Flipping the Mathematics Classroom
The first video is a short lecture on understanding volume and using the procedural steps in order to fond the volume of a 3 dimensional object. The second video in the series is an educational video that supports the understanding of volume and the calculations that are used to find the volume of an object in the real world setting.
Video 1: Lesson and Class Notes
Video 2: Real World Volume
Reflection
The Texas Education Agency defines this learning objective as "The student is expected to estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders." (Chapter 111.23) The expected learning outcome was for students to be able to calculate the volume of rectangular prisms through mathematics (including measurement and calculation). The learners must have had to know the order of mathematical operations previous to calculating the volume. They must also have had to have known the meaning of area and how to calculate it independently from a 3-D shape. Lastly, the student would have had to had previous exposure to a manipulative that opens up into a net, so that they could connect the two sets of information into their schema of the properties of solid figures. The purpose of this video is to walk through the procedural steps of finding volume, in order to prepare student to practice this skill on their own in the classroom. The second video supports the first by tying a real world rectangular prism and its real world use and applicability to the use of the formula. The use of a net in the second video supports the prerequisite knowledge of the physical manipulative that was used in the classroom to explain volume of a prism and its interior capacity. Students will be further supported if they view content, attempt problems, and then come to class with their questions. Further studying and learning can take place afterwards, when students might need to come back and review for an exam. This is my idea of my preliminary steps towards flipping my classroom. I am sure that my technique choices and taped lectures will get better through time and use, as well as student feedback. I am contemplating adding a survey at the bottom of each lesson page to allow students to give me anonymous feedback on how to better serve their needs with the technology.