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Source: Popular Source

Abstract: Cynthia Brame, CTF Assistant Director, discussed how Flipped Instruction has been tried and tested for year in some humanities. She emphasizes on the key elements of Flipped Instruction are as follows: Provide an opportunity for students to gain first exposure prior to class,  provide an incentive for students to prepare for class,  provide a mechanism to assess student understanding, and provide in-class activities that focus on higher level cognitive activities.

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

APA Citation: Brame, C. (1970, January 31). Flipping the classroom. Retrieved May 30, 2018, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

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Source: Popular Source

Abstract: When implementing a new instructional strategy within the classroom, there will always be pro's and con's. Acedo shares five pro's and con's to flipped instruction within this article.  Acedo describes how flipped instruction can enhance student learning and achievement, but it can also come with challenges of its own.

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

APA Citation:
Acedo, M. (2018, January 08). 10 pros and cons of a flipped classroom. Retrieved from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/

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WHAT, WHY, AND HOW TO IMPLEMENT A FLIPPED CLASSROOM MODEL

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WHAT, WHY, AND HOW TO IMPLEMENT A FLIPPED CLASSROOM MODEL

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Source: Popular Source

Abstract: Flipped classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014). This article shares the 4 pillars that a flipped classroom needs to be based on. It shares the "what, why and how" sections of a flipped classroom.

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

APA Citation:
User, S. (2018). What, why, and how to implement a flipped classroom model. Omerad.msu.edu. Retrieved 31 May 2018, from https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model

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INVESTIGATING THE POTENTIAL OF THE FLIPPEDCLASSROOM MODEL IN K-12 MATHEMATICSTEACHING AND LEARNING 

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INVESTIGATING THE POTENTIAL OF THE FLIPPEDCLASSROOM MODEL IN K-12 MATHEMATICSTEACHING AND LEARNING 

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Source: Peer Reviewed

Abstract: Quasi-experimental design (using an experimental-control group protocol) was used with a sample of 40 students within a full semester of a school year. The results showed evidence of potential advantages. These advances were found in students’ cognitive learning outcomes , motivation levels, and better use of teaching time during the face-to-face school-based sessions.

Findings: Regarding assessment #1, the finding showed non significant differences in assessment scores for the diagnostic test. Regarding assessment tests #2 and #3, there is a statistically significant improvement of the experimental group.

APA Citation:
(2018). Files.eric.ed.gov. Retrieved 31 May 2018, from https://files.eric.ed.gov/fulltext/ED571429.pdf

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EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICSTEACHING

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EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICSTEACHING

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Source: Peer Reviewed

Abstract: Qualitative (Achievement test scores) A total of 40 students , 20 boys and 20 girls, were given an Achievement pre-test and post- test based on the content of area and perimeter.

Findings: The findings showed that the study improve students achievement in mathematics, but did not have a large significant difference.

APA Citation:
Ramakrishnan, N., Dr., & Johnsi Priya, J., Mrs. (2016, October). Effectiveness of flipped classroom in mathematics teaching. Retrieved May 31, 2018, from https://www.researchgate.net/publication/321170289_Effectiveness_Of_Flipped_Classroom_In_Mathematics_Teaching

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Effects of flipped instruction on the performanceand attitude of high school students inmathematics 

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Effects of flipped instruction on the performanceand attitude of high school students inmathematics 

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Source: Peer Reviewed

Abstract: Qualitative (pre-test and post-test) were given to 24 fourth year high school students. 12 students were selected randomly for each of the two groups. One group being the control group and one group being the experimental group. The two instruments that were used were the pre and post test in mathematics.

Findings: The findings showed that the test scores were not significantly different between the control group and the experimental group.

APA Citation:
(2018). Files.eric.ed.gov. Retrieved 31 May 2018, from https://files.eric.ed.gov/fulltext/EJ1167409.pdf

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Source: Practioner Source

Abstract: Tim Watson shares his experience with flipping his classroom. The obstacles of students not having devices at home to watch the videos on quickly was solved when he used these videos within his classroom. Allowing this video time for students created differentiation with other students through their learning journey.

Findings: Watson reported that his students now beg to have their instruction in this format. They stated they like having their own time to pace and watch the video to understand the content as they wish. Students also like that they can go back to watch the video as a refresher.

APA Citation: Watson, T. (2017, July 10). Flipping the flipped classroom. Retrieved May 30, 2018, from https://www.edutopia.org/discussion/flipping-flipped-classroom

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Source: Practitioner Source
Abstract: Mary Beth Hertz attended the ISTE conference in California where the flipped classroom was discussed about how it impacts students learning. Hertz states that most educators are for it, while most are against it. She reports she believes there are pros and cons. She offers insight and interpretation to this new instructional strategy.

Findings: Flipped instructions has benefits as far as students moving at their own pace, but the differentiation needs to be there for students who learn differently. Hertz states that it matters because teachers are forced to reflect back on their practice and rethink how to reach their students.

APA Citation:
Hertz, M. (2012).The flipped classroom: Pro and con | Edutopia. (2018). Edutopia. Retrieved 31 May 2018, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Source: Practitioner Source

Abstract: Shelley Wright implemented a flipped classroom with her students for about a year. She discovered that her students took learning into their own hands. As her students engaged in their learning, she began to slowly realize her flip has disappeared as students went back to completing all their work within class. There was then no need to assign lectures because it all happened within the class time.

Findings: Findings states that as transitioning into the new instructional strategy, it seemed as if they were "juggling" the traditional lecture rather than moving forward into new learning epidemics.

APA Citation:
Wright, S. (2012). The flip: End of a love affair. powerful learning practice. Retrieved 31 May 2018, from http://plpnetwork.com/2012/10/08/flip-love-affair/