Teachers who are flipping instruction face the challenging task of selecting or creating high-quality videos for their students. This article presents a framework for evaluating videos and describes the benefits of including interactive features and considering options beyond lecture videos.
Samuel Otten, Wenmin Zhao, Zandra de Araujo and Milan Sherman
Nicholas J. Gilbertson, Samuel Otten, Lorraine M. Males and D. Lee Clark
For many American students, high school geometry provides their only focused experience in writing proofs (Herbst 2002), and proof is often viewed as the application of recently learned theorems rather than a means of establishing and understanding the truth of general results (Soucy McCrone and Martin 2009).