Jim Knight, the chief education adviser to TES Global, referenced the EEF’s trial of MathsFlip in a piece for the TES on technology in the classroom.
Arguing that technology has the potential to render many of education’s dichotomies false, he wrote:
Chemistry teachers, Jon Bergman and Aaron Sams, pioneered this approach in Colorado. It has now been used at scale at Shirelands Collegiate Academy in Smethwick, West Midlands, and in neighbouring primary schools. The results are the subject of an imminent Education Endowment Foundation study, but the data is spectacular.
The Mathsflip programme for primary is working. Intervention schools had much larger increases in Sats attainment across levels 4 to 6 and are now performing comfortably above the national average, by comparison with the control group.
These results should be no surprise. If home study time is higher stakes, it is much more likely to be completed. If having an enjoyable class means doing the knowledge acquisition at home, then learners will do it. The result is more time for effective learning. It also allows teachers more flexibility in how to use class time so they can differentiate better.
Listening to both sides of a debate is helpful. It not only makes it easier to win the argument but sometimes it means you learn something. With the knowledge v skills debate it maybe that technology has moved the goalposts. What was impossible may now be possible and pancakes can be eaten all year round!
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