Did my second flipped lesson today, also in maths and focusing on proving/disproving a general statement. The video link is posted in a previous post.
At the beginning of the lesson, I asked who had watched the flip video and about 75% of the class had. I gave them the option of watching it again with those who hadn't seen it and half of those chose to do so.
It certainly enabled my more able to get stuck into tasks quicker and I think all the class faced a higher level of challenge than they would have in a 'normal' lesson.
However, I learnt that you can't rely on the class to watch the video and ensure they really understand it. They might watch it but won't necessarily explore areas of uncertainty on their own. For example, they didn't really understand square numbers which was mentioned on the video and this led to difficulties in the tasks later on, as some of the activities referred to square numbers.
Therefore, I think that you have to give some input as well as the video and really check for understanding. The children also fedback that it would be really useful for me to model an answer to one of the tasks on the video so they could see exactly what the expectations were.
I think that the flipped lessons might work best for more simple-concept lessons that deal with one skill. There was too much high-level mathematical vocabulary going on so they struggled working independently (some of them). I think with a short input session from me as well, it would have been a great success.
However, I think it was engaging and challenging and that the class gained a lot from it. It wasn't outstanding but also not a disaster.
Next time, I want to try an English lesson as I have done two maths now.
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