In the article by McDaniel and Caverly, they discuss the benefits of an inverted developmental math classroom. It is more of an inquiry model based class. The students are required to watch a podcast of the lesson before they come to class. McDaniel and Caverly (2010) state, “Students thus can "control" the lecture by reviewing each video as often as they need and receiving a first exposure to concepts before attending class.” This provides students the ability to learn independently at their own pace. The article continues to explain what the students do when they go to class, claiming “Because in-class direct instructional activities are removed, time is available for student teams to actively analyze and synthesize homework problems, to examine the process of learning math, and to increase the amount of student-to-student and student-to-professor dialogue.” (McDaniel and Caverly, 2010) This type of classroom work creates an environment where students are doing the learning and teachers are able to take on more of a facilitator role. The article continues by explaining the development of the inverted classroom. They explained they basics of what goes into creating the classroom. There is a explanation of software that could be used for teachers who wanted to do the inverted classroom.

After reading this article, I would be very interested in trying to have an inverted math class. I think it would be interesting to have students be able to take charge of their learning and I can be more of a facilitator for students. In class, it would be great to see students applying what they were suppose to have learned and instead of them getting frustrated at home without someone there to help.  The difficult part for me to get started in an inverted classroom would be creating several podcasts for the students to use to learn. I worry that it would be trying with students who did not watch the podcasts the night before to learn the lesson. There would have to be a procedure for those students and absent students. The success of the students would be a great motivator to try this new type of classroom style.   

  References

McDaniel, S., & Caverly, D. C. (2010). Techtalk: The Community of Inquiry Model for an Inverted Developmental Math Classroom. Journal Of Developmental Education, 34(2), 40-41.


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