Flipped Mastery Model: Ben's Model Overview Flipped Mastery.mp4

 
 
 
BMTP Flipped Mastery.mp4
Teacher Reflection
 
 
Teacher Reflection
 
 
 
Blended Learning Model Overviews

Flipped Mastery Model

Ben's flipped classroom motivates with self-paced, competency-based learning

I use a Flipped Mastery model of instruction. In this model, students watch videos of lessons that I have recorded and posted on the class website, answer a set of practice problems to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered the material. I provide 1:1 coaching and support throughout the process. If students pass a quiz, they move onto the next lesson. If they fail, they are required to do another practice assignment before re-trying the quiz.  There is no failing in my class.  Either you know something or you’re still learning how to do that thing, but there’s no in-between.

Number of Students: ~22-28 students

Number of Adults: two teachers (co-teaching model)

Length of Class Period/Learning Time: 110 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: IXL; SMART Notebook; Screencast-O-Matic; Weebly; PowerSchool; Kahoot!; Google Forms

Hardware Used on a Regular Basis: SMARTboard; Wacom Tablet; Amplify Teacher Tablet (for teacher); Mac PowerBook (for teacher)

Key Features: flipped-mastery; competency-based; student agency; co-teaching

Strategy Resources (4)
Lesson Plan
 
 
This is a screencast explaining the Alternative Geometry Program that I use for students who are far below grade level.
Lesson Plan
 
 
This is a screencast explaining the Alternative Geometry Program that I use for students who are far below grade level.
Benjamin Siegel
New Visions Charter High School for the Humanities II
Bronx, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Tenth grade
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Jeff's Model Overview
Ben's flipped classroom motivates with self-paced, competency-based learning

I would describe my classroom model as a tweak on a flex model of instruction. I start each class period by giving students a problem I want them to solve, such as “How would you use the gas laws to explain how popcorn pops?” Students then have the opportunity to create their own learning paths by accessing a variety of curated online and offline resources and activities. I determine if a student has achieved mastery on a given concept by evaluating the online and offline work products they have produced during class and by administering more traditional assessments. However, if a student fails an assessment, he or she can always go back and re-take it. My classroom is 1:1 with a mix of MacBooks and iPads, which have become the vehicle for my students to move at their own pace through difficult chemistry content.

Number of Students: ~ 36 students/period

Number of Adults: one teacher

Length of Class Period/Learning Time: 120 minutes (M, T, Th, F); 45 minutes (W)

Digital Content/Ed Tech Tools Used on a Regular Basis: CK-12 BrainGenie; Google Apps for Education; eduCanon; Formative; YouTube; Screencast-O-Matic; Wikispaces; Weebly; Versal; Common Curriculum

Hardware Used on a Regular Basis: MacBook computers (1:1); 2nd Generation iPads; SMARTboard; Surface Pro 3 (for teacher)

Key Features: competency-based; content in multiple formats; problem-based; gamification; student agency

 
 
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