agorean theorem, inserting some areas in the tutorial where students need to pause so that they can attempt some practice problems.
After the tutorial, the students' assignment will be to summarize the Pythagorean theorem and when they might use this in their own words as well as write down any of the problems that were tough for them during that tutorial. This is the homework section of this lesson.
The class time will consist of students getting into groups and reading their summary from the night before's tutorial for their group. As well as going over any of the challenging problems that they had from the tutorial together, so that they can practice as a group and go through those problems with each other. And then they will be practicing Pythagorean theorems by using different objects, like their shoes or pieces of string, wood, any materials from the class to make it fun and engaging. So they'll calculate that unknown side of their triangles that they make using right angles of different objects.
And then students will use some digital cameras to document and create a group poster to display in the classroom. So a really fun and engaging and an active learning lesson.
This lesson in particular uses those four pillars of flipped learning very well for the most part. For example, the F, remember, is that Flexible learning environment. And here, the teacher is using some different groupings where the students are using hands-on activities. And the classroom is not that very orderly, traditional, students sitting at a desk and working by themselves. But instead, they're using some group.
The learning culture shift here is really obvious as well. The students are, in both the homework and the class time, asked to take that ownership and responsibility for their learning. And the teacher does a great job of using intentional content in the tutorial.
Remember, it is a teacher-made tutorial. So that teacher really knows their students and is able to make a tutorial that is directed to that actual class, which is a great tool in making sure that content is really intentional and effective.
One thing to keep in mind though is that not all students will have that access to technology, so doing something like recording the tutorial and putting it on a thumb drive or a DVD so that students have some different options for watching the tutorial is a great alternative. As well as making it maybe available on a class website where they're able to access it at a public library or their school library before class or after class.
Another element of the four pillars of flipped learning that's not necessarily apparent in this particular lesson is the element of reflection and assessment for the instructor. Making it more clear in our lesson plan what we will be using for assessments would be very beneficial and maybe having something before the lesson actually begins. We do have an assignment that goes along with the homework that is part of the formative assessment process, but maybe asking the students what they already know before they begin about the Pythagorean theorem would be helpful so that we can take that information and make our tutorial even more effective.
We could even better our flexible learning environment as well by making sure that as a teacher, we are using that time, that group time, to pull students out that are having trouble and give them some one-on-one with us as the teacher. So another idea to better that flipped learning lesson plan.
One way that we can reflect as teachers on flipped learning is by using the two-by-two feedback model. And remember, this consists of giving two compliments and two suggestions for improvement. So when we use this two-by-two feedback model to reflect on our flipped learning lesson, we want to make sure that we are asking ourselves, what two things went really well? Why did they work well? Or how did we know that these things were working or were effective for us?
And on the other side, we want to ask ourselves, what two things need changing or improvement? What were the challeng