the college faculty next summer to create the podcasts and the accompanying classroom lessons.
Each teacher will then flip instruction in at least one unit of one class during the 2013-14 school year and, working with university researchers, assess the effectiveness of the approach on student learning and engagement.
“We expect greater student engagement, greater teacher-student interaction and ultimately greater student achievement,” Hodgson said.
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