Flipped Learning: Embedding Questions in Videos

Autor/inn/en	Lim, Kien H.; Wilson, Ashley D.
Titel	Flipped Learning: Embedding Questions in Videos
Quelle	In: Mathematics Teaching in the Middle School, 23 (2018) 7, S.379-385 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Homework; Video Technology; Educational Technology; Technology Uses in Education; Teaching Methods; Learner Engagement; Geometry; Measurement; Mathematics Skills; Mathematical Concepts; Comprehension; Mathematical Logic; Questioning Techniques; Middle Schools; Elementary Schools + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Geometrie; Messverfahren; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Verstehen; Verständnis; Mathematical logics; Mathematische Logik; Befragungstechnik; Fragetechnik; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule
Abstract	More teachers are trying out the flipped classroom model in which content is delivered outside of class time, typically through online videos and "homework," and follow-up activities are done in class. This model frees up more class time for inquiry and discussion. This article focuses on the self-learning portion of the flipped learning model, in particular, increasing students' intellectual engagement by requiring them to answer embedded questions as they watch math videos. Questions can be embedded to help students gain different types of knowledge. On the basis of a preliminary analysis of 89 embedded questions in 21 videos on geometry and measurement, five types of embedded questions have been identified: (1) factual knowledge; (2) procedural knowledge and skills; (3) conceptual knowledge; (4) task comprehension; and (5) mathematical thinking. An awareness of various pedagogical reasons for embedding a question can expand teachers' repertoire of the kinds of questions they can consider embedding should they wish to assign math videos for their students to watch, especially in a flipped learning model. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01