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The Perceived Effects of Flipped Teaching on Knowledge Acquisition

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The Perceived Effects of Flipped Teaching on Knowledge Acquisition

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Source: Professional
Summary: This article is to show the negative effect that Flipped Instruction has as an effective strategy.This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. Undergraduate students indicated positive effects of flipped teaching and students' perceived learning improved as time spent using learning management systems increased.

Findings: While knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.
APA Citation:
Newman, Galen, Jun-Hyun Kim, Ryun Jung Lee, Brandy A. Brown, and Sharon Huston. 2016. "The Perceived Effects of Flipped Teaching on Knowledge Acquisition." Journal Of Effective Teaching 16, no. 1: 52-71. ERIC, EBSCOhost (accessed November 20, 2016)..

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Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

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Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

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Source: Professional

Summary: This article examines the flipped classroom approach in higher education (to see if it would work as students get older) and its use in a library for writing a research paper and finding sources. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model instruction where 90% of students indicated that the pre-assigned videos were helpful, but 45% of students preferred using class time to learn new concepts instead of watching videos. Students from two sections of the same course participated in this study. One section received one-time information using a flipped approach where they were provided videos before the instruction in the library, while the other section received traditional one-time instruction in the library. A pre- and post-test was given to both sections to see the difference before and after instruction.

Findings: No difference was found between the two groups on a pre- and post-test analysis; however, an analysis of students' final papers from the flipped section showed more bibliography citations to scholarly journal articles. In addition, a survey was conducted showing the majority of students preferred the flipped approach.
APA Citation:
Brooks, A. W. (2014). Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions. Communications In Information Literacy, 8(2), 225-235.

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Source: Professional
Summary: This article is to show the positive effect that Flipped Instructions has an effective strategy, however there are no significant changes compared to traditional teaching. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. Changes in the student participants' perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis.

Findings: Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model ofinstruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instructionstudents and those taught in a traditional classroom environment.
APA Citation:
Clark, K. R. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal Of Educators Online, 12(1), 91-115.

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What Does Research Say About Flipped Teaching

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What Does Research Say About Flipped Teaching

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Source: Popular
Summary: This blog gives both sides of Flipped Teaching as a good instructional strategy and a bad instructional strategy. This blog gives lots of extra links to research using Flipped Technology and practice that provides more information on the side saying that Flipped Teaching is .
Findings: Popular Sources may not
involve a study and may not include findings.
APA Citation:
Seery, M. (2015). What does research say about flipped teaching? Retrieved 20 November 2016, from http://www.rsc.org/blogs/eic/2015/11/flipped-teaching-higher-education

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What happens when chemistry lecturers flip their courses? Over the summer I took a look at the published research on flipped lecturing in chemistry and published a review in Chemistry Education Research and Practice (it's free to read). Here's what I found.

Why flip?

Dissatisfaction with the traditional lecture is the main reason among lecturers for implementing flipped classes.

When discussing lecturing, 'traditional' is usually caricatured as a lecturer speaking for 50 minutes, with an audience of students noting down every word. However, most lecturers don't identify with this and usually offer some form of engagement or activity during their lecture.

Therefore articles such as that by Alison Flynn are especially welcome as they compare the implementation of flipped lecturing with a 'traditional' lecture, where the latter contained a considerable amount of active learning. This important distinction allows us to determine whether it's active learning in general that is responsible for grade or learning improvements, or whether there are particular features of flipping that add particular benefit.

The flipped lecture

Most implementations of lecture flipping present material to the students in advance of the class. This is usually a video or presentation. Having seen the preparatory material, quizzes are often used to allow students to check their understanding.

Class time is then given over to problem-based activities working on questions drawn from the pre-lecture material. In some cases, the results of the pre-class quiz are used as a basis for the class work - a 'just in time' teaching approach.

Unfounded doubts

Given the main reason for implementing this approach is a frustration with the current model, there are a lot of comments on the benefits of the flipped learning approach. Those teaching organic chemistry in particular note the approach allows extra time in a very tight curriculum to focus on developing understanding of topics. This is echoed across other areas of chemistry, with a general sense that the model allows for more teaching time and discussion in class.

Many of the articles highlight openly that there was trepidation about 'kickback' from students who, ultimately, are doing more work with this method.

But this fear was unfounded, with near universal approval from students for the approach. Advice around implementation in terms of student workload highlighted the need for an adjustment period to allow students to get used to building in pre-lecture work into their study week.

Does it work?

While the model was popular with students and lecturers alike, we're still not sure flipped teaching leads to learning gains. In general, exam scores are similar or marginally better than with traditional approaches.

However, caution is required when coming to conclusions about the results presented. I liked the paper by Jessica Fautch especially, exploring in depth the numbers of withdrawals and deferrals.

She found that students who have similar characteristics to those who withdrew from the module in previous iterations, stayed on the course in the flipped approach. So simply comparing averages does not tell the full story.

Jessica's work, as well as others, tends to demonstrate that high performing students still do well with the flipped approach, while students who tend not to get good marks improved their performance, often by as much as a letter grade.

It's worth pointing out that very recently a rigorous study found flipped teaching led to a significant improvement in standardised tests over a three year-period.

Flipping is in its infancy in higher education chemistry, but there is a lot to take from the published literature to give motivation to those considering using it.
Michael Seery is a reader in chemistry education at the University of Edinburgh

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What does research say about flipped teaching?

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What happens when chemistry lecturers flip their courses? Over the summer I took a look at the published research on flipped lecturing in chemistry and published a review in Chemistry Education Research and Practice (it's free to read). Here's what I found. Dissatisfaction with the traditional lecture is the main reason among lecturers for implementing flipped classes.

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Measured Results Demonstrate Enhanced Learning Outcomes in the Flipped Classroom

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Measured Results Demonstrate Enhanced Learning Outcomes in the Flipped Classroom

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Source: Practitioner
Summary: This article is to show the positive effect that Flipped Instructions has an effective strategy. While an administrator at a rural secondary school district in America, with the poverty level at about 65% free and reduced lunch this article discusses teachers who implemented a flipped classroom with materials they designed and created. Research was performed at that rural school to compare the effectiveness of the two delivery models of Algebra II/Trigonometry. Data was collected during the first term of the 2010-2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students).
Findings: At the end of second semester the students in the podcasting delivery method had a GPA in their math class of 3.2/4, a B average.  The students in the traditional delivery method had a GPA of 2.52/4, a  C+ average.  The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.
APA Citation:
Szoka, J. (2013). Measured results demonstrate enhanced learning outcomes in the flipped classroom. Retrieved 20 November 2016, from http://www.emergingedtech.com/2013/05/measured-results-demonstrate-enhanced-learning-outcomes-in-the-flipped-classroom/

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Teacher and Administrator James Szoka shares empirical evidence demonstrating improved learning outcomes in the flipped classroom.

Flipped Learning Model Yields Higher Grades in High School Math Course

While an administrator at a rural secondary school district in America, with the poverty level at about 65% free and reduced lunch (an indicator of the level of poverty in the United States school systems), I observed teachers who implemented a flipped classroom with materials they designed and created. Over 250 video podcasts were made district-wide to provide content instruction. Visiting the classrooms of teachers who had flipped their classes, I saw groups of students working together on real world problems, reviewing or being re-taught as needed, and students who were well ahead of the others in their classes regarding the content they had acquired.

We performed research at that rural school to compare the effectiveness of the two delivery models of Algebra II/Trigonometry. There was a large enough sample of students to compare in a lecture delivery model and the flipped classroom model. Data was collected during the first term of the 2010-2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students). At the end of second semester the students in the podcasting delivery method had a GPA in their math class of 3.2/4, a B average. The students in the traditional delivery method had a GPA of 2.52/4, a C+ average. The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.

Out of the 20 students in the flipped learning class, 4 students did not cover the same amount of content as did those students in the lecture delivery model. These students were given a mark of 'Incomplete' for the term and were required to complete the minimum amount of work that had been determined by the teacher. These students were targeted by the teacher during the next term to improve their completion rate. This non-completion rate in a specified amount of time may provide evidence for the student's behavior towards this model and the 'depth versus breadth' concern. It should be noted that the students who had not completed the material in the 'required time' did eventually finish. The term grade differential for the majority of the class would seem to reinforce the argument that the flipped classroom model seemed to allow for deeper understanding of topics but not necessarily coverage of all topics for all students.

One Week of Flipped Delivery at the University of British Columbia Yields Huge Performance Gain

A similar research study was done at the college level. In the magazine, The Economist (The Economist, 2011), it was reported that a paper had recently been published in "Science." A professor at the University of British Columbia, Louis Deslauriers, studied 850 undergraduate science students taking a required physics course.

At the beginning of the term, students were placed in two groups. Both groups for the first 11 weeks of the course received instruction in the typical lecture delivery format by competent and well regarded instructors. At the 12 week mark, students in group 1 received instruction in a flipped classroom manner. Class time was spent on problem solving and discussion and content acquisition was left to be done by the student outside of the classroom with reading assignments. This delivery method was called "deliberate practice" in the article rather than a "flipped classroom," but the similarities are striking.

Students in group 2 continued in the typical lecture delivery format for the 12 th week. At the end of the 12 th week, all students were given a test to determine their acquisition of content for the 12 week period.

The test was scored on the correct out of 12 and the results are pictured above. Group 2 using the lecture delivery method had an average score of 41% and Group 1 had an average score of 74%.

According to Dr. Deslauriers and his team, their result is the, "biggest performance boost ever documented in educational research, making the new teaching style more effective even than personal, one-to-one tuition(sic)-although measuring the effect immediately after the experiment, rather than waiting for end-of-term exam results (as other research often has), may have inflated the number somewhat. Attendance in the experimental group rose by 20% over the course of the week that deliberate practice was used, and three-quarters of the group 1 members said that they would have learned more had the entire course been taught in the same way (The Economist, 2011)."

Related Posts (if the above topic is of interest, you might want to check these out):
Book Review - Best Practices for Teaching with Emerging Technologies
Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes
8 Great Reasons to Flip Your Classroom (and 4 of the Wrong Reasons), from Bergmann and Sams

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Measured Results Demonstrate Enhanced Learning Outcomes in the Flipped Classroom

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While an administrator at a rural secondary school district in America, with the poverty level at about 65% free and reduced lunch (an indicator of the level of poverty in the United States school systems), I observed teachers who implemented a flipped classroom with materials they designed and created.

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Source: Practitioner
Summary: This article gives some advantages and drawbacks of both the flipped and face/flip approaches. Flipped teaching enables instructors to become facilitators of learning and minimize the sage-on-a-stage teaching approach, and it can be integrated across almost any curriculum.
Findings: The face/flip model is an alternative to the flipped model, in that it retains real-time lectures, uses screencasts as supplemental resources, and incorporates class activities by flipping the classroom when needed.
APA Citation:
Ruffini, M. (2014). Blending face-to-face with flipping -- THE Journal. THE Journal. Retrieved 20 November 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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Source: Practitioner
Summary: This article is to show the positive effect that Flipped Instructions has an effective strategy. Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was “flipped,” with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class.

Findings: At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the “flipped” classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.
APA Citation:
Brame, C. (2013). Flipping the Classroom. Retrieved 20 November 2016, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

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Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and (Mazur, 2009); In essence, "flipping the classroom" means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

In terms of Bloom's revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which "first exposure" occurs via lecture in class, with students assimilating knowledge through homework; thus the term "flipped classroom."

What is it?

Flipped Classroom

The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.

To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work (writing, problems, etc.) prior to class. The students receive productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students' work. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.

Inverted Classroom

Maureen Lage, Glenn Platt, and Michael Treglia described a similar approach as the inverted classroom, and reported its application in an introductory economics course in 2000. Lage, Platt, and Treglia initiated their experiment in response to the observation that the traditional lecture format is incompatible with some learning styles. ¹ To make their course more compatible with their students' varied learning styles, they designed an inverted classroom in which they provided students with a variety of tools to gain first exposure to material outside of class: textbook readings, lecture videos, Powerpoint presentations with voice-over, and printable Powerpoint slides.

To help ensure student preparation for class, students were expected to complete worksheets that were periodically but randomly collected and graded. Class time was then spent on activities that encouraged students to process and apply economics principles, ranging from mini-lectures in response to student questions to economic experiments to small group discussions of application problems. Both student and instructor response to the approach was positive, with instructors noting that students appeared more motivated than when the course was taught in a traditional format.

Peer Instruction

Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction (2001). Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction (PI) model requires that students gain first exposure prior to class, and uses assignments (in this case, quizzes) to help ensure that students come to class prepared. Class time is structured around alternating mini-lectures and conceptual questions. Importantly, the conceptual questions are not posed informally and answered by student volunteers as in traditional lectures; instead, all students must answer the conceptual question, often via "clickers", or handheld personal response systems, that allow students to answer anonymously and that allow the instructor to see (and display) the class data immediately. If a large fraction of the class (usually between 30 and 65%) answers incorrectly, then students reconsider the question in small groups while instructors circulate to promote productive discussions. After discussion, students answer the conceptual question again. The instructor provides feedback, explaining the correct answer and following up with related questions if appropriate. The cycle is then repeated with another topic, with each cycle typically taking 13-15 minutes.

Does it work?

Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as "heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors" (Hake p. 65) for 4458 students in 48 courses. He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

Carl Wieman and colleagues have also published evidence that flipping the classroom can produce significant learning gains (Deslauriers et al., 2011). Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was "flipped," with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class. During the experiment, student engagement increased in the experimental section (from 45 +/- 5% to 85 +/- 5% as assessed by four trained observers) but did not change in the control section. At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the "flipped" classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.

Theoretical basis

How People Learn, the seminal work from John Bransford, Ann Brown, and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that

"To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application" (p. 16).

By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding, thereby supporting Bransford and colleagues' third major conclusion:

"A 'metacognitive' approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them" (p. 18).

Although students' thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

What are the key elements of the flipped classroom?

1. Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class (see an example here). These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT's OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn't have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments.

2. Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their preparation....and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

3. Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they're struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual "clicker" questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

Where can I learn more?

CFT Director Derek Bruff has a good blog post on flipping the classroom with some great embedded references. Find it here: http://derekbruff.org/?p=901.

References

Berrett D (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and results. American Journal of Physics 69: 970-977.

DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science 332: 862-864.

Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.

Hake R (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.

Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education 31: 30-43.

Mazur E (2009). Farewell, Lecture? Science 323: 50-51.

Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall.

Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 103-119.

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
Footnote:
¹ Although there is widespread belief that matching students' preferred "learning styles" to instructional formats promotes learning, a 2008 review by Pashler and colleagues finds no evidence that this strategy promotes learning.
Cite this guide:
Brame, C., (2013). Flipping the classroom. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle...

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How One School Turned Homework on its Head with ‘Flipped’ Instruction

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How One School Turned Homework on its Head with ‘Flipped’ Instruction

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Source: Popular
Summary: This is an article from the news where they covered a story about an entire school using the Flipped Instruction method to try and turn their test scores around. This article shows that using Flipped Instruction made a huge impact on failure rates and standardized test scores. Clintondale is the nation’s first completely flipped school, meaning teachers record lectures for students to watch online outside of class, and what was once considered homework is now done during class time, allowing students to work through assignments together and ask teachers for help if they run into questions. In 2010, with more than half of the school’s ninth graders failing math, science and English, principal Greg Green decided to adopt the flipped approach, a blended learning model that also relies heavily on outside videos like the popular Khan Academy and Ted Talks.
Findings: Clintondale ranked among the worst 5 percent of all schools in the state of Michigan prior to the flip. But since then, the principal says failure rates for students have declined from 52 percent to 19 percent, and standardized test scores have risen steadily.
APA Citation:
Fritz, M. (2013). How one school turned homework on its head with ‘flipped’ instruction. Retrieved 20 November 2016, from http://www.pbs.org/newshour/rundown/what-does-a-flipped-classroom-look-like-2/

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Teachers at Clintondale High School send students home with lectures on video. The next day they tackle what would normally be considered homework together in class. The new model is called a "flippped" classroom and for this school, it seems to be working.

CLINTON TOWNSHIP, Mich. - Walk the halls of Clintondale High School, just north of Detroit, and the school doesn't appear out of the ordinary. You'd find the typical smells and the sprawling nondescript interior, as well as the persistent challenges confronting many American public high schools serving mostly low-income students.

Yet, there's a stark difference in the way instruction is delivered. Clintondale is the nation's first completely flipped school, meaning teachers record lectures for students to watch online outside of class, and what was once considered homework is now done during classtime, allowing students to work through assignments together and ask teachers for help if they run into questions. In 2010, with more than half of the school's ninth graders failing math, science and English, principal Greg Green decided to adopt the flipped approach, a blended learning model that also relies heavily on outside videos like the popular Khan Academy and Ted Talks.

"We were desperate for change," said Green. And, he suggests, change has come.

Clintondale ranked among the worst 5 percent of all schools in the state of Michigan prior to the flip. But since then, the principal says failure rates for students have declined from 52 percent to 19 percent, and standardized test scores have risen steadily.

Local businesses helped fund the instructional overhaul at Clintondale, and students who don't have access to needed technology or the Internet at home are given extra time to use computer labs and the media center.

Proponents of the flip argue that it allows teachers to spend more one-on-one time with students, and because lectures are mainly recorded and digitized, it removes some of the monotony of repeatedly delivering lessons. Another often-cited benefit of recorded instruction is that it allows students the chance to rewind and watch lessons as many times as necessary to fully grasp them.

Moving away from the traditional model wasn't an easy sell for some members of the staff at Clintondale. Chris Carpenter, who has utilized the flip in his social studies class for the last few years, said he was initially reluctant to adopting the change.

"At first I was a little bit put off by it," Carpenter said. "But I soon realized that I was no longer just one teacher to 35 students... but more of a tutor for all 35 students."

Over the last few years teachers at all levels of education across the U.S. have begun experimenting with the approach. Justin Reich, a fellow at HarvardX, the university's digital teaching and learning initiative, and the Berkman Center for Internet and Society at Harvard University, has been studying the flipped classroom. He is optimistic that the model could force schools to rethink how the precious time between teachers and students is being spent on a daily basis.

However, Reich is also quick to caution that changing only the sequence of how instruction is delivered will likely have little effect on academic achievement. If the instruction is poor, he said, recording it and delivering it to students via video will not likely enhance it.

"I think we know very little about the efficacy of [the flipped classroom] so far," Reich said, adding that the teachers using these new methods should be given a few years to test what works before judgments are delivered on their merits.

Greg Green recognizes that the flipped classroom might not work for everyone, but he's pleased it's now firmly in place at Clintondale.

"We feel we've perhaps figured out the structure of the way schools should be set up," Green said. "And we're trying to make it an ideal situation for both the learners and the teachers."
Read more:
This story is part of American Graduate: Let's Make it Happen, a public media initiative funded by the Corporation for Public Broadcasting.

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How one school turned homework on its head with 'flipped' instruction

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Clintondale High School is the nation's first completely flipped school, meaning teachers record lectures for students to watch online outside of class, and what was once considered homework is now done during classtime, allowing students to work through assignments together and ask teachers for help. It's working.

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Source: Popular
Summary: This is a great introductory article to learn what Flipped Instruction is. It says that it can be a very effective strategy to use because it is more of an individualized instructional method, students can easily catch up on missed work, and students can move at their own pace. However it also says that it can be ineffective due to internet and technology availability and that if everyone starts using the flipped lesson method, students will spend hours of their own time after school in front of a screen. Hertz weighs the pros and cons of using flipped instruction in the classroom giving insight to whether or not it could be an effective approach in your classroom.
Findings: A 2009 meta-analysis done by the Department of Education showed that in many cases online learning has some advantages over face-to-face learning
APA Citation:
Hertz, M. (2015). The flipped classroom: Pro and con. Retrieved 20 November 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.