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Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

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Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

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Source: Peer-Reviewed
Abstract: 54 seventh and eighth grade students were tested using various forms of instructional strategies that included flipped instruction to ascertain as to whether the extra time allotted by flipped instruction had an impact on student acquisition of the content being taught.
Methods: Quasi-experimental design
Findings: In both the experimental and the control group, the students experienced significant gains in their learning. The researcher suggests that the instructional strategies introduced to both groups had more of an impact than the extra time provided by flipping instruction.
APA Citation: Kirvan, Rebecca and Christopher Rakes.

Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations.

Tandfonline.com.ezproxy.una.edu. N.p., 2016. Web. 17 Nov. 2016.

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Source: Practitioner
Abstract: The author of this article argues that teachers must choose the appropriate time, and lessons to flip instruction.
Methods: Students watch supplementary instructional videos over the internet for homework that leads to a collaborative student centered activity in the classroom.
Findings: Students were more prepared and engaged in collaborative activities. Students developed a more enriching desire to learn.
APA Citation: Teehan, Kara. Flipping math to engage curiosity. Ascd.org. N.p., 2016. Web. 17 Nov. 2016.
http://www.ascd.org/publications/newsletters/education-update/jul16/vol58/num07/Flipping-Math-to-Engage-Curiosity.aspx

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Source: Popular
Abstract: Mary Hertz, a Art/Tech teacher discusses the various ways that flipped instruction can be both positive and negative. She discusses why it works, why it doesn't work, why it's nothing new, and why it matters.
Findings: Flipped instruction works because it personalized learning for all students. It doesn't work because of limited accessibility to devices and the internet. Others negatives is that not all students are visual learners and flipped instruction could mean students are in front a screen for several hours.
APA Citation: Hertz, Mary Beth (2012) The Flipped classroom: pro and con. Retrieved November 15 2016, from   https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Source: Peer-Reviewed
Abstract:  This study investigated the effects of the learning environment on student success, self-efficacy, and learning style in a ninth grade Algebra I math classroom. This was a mix-method study. The study found that students in a flipped classroom performed better than students in a traditional classroom. The study also found that students in  flipped active and flipped mastery classroom had better self-efficacy and enjoyed having more control of their own learning.
Methods: Mixed method research design
Findings: Students in flipped active and flipped mastery classes scored higher on math achievement, higher in self-efficacy, enjoyed control of their learning and its pacing, and  active, sensing, sequential, and verbal learners enjoyed flipped active and mastery learning environments.
APA Citation: Wiginton, B. L. (2013, January 1). Flipped Instruction: An Investigation into the Effect of Learning Environment on Student Self-Efficacy, Learning Style, and Academic Achievement in an Algebra I Classroom. ProQuest LLC
https://goo.gl/2o8TJ0

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Flipped Classrooms provide a new way of learning

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Flipped Classrooms provide a new way of learning

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Source: Popular
Abstract: Collin Black a teacher at Warren Township High School helps his students with homework in class and by sending home lecture videos. Black says the biggest advantage to flipped instruction is that he can talk faster in the videos and not have to worry about students keeping up with his lectures. At home the students can rewind, pause, and re-watch the videos to gain clarification.
Findings: Students found it easier to complete homework because the hardest portions of their work were completed in class with an expert which is the teacher.
APA Citation: Reynolds, Dean (2014) Flipped classroom provide a new way of learning. Retrieved November 16 2016, from http://www.cbsnews.com/news/flipped-classrooms-provide-a-new-way-of-learning/

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/ CBS News

GURNEE, Ill. -- There's a new way for school kids to do their homework -- and perhaps, a ray of hope for the parents who frequently get called on to help. Check out the flipped classroom.

At Warren Township High School in Gurnee, science teacher Collin Black helps kids do homework in class and sends his lectures home.

Black and others who've embraced what's called the flipped classroom condense their lectures into a brief, homemade and often light-hearted video.

Students can digest the information outside of class whenever they like. The next day, they get their questions answered and apply the lesson with the teacher in the room.

"I can talk faster in the video because I don't have to slow down for the kids to make sure they're catching it," said Black. "They can pause it, rewind it, so I can talk faster, and they can pick up that information quicker."

Freshman Hailey Dorsey echoed that point.

"We're, like, able to pause and go back and, like, re-go over stuff we don't understand," she said. "The videos are nice. I actually like them. They are much easier than what we had to do last year."

"It's really nice to go home, go look on the YouTube channel and you know, watch the videos," said Jared Cosey, another freshman.

Educator Jon Bergmann, along with partner Aaron Sams, came up with the flipped classroom concept. It was originally designed for football players who missed class while on the road.

"The question I like to ask is, 'What's the best use of your face-to-face class time?'" said Bergmann.

"We have school backwards. We're sending kids home to do the hard stuff. We're sending them home to apply, analyze and synthesize content, and they can't do it," said Bergmann. "Now when they come to class in a flipped classroom, the difficult tasks - application, analysis and synthesis - happens with the expert, the most important person, the teacher, present."

Three percent of teachers are flipping classrooms now, 18 percent have expressed interest and 28 percent of school administrations want to do it, according to Project Tomorrow, a national education nonprofit group.

"I can challenge the ones who are doing really, really well and help the kids who are really struggling with it," said Black. "But no matter what, every day now I talk to every kid."

For Black, the flipped classroom is right-side up.

"As I'm helping them, all of a sudden you see them like, 'Oh!,' and that light switches on," he said. "I love seeing that. When I see a kid who's been struggling, and then they understand it, that's what does it for me, for my job."

And for a whole group of young minds.

Trending News

Dean Reynolds

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Flipped classrooms provide a new way of learning

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CBS News GURNEE, Ill. -- There's a new way for school kids to do their homework -- and perhaps, a ray of hope for the parents who frequently get called on to help. Check out the flipped classroom. At Warren Township High School in Gurnee, science teacher Collin Black helps kids do homework in class and sends his lectures home.

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Source: Practitioner
Abstract: The authors discusses how screen casting can be used to flip instruction. The author also discusses how screen casting can be used with students that are visual learners.
Methods: The method used by this author is screen casting. Screen casting allows the teacher to record what is on their screen while they are discussing or going over the content being learned.
Findings: Screen casting can take the place of face-to-face meetings between teachers and students.
APA Citation: Ruffini, Michael F. (2014) Blending face-to-face and flipping.

Retrieved November 16 2016, from https://thejournal.com/articles/2014/09/03/blending-face-to-face-and-flipping.aspx

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Flipped Classroom | Viewpoint

Blending Face-to-Face and Flipping

Michael F. Ruffini, a professor of educational technology at Bloomsburg University of Pennsylvania, provides an explanation of the flipped classroom and its alternative, which offers the best of the flipped class and traditional face-to-face instruction, the face/flip.

Recent technological developments of screencasting software tools have given rise to the flipped and face/flip pedagogical approaches to teaching. The flipped classroom is a current "buzz" in education and most educators have heard by now about the flipped approach.

The blogosphere has an array of information on the flipped classroom. However, there is no prescribed sequence of steps for initiating a flipped lesson. Some view this approach as totally new and cutting edge. Others see it has something they always do, just with different learning materials instead of a video. Still others see it as just another educational fad that will come and fade away just like so many others.

An alternative model is the face/flip, which is a blended approach that gives teachers more flexibility in using screencasts as a supplemental resource in their face-to-face classroom. This article gives an overview of screencasting and explores some advantages and drawbacks of both the flipped and face/flip approaches.

Screencasting Overview
A screencast is a digital video and audio recording of what occurs on a presenter's computer screen, and can also be used to create sophisticated, information-rich multimedia presentations using PowerPoint. Screencasts can be used as learning resources, learning tasks and learning support (Garner, 2008).

Instructors using video as an instructional tool can reach many students who are visual learners and tend to learn best by seeing the material rather than hearing or reading about it (Courts, 2012). According to the National Teacher Training Institute (National Teacher Training Institute, 2011), incorporating video in the classroom leads to increased retention of information by students, helps them comprehend the material faster, provides a common experience for all students and can demonstrate abstract concepts using animations.

Using screencasting in the classroom has many advantages for both the teacher and the student. Teachers can publish their own screencasts online for digital storytelling, describe a step-by-step process in a tutorial, explain a particular concept or present a lesson using a PowerPoint presentation with narration and other multimedia elements such as video, sound effects and music. Camtasia Studio has a plug-in to record a PowerPoint presentation which uses the presentation as the core of the screencast design. Using the Screencast PowerPoint Model (SPM), PowerPoint presentations can become dynamic multimedia screencast presentations. (See, for example, Battle of the Bulge.) Teachers can also use screencasting software to conference with students on their work without having to have a face-to-face meeting with each student.

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Blending Face-to-Face and Flipping -- THE Journal

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Flipped Classroom | Viewpoint Michael F. Ruffini, a professor of educational technology at Bloomsburg University of Pennsylvania, provides an explanation of the flipped classroom and its alternative, which offers the best of the flipped class and traditional face-to-face instruction, the face/flip.

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Research says Evidence on Flipped Classrooms Is  Still Coming In

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Research says Evidence on Flipped Classrooms Is  Still Coming In

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Source: Practitioner
Abstract: The authors give the various reasons as to why more research is being conducted on the impact of flipped instruction. While flipped instruction is great the paradigm of teachers using it may not have shifted in the direction that it was intended to move. In order to flip the classroom, teachers must let go of some of the traditional methods of instruction and move more to the role of facilitation.
Methods: The method used is online lectures that break down critical content being taught, thereby, providing self paced meaningful homework.
Findings: Some of the findings are: improved teacher and student interactions, opportunities for real-time feedback, student engagement, self paced learning, and making homework more meaningful rather than rudimentary.

APA Citation: Goodwin, Bryan and Kirsten Miller. Educational Leadership:Technology-rich learning:evidence on flipped classrooms is still coming in. Ascd.org. N.p., 2016. Web. 16 Nov. 2016.

https://goo.gl/ZMnKFm

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Source: Popular
Abstract: Veteran high school chemistry teachers at Woodland Park High School stumbled across the idea of flipped instruction after struggling to find ways to help absent students catch up with the rest of the class. Their method was to create teacher created videos and interactive lessons that the students could watch and complete at home. After the students watch the videos they come back to class with a question about the video.
Findings: Teachers were able to better interact and provide more one on one interactions for students in the classroom.
APA Citation: Tucker, Bill (2012). The Flipped classroom. Retrieved November 15 2016, from
http://educationnext.org/the-flipped-classroom/

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Four years ago, in the shadow of Colorado's Pike's Peak, veteran Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams stumbled onto an idea. Struggling to find the time to reteach lessons for absent students, they plunked down $50, bought software that allowed them to record and annotate lessons, and posted them online. Absent students appreciated the opportunity to see what they missed. But, surprisingly, so did students who hadn't missed class. They, too, used the online material, mostly to review and reinforce classroom lessons. And, soon, Bergmann and Sams realized they had the opportunity to radically rethink how they used class time.

It's called "the flipped classroom." While there is no one model, the core idea is to flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. Class becomes the place to work through problems, advance concepts, and engage in collaborative learning. Most importantly, all aspects of instruction can be rethought to best maximize the scarcest learning resource-time.

Flipped classroom teachers almost universally agree that it's not the instructional videos on their own, but how they are integrated into an overall approach, that makes the difference. In his classes, Bergmann says, students can't just "watch the video and be done with it." He checks their notes and requires each student to come to class with a question. And, while he says it takes a little while for students to get used to the system, as the year progresses he sees them asking better questions and thinking more deeply about the content. After flipping his classroom, Bergmann says he can more easily query individual students, probe for misconceptions around scientific concepts, and clear up incorrect notions.

Counterintuitively, Bergmann says the most important benefits of the video lessons are profoundly human: "I now have time to work individually with students. I talk to every student in every classroom every day." Traditional classroom interactions are also flipped. Typically, the most outgoing and engaged students ask questions, while struggling students may act out. Bergmann notes that he now spends more time with struggling students, who no longer give up on homework, but work through challenging problems in class. Advanced students have more freedom to learn independently. And, while high-school students still occasionally lapse on homework assignments, Bergmann credits the new arrangement with fostering better relationships, greater student engagement, and higher levels of motivation.

Once Bergmann's and Sams's lessons were posted online, it wasn't long before other students and teachers across the country were using the lessons, and making their own. Across the country in Washington, D.C., Andrea Smith, a 6th-grade math teacher at E. L. Haynes, a high-performing public charter school, shares Bergmann's enthusiasm, but focuses on a different aspect of the flipped classroom. Smith, who has taught for more than a decade in both D.C.'s public charter and traditional district schools, immediately saw the benefit for students, but says she was most captivated by the opportunity to elevate teaching practice and the profession as a whole. As Smith explains, crafting a great four- to six-minute video lesson poses a tremendous instructional challenge: how to explain a concept in a clear, concise, bite-sized chunk. Creating her own videos forces her to pay attention to the details and nuances of instruction-the pace, the examples used, the visual representation, and the development of aligned assessment practices. In a video lesson on dividing fractions, for example, Smith is careful not to just teach the procedure-multiply by the inverse-but also to represent the important underlying conceptual ideas. Like Bergmann, she makes it clear that the videos are just one component of instruction. She's keen on the equivalent of a motion picture's "director's cut," where a video creator might explain the reasoning behind the examples chosen and how she would extend those activities into class time.

"Flipping" is rapidly moving into the mainstream. Bergmann and Sams have completed a book, are in high demand across the country at educator conferences, and even host their own "Flipped Class Conference" to train teachers. The chief academic officer at Smith's school, Eric Westendorf, is taking the tools he has piloted at the school and building them into a platform for teachers everywhere to create and share videos. Most notable, though, is the emergence of the Khan Academy, an online repository of thousands of instructional videos that has been touted by Bill Gates and featured prominently in the national media.

Given education's long history of fascination with new instructional approaches that are later abandoned, there's a real danger that flipping, a seemingly simple idea that is profound in practice, may be reduced into the latest educational fad. And, in today's highly polarized political environment, it also runs the risk of being falsely pigeonholed into one of education's many false dichotomies, such as the age-old pedagogical debate between content knowledge and skills acquisition.

But the ideas behind flipping are not brand new. For over a decade, led by the National Center for Academic Transformation (NCAT), dozens of colleges have successfully experimented with similar ideas across math, science, English, and many other disciplines. NCAT's increasingly impressive body of practice shows that thoughtful course redesigns lead to improved learning. Carol Twigg, NCAT's president and CEO, says there is no magic: course redesign is "a hard job." She's not assuming students love homework. But redesign offers an opportunity to reengage students and improve their motivation, while setting proper expectations and monitoring to "push school to the top of the list." And while many course redesigns focus on incorporating more project-based learning opportunities, Twigg's experience leads her to quickly dismiss pedagogical extremes: "If you don't have basic math skills, you can't do an interesting physics project."

There is also some danger that the flipped classroom could be seen as another front in a false battle between teachers and technology. Yet Bergmann and Sams emphasize that the "only magic bullet is the recruiting, training, and supporting of quality teachers." And while Khan Academy's prominence engenders fear of standardization and deprofessionalization among some critics, Bergmann, Sams, and Smith see instructional videos as powerful tools for teachers to create content, share resources, and improve practice. Smith admits that if such tools were available when she first started out, she "would have run to this every week when planning."

It seems almost certain that instructional videos, interactive simulations, and yet-to-be-dreamed-up online tools will continue to multiply. But who will control these tools and whether they will fulfill their potential remains to be seen. As Scott McLeod, one of the nation's leading thinkers on educational technology and the director of the UCEA Center for the Advanced Study of Technology Leadership in Education, observes, the "reason Sal Khan is so visible right now is that nobody did this instead. It would have been great if the National Council of Teachers of Mathematics had been doing this, but someone from the outside had to fill the vacuum." His guidance to educators: "Start making!"
Bill Tucker is managing director of Education Sector. For more on this topic, please read "The Transformational Potential of Flipped Classrooms," by Michael Horn, from the Summer 2013 issue of Education Next.

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Four years ago, in the shadow of Colorado's Pike's Peak, veteran Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams stumbled onto an idea. Struggling to find the time to reteach lessons for absent students, they plunked down $50, bought software that allowed them to record and annotate lessons, and posted them online.

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Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances

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Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances

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Source: Peer-Reviewed
Abstract: This study explored  7th – graders' flipped learning readiness in their English-as-a-foreign-language (EFL) classrooms. The basis of the study was to determine if there were personal characteristics that would limit students readiness in a flipped environment.
Methods: Meta-analysis, Quantitative, and Qualitative.
Findings: The researcher found that personal characteristics, including a students language beliefs and their perceptions toward their teachers, can impact flipped learning readiness. There is no one size fit all concept to flipped learning, because each individual has their own preference for learning.
APA Citation: Hao, Yungwei. "Electronic Resource Login". Sciencedirect.com.ezproxy.una.edu. N.p., 2016. Web. 17 Nov. 2016.
http://www.sciencedirect.com.ezproxy.una.edu/science/article/pii/S0747563216300395