In How one school turned homework on its head, PBS looks at “flipped” teaching at Clintondale High, a low-performing school near Detroit. “Teachers record lectures for students to watch online outside of class, and what was once considered homework is now done during class time, allowing students to work through assignments together and ask teachers for help if they run into questions.”

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  1. SC Math Teacher says:

    Can’t we just do both during class time? That’s what I do? What is so special about viewing a video at home? Granted, it will create more time in class for practice, but not THAT much more. And considering the abominable HW completion rate of my students, chances are that a similarly small percentage of them will watch the video, leaving me to teach it in class anyway.

    • :Flipping” allows schools to disguise their retreat from their previous opposition to drill. When I teach Algebra I I have perhaps two hours of information to communicate over the 180-day school year. The rest of classtime is repetition and practice (“drill”).

      Search “Project Follow-Through”, or read Coulson’s discussion of Project Follow-Through in his __Market Education__.

      Early out addresses the one reasonable objection to worksheet practice: that repetition beyond the point of mastery kills motivation. One solves this problem by the simple device of releasing those students who “get it” from further repetition, either through self-paced curricula or with release from class until the subject changes and the class moves on.