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The Flipped Classroom: A Twist on Teaching

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The Flipped Classroom: A Twist on Teaching

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Source: Peer Review

Abstract: This study was done to explore the the use of the flipped classroom, the level of years experience of the teachers surveyed and to report what findings the teachers had. This research was qualitative. There were 58 teachers that were surveyed regarding their year of teaching experience, knowledge of the flipped classroom and whether or not they implemented this tool.

Findings: From this study, it was found that of the 58 teachers surveyed, only three of them implemented the flipped classroom. 15 of the teachers had some knowledge of this tool, 13 were somewhat knowledgable and 30 reported as not being very knowledgable of the flipped classroom. Regarding the teachers that use this tool, two were high school classrooms and one was an elementary classroom. All teachers reported that their students had improved test scores, less incomplete assignments and increased levels of student engagement. This study found that the more interactive and engaging the work at home was, the more successful this tool can be. However, lack of access to technology can pose a major problem towards the implementation of the flipped classroom.

APA Citation:  Schmidt, S. , Ralph, D. (2016). The Flipped Classroom: A Twist on Teaching. Retrieved on May 29, 2018 from
https://files.eric.ed.gov/fulltext/EJ1087603.pdf

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Designing and Applying Web Assisted Activities to be Used in Flipped Classroom Model

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Designing and Applying Web Assisted Activities to be Used in Flipped Classroom Model

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Source: Peer Review

Abstract: This study was conducted as a way to provide web assisted activities for a flipped classroom and to determine the effectiveness of this strategy for students. This study was performed on 74 students in the 7th grade. This study lasted for a duration of three weeks in a science classroom. The research method that was used in this study was a quasi-experimental method. This study focused on two classrooms of students. One classroom, the control group, used only video lessons. The other classroom, the experimental group, used both videos and wed based activities. To determine the findings,  the “Human and Environment
Interactions Unit Achievement Test”, which had a reliability coefficient of
(KR-20) 0.76, was given to each group.

Findings: Each of these classrooms were given a pre-test and post-test. On the pre-test, each classroom scored very similarly. On this pre-test, the control group had an average of 51 while the experimental group had an average of 49 on this test. On the post-test, each group reported a significant increase in the scores. On the post-test, the control group which had used only videos, had an average score of 55. This was an increase from their former average of 49. The experimental group reported an average of 67 on the post-test. This classroom used both videos and web based activities for their lessons. This leads to the conclusion that students were able to benefit more from a mixed variety of lesson approaches by using both videos and activities that reinforced the learning.

APA Citation: Centinkaya, M. (2017). Designing and Applying Web Assisted Activities to be Used in Flipped Classroom Model. International Journal of Evaluation and Research in Education (IJERE). Vol.6, No.2 pp. 128-137. Retrieved on May 29, 2018 from
https://files.eric.ed.gov/fulltext/EJ1145236.pdf

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Comparison of Student Performance, Student Perception and Teacher Satisfaction With Traditional Versus Flipped Classroom Models

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Comparison of Student Performance, Student Perception and Teacher Satisfaction With Traditional Versus Flipped Classroom Models

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Source: Peer Review
Abstract: This study utilized the quasi-experimental research method. In this study it is noted that the flipped classroom allows for students to begin preparing for class at home by watching lectures online which allows them to come to class ready to actively participate in applying the information they have heard. This study focused on 16 in-service teachers who were working to flip their classrooms. This study used pre-test, post-test and surveys to gather their data.

Findings: The research showed that when comparing the pre and post tests, 10 teachers reported a significant increase on their flipped classrooms, One teacher reported scoring higher in the traditional classroom and 5 teachers reported no significant difference.

APA Citation: Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal Of Instruction, 10(4), 145-164. Retrieved on May 30, 2018 from https://files.eric.ed.gov/fulltext/EJ1155632.pdf

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Source: Popular

Abstract: In this article, Mary Beth Hertz discussed the many aspects of the Flipped Classroom. She addresses the main idea and points behind this and why she feels it is something that could possibly be beneficial to the learning of students. The main point of this article is not on the effectiveness of the flipped classroom. Instead, the author focuses on how this strategy can work if we, as educators, continue to try new ideas and strategies to help each child learn in a way that is the most productive for them. She states that in order for any strategy to be successful, we must ask ourselves if we are helping the students to learn in a student centered learning environment or a teacher centered one. Hertz feels that if the flipped classroom is used to further student centered learning then it can be beneficial. But, we must be aware that not all students will thrive in a learning environment where they stare at a screen for hours at a time. Hertz does give credit to this strategy as being one that allows the teacher to have more one on one time with each student due to the free time allowed from lecturing through videos.

Findings:  Popular sources may not involve a study and may not include findings.

APA Citation: Hertz, M. (2012). The Flipped Classroom: Pro and Con.

Retrieved on May 29, 2018 from
https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Source: Popular

Abstract: Dr. Joanne Meier discussed what a flipped classroom is, and how it can be used in an elementary setting. She feels that at the center of this strategy is the desire to make our classrooms more active and engaging for students. She states that this type classroom is most often seen in the upper levels of education due to the amount of lecture time in those courses. She feels that it can be beneficial in an elementary classroom as a way to provide background knowledge and front-load students with information about a topic that is upcoming in their classroom. By using it as a way to provide background knowledge, students are able to come to class prepared to jump right into the important and main ideas of the lesson.

Findings: Popular sources may not involve a study and may not include findings.
APA Citation: Meier, J. (2013). Flipping the Elementary Classroom. Retrieved on May 29, 2018
http://www.readingrockets.org/blogs/sounditout/55627

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Source: Popular

Abstract: Jon Bergmann uses this article to state the best way to begin to flip a classroom in a elementary setting. He states that rather than flipping the classroom, we should first begin by flipping a lesson. This will help to develop our understanding of how students will best receive this information, the content that students should be receiving, as well as the way in which we will expect the students to complete the viewing of this content. As teachers, we should seek to allow our videos to be 1-2 minutes long per grade-level. Flipping the classroom should also be used a a tool and not the only strategy that is utilized.

Findings: Popular sources may not involve a study and may not include findings.
APA Citation: Bergmann, J. (2012). Flipping the elementary classroom.
Retrieved on May 29, 2018 from
http://www.jonbergmann.com/flipping-the-elementary-classroom/

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Classroom Management and the Flipped Class

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Classroom Management and the Flipped Class

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Source: Practitioner

Abstract: In this article, Bergmann address the issues and developments associated with classroom management within the flipped classroom. Within this classroom, the teachers were able to step away from the expectation that classrooms had to remain quiet and noise free in order to be an effective learning environment. In this new, noisier atmosphere, teachers were able to see that for them to have effective classroom management, they must see who would need their time and how to spend that time.

Findings: It was found that teachers must seek to determine who would require the bulk of their time. This would be in a form of assistance as well as a means to keep students on task. The teachers also found that they must determine where their students were in the lessons. This helped them to determine if those students were using the freedom of the flipped class to their benefit. This allowed the teachers to move away from relating behavior problems to parents due to the fact that behavior became a non-issue. This allowed the conversation to move to how the students are learning in their classroom.
APA Citation: Bergmann, J. (2014) Classroom Management and the Flipped Class. Retrieved on May 29, 2018 from
https://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

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Teachers Use Flipped Classroom Tech to Make the Most of Student-Teacher Time

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Teachers Use Flipped Classroom Tech to Make the Most of Student-Teacher Time

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Source: Practitioner
Abstract: Peterson wrote an article depicting life in the flipped classroom of Brian Gervase. Gervase first used this tool to flip his math class. He made videos that students could view at home, in the school library, or he would burn dvds for students who had no other way to access the information. Gervase found such success in this that he now coaches other teachers in how to successfully flip their classrooms. Other teachers in this article flipped their classrooms as a way to improve scores and active engagement.
Findings: The teachers in this article found that once they flipped their classrooms, their student drop out rate dropped from 10%-15% to 0% after implementing this tool. These teachers say that in order for this to be successful, teachers must be prepared to spend extra time preparing and students must understand that they have to take their learning into their own hands. By using this method, teachers were able to spend more time intervening with the students who lacked a deepened under
APA Citations: Peterson, T. (2017). Teachers Use Flipped Classroom Tech to Make the Most of Student-Teacher Time. Retrieved on May 30, 2018 from
https://edtechmagazine.com/k12/article/2017/03/teachers-use-flipped-classroom-tech-make-most-student-teacher-time

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Teachers must be innovative to induce positive change in students

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Teachers must be innovative to induce positive change in students

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Source: Practitioner
Abstract: In this article, Lawal interviews Felix Udochukwu Ariguzo  as he was crowned winner of the Maltina Teacher of the Year for 2017. This man was named teacher of the year for his work in flipping his classroom.
Findings: Ariguzo found that when he flipped his classroom, he was able to integrate a vast number of new technological strategies to help his students learn. his student thrived in being able to explore the new technology that has became such a huge part of their lives. he found that he was able to spend much more time working with each student individually and pushing them to excel.
APA Citations:  Lawal, I. (2017) Teachers must be innovative to induce positive change in students. Retrieved on May 30, 2018 from
https://guardian.ng/interview/teachers-must-be-innovative-to-induce-positive-change-in-students/