That’s the technique used by many pioneering teachers, including Karl Fisch, a Colorado high school math teacher and blogger. He makes YouTube videos to explain key concepts and procedures to his algebra students—who view them after hours.
During class, students actively work on solving problems, collaborating in various ways as they try out the concepts for themselves.
Meanwhile, the teacher has the time to watch, assess, and coach kids as they puzzle through the problems in the moment. He can offer just the help that each needs in the moment, stretching their learning to the next step.
That approach makes sense for any subject (math, science, foreign languages, etc.) where a teacher wants to introduce background knowledge via direct instruction or sustained silent reading. Delivered during traditional “homework time,” that information has a chance to come alive the next day — and “stick” as kids make it their own in the messy, generative ways that deliberate practice demands.
Just today, Fisch’s students conducted a Skype interview with a geothermal engineer from the National Renewable Energy Lab — but as homework beforehand, they prepped for their interview by reading a package of background information. (Find out more here.)
Have you tried a strategy like this in your classroom? Do you have other ways you’re accomplishing the same goal? I’ll send you a complimentary copy of Fires in the Mind if yours is among the best examples I receive.