ERIC Number: EJ1177846
Record Type: Journal
Publication Date: 2018-May
Flipped Learning: Embedding Questions in Videos
Lim, Kien H.; Wilson, Ashley D.
Mathematics Teaching in the Middle School, v23 n7 p379-385 May 2018
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.
Descriptors: 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
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/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A