1. Math Instruction ‘Flipped’ at CMS
Pilot program increases student/teacher interaction & amount of time kids spend doing math in class
I NSTRUCTIONAL technology
has been one of the primary
fuels that has driven
educational innovation for the past
two+ decades. A new program
being piloted in Mount Olive by fifth
grade teacher John Fritzky at
Chester M. Stephens Elementary
School uses technology to turn
instruction on its head.
Math in Mr. Fritzky’s classroom
has been “flipped,” a simple term
that comes from the inversion of
what is typically thought of as
classwork and what is typically
thought of as homework. Students
receive math lessons at home via
computer-accessed videos that Mr.
Fritzky digitally prepares each day
using a Bamboo pen tablet. The
CMS fifth grade teacher John Fritzky reviews a math problem with Brooke Lozirk
short videos, between five and 15
minutes in length, introduce new
concepts and topics. when computers and other gizmos shorthand as Mr. Fritzky. (For
The classroom time normally and gadgets have become so example, “Does McDonalds Serve
devoted to “chalk and talk” becomes important in our lives, the students Cheese Burgers?” is a mnemonic
time in which students are actively are well-practiced and comfortable memory tool that he uses to help
involved in solving math problems. with online video sites such as students remember the individual
Math instruction in class becomes YouTube and resource/practice sites processes needed to solve division
active learning instead of passive such as SpellingCity.com. Mr. problems.)
learning, a time for content Fritzky’s students have a natural After watching a video, students
exploration rather than content enthusiasm for controlling their own complete several math problems
delivery. It’s a teaching method that individual learning and for doing online to measure their
has dramatically increased something new and fresh. understanding of each lesson. The
teacher/student interaction. “The first time he said his results are immediately sent to Mr.
“I’m never in the front of the homework was online, I was Fritzky who reviews the work and
room telling kids how to do amazed, I said ‘You’re kidding?’” sends out an email to each student’s
something, I am in with the students recalls Christine Jara about her son, parents the same night.
trying to help them,” said Mr. Nicholas. “He went online, Googled “Walking into school the next
Frizky, a nine-year veteran of CMS. Mr. Fritzky, and did it all himself. I morning, I immediately know who
“As a teacher, you’re always was so excited because he was needs extra help, and I can spend
concerned about using classroom excited.” some one-on-one time working with
time wisely. I’ve found that for Having the lessons available at those kids directly,” Mr. Fritzky
math, class time is most valuable the touch of a button also allows said.
when it is used for kids doing and students to go back and re-watch “Instead of having me talk about
solving problems. Practice more something they may not have math during our time together, the
math and you’re better at math.” understood completely the first time, flipping approach lets me interact
Having the dissemination of math and helps students who are absent with students in a meaningful way
concepts and processes on video has keep up with the rest of the class. and has increased the amount of
had a host of other benefits as well. Parents benefit from the videos by time in which students are actively
Students generally love technology allowing them to review the lessons engaged in hands-on problem
and the ability to work and learn and help their children, if necesary, solving by about 20 minutes per day.
independently. Growing up in an age using the same terminology and And that’s huge.”