Tuesday, September 10, 2013

Quiet: an extrovert revolution for introverts!

How does “Quiet” help you prepare for/anticipate the coming semester and your goals as a teacher?

Last semester connection and my own experience as a student show me how giving room to anonymity provides space to student participation. In our wiki, in my class I had student participated of about 90%, which was more than I expected.

This semester I am trying a new course that uses a Flipped-classroom-type of teaching framework, where students have 80% of the class is group work, and participation is encourage by different ways like assigning different roles to each individual in a group. It also has a script with the aim of generating a feeling of belonging and community in the class, so that all students, in their different ways of participation and expression, collaborate in the solution of a problem. The idea is to create a sense of responsibility that all can contribute to the goal that the cohort will pass the course, i.e. learn math.


  1. Wow! A flipped classroom and 80% of group work? Sounds very interesting and challenging to me. What is the math level? What web tool will you be using?

    Please share your feedback such as the strategies you used and if students enjoyed taking roles in teaching and learning.

    Good luck.

  2. It's great to read that you had such a high rate of participation on the wiki last spring. Will you being using it again this semester?

    I have read some about flipped classrooms, and some of the teachers I work with have prepared online lectures and presentations for students to use at home. Will you incorporate that type of homework?

    The flipped idea seems like a pretty natural way to run a class, especially when the class is the only place where everyone can be together in the same physical space. How will you do flipping online? Do you take students to a computer lab as part of class, too?

    Helping students assume responsibility for problem solving is a great way to frame all this: I think that students who are less than enthusiastic about math may need help to feel they are accountable, and have authority with numbers, in the same ways they have accountability with language.