Flipped classroom [autosaved]
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1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school. 2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices. 3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
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Flipped classroom [autosaved]
- 3. • Teacher’s name: Ooi Jiayun • Subject & Topic: Year 4 Mathematics Topic 2 Fractions • Time allocation: 60 minutes • Out of classroom (home/lab), in classroom • First time flipping classroom
- 5. What a Flipped Classroom Model does: 1. Students watch lectures at home at their own pace, communicating with peers and teachers via online. 2. Teacher spend class time working directly with students to provide hands-on instruction and support.
- 6. STEP 1: CREATING AN ONLINE INSTRUCTIONAL VIDEO (AT HOME). STUDENTS WATCH AND STUDY LECTURES AT HOME BEFORE GOING TO SCHOOL. STEP 2: DEVELOP LEARNING ACTIVITIES TO FILL UP THE CLASS TIME. THESE LEARNING ACTIVITIES ARE CREATED TO SUSTAIN STUDENTS’ MOTIVATION, ENCOURAGE CRITICAL THOUGHT AND PROMOTE SOCIAL INTERACTION AMONG STUDENTS. TEACHER WORKS AS A FACILITATOR,
- 7. Structure of Flipped Classroom Project Targeted Individuals Place Timing (minutes) Online Instructions Students Home 15 Activity learning Students School 45 Materials Needed: 1. Ipad/ computer/ Chromebooks 2. Internet access 3. Paper/ pencil 4. Fraction Walls/ Cuisenaire Rods 5. Group Learning Worksheets/ team boards
- 8. RECOGNITION: As activities are held, teacher goes around and check on students’ progress. If students need help, teacher can explain so that students can understand better. Students who understand the concept and steps thoroughly are rewarded with a token (stickers) as encouragement. Teacher
- 11. Vision: • Create new opportunities to engage students to learn through technology • Able to influence students’ learning environments in fundamental way Academic Goals: 90% of 4B class students are able to express equivalent fractions for proper fractions. Flipped Classroom Project Priorities: • At home: Educational Technology (Online Instructions) • At school: Activity Learning (Collaborative Group Learning, Problem Based-Learning etc.)
- 13. AT HOME: Students will access to this Storify https://storify.com/jiayun90/mathematics-year-4. They will read and learn about equivalent fractions through slides which are posted on Storify. To acquire more knowledge, students can watch some videos posted on Storify. Before the class next day, students need to complete worksheets on Padlet. They need to post their answers on Padlet. Classmates are welcomed to comment on their peers’ answers. Answers will be discussed tomorrow.
- 14. AT SCHOOL: Before class starts, teacher divides class into 8 groups. Below is the timetable for the 45 minutes lesson. 10 mins 10 mins 10 mins 15 mins Online Learning Small Group Instructions Collaborativ e Group Learning/ Problem Based Learning Summative Check/ Discuss Answers (Whole Class)
- 15. Online Learning • Students use Chromebooks to do some exercises through games or online quizzes (about Equivalent Fractions) online at their own space. • Teacher goes around to help students who need help.
- 16. Examples of online games and digital notes Online Learning
- 17. Small Group Instructions • Teacher uses Fraction Wall to explain Equivalent Fractions. • A Fraction Wall enables children to visualise how different fractions relate to one another and Equivalent Fractions can be easily identified.
- 18. • Teacher also uses Cuisenaire Rods to explain Equivalent Fractions. • Cuisenaire Rods enables children to visualise how different fractions relate to one another and Equivalent Fractions can be easily identified through hands-on. • Teacher asks questions. Students need to find the equivalent fractions using these two aids. • Teacher goes around and gives aid to students who need help. Small Group Instructions
- 19. Collaborative Group Learning/Problem Based Learning PIZZA FRACTION FUN 1. Show the students the Pizza Problem . Give them time to think of their own answer and discuss their ideas together. Hopefully they will figure out that it depends on which pizza slices each person takes. It’s possible that 4 pieces of pizza might be the same amount as 3 pieces if the 4 pieces are smaller. This particular pizza is not cut into equal pieces.
- 20. PIZZA FRACTION FUN 2. Give each group a set of pizzas in all fraction sizes and the Pizza Fraction Placemat (the whole divided into twelfths) page 3 until page 8. Display the Equivalent Fractions problems on page 9. As you display each problem, ask the students who have those pieces to create the problem on the Pizza Placemat. For example, the first problem involves fourths and eighths. The students with the fourths would place 1/4 on their team boards and the students with the eighths would add enough 1/8 pieces to create an equivalent fraction. Everyone on the team should record the answer on their own worksheet. Collaborative Group Learning/Problem Based Learning
- 21. PIZZA FRACTION FUN Teacher can get the resources from here: http://mcssta13fractions.weebly.com/uploads/2/2/1/0/ 22104466/pizzafractionfun.pdf Collaborative Group Learning/Problem Based Learning • During this activity, teacher goes around to help students who need help.
- 22. Summative Check/ Discuss Answers • Worksheets are given on Padlet the day before. • Students are required to complete, take pictures of their completed worksheets and post them on Padlet. • Peers can comment on each other’s answers. • Teacher discusses answers with students.
- 23. Check and Reflect • Before class ends, students are required to rate themselves on the understanding of the topic by showing their ‘traffic lights”. • The teacher will pull small group for those students struggling and observe them to see what exactly they need clarification in. Yeah, I know a lot!! Err, I just know a little… I need help!!!!! Evaluation/ Closure