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Use of Medical Students in a Flipped Classroom Programme in Nutrition Education for Fourth-grade School Students

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Use of Medical Students in a Flipped Classroom Programme in Nutrition Education for Fourth-grade School Students

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Source: Peer-reviewed
Methods: This study was conducted in 2013 in nine fourth-grade elementary classrooms (totaling 166 nine to ten-year-olds) in Pennsylvania. The purpose of the study was to evaluate the effectiveness of a flipped classroom, designed and implemented by medical students, in teaching nutrition education to students. The study took place in all nine classrooms at the same time. The evaluation consisted of teachers’ assessments of the program after observing results of pre-tests of their students before the program and post-tests of their students’ nutrition knowledge after the new curriculum called “healthSLAM” (hS) was administered. A ten-question multiple-choice test was designed using the hS learning objectives as a guide. The pre-test and post-test were identical. The procedure began with the classroom teachers giving the pre-test to each participating student. Then, they showed their class a web-based video that discussed nutrition education and introduced the medical students. The next day, the medical student volunteers administered a 45-minute hS classroom session in which they guided small group activities to reinforce the nutrition concepts from the video. The day after that, the classroom teachers gave the post-test. This was a mixed-design study. The quantitative results were taken from measures of the pre- and post-tests. Qualitative results were gleaned from the resultant teacher surveys. Results found significant improvements in nutrition knowledge across the nine classrooms studied. Teachers reported that the new curriculum and flipped approach was feasible and grade-appropriate.

Findings: This study showed a flipped program that was designed to minimize the workload of teachers and offer new curriculum in a new way. The key elements that made this approach effective were identified as active learning, peer instruction, priming, and pre-training. The results suggested that flipping the classroom and using medical student volunteers is a possible approach to nutrition education in elementary schools because the students showed an increase in post test scores. However, the researchers state that one of the limitations of the study was that no comparison between the flipped instructional method and the traditional instructional method was actually made. Therefore, this study does not show that flipped instruction is more effective than traditional methods. In this case, traditional methods might have been just as effective in the post test scores.
APA Citation
McEvoy, C., Cantore, K., Denlinger, L., Schleich, M., Stevens, N., Swavely, S., Odom, A., & Novick, M. (2016). Use of medical students in a flipped classroom programme in nutrition education for fourth-grade school students. Health Education Journal, 75(1), 38-46. doi: 10.1177/0017896914561879
https://goo.gl/5WLJEx

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The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

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The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

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Source: Peer-reviewed
Methods: This study was conducted to establish the effects of a flipped classroom on academic performance and attitudes of first-year Chemistry students in a secondary school in Nigeria.  The experiment was conducted over a three-week period during the 2014-2015 academic year with sixty-six science students aged 13-14.  The experimental group participated in a flipped classroom, and the control group followed traditional teaching.  Both groups were equal in number and were taught by the same teacher. The key questions driving the research included finding the effects of flipped learning on students' performance and attitudes and the benefits and challenges of flipped classrooms.  Quantitative data were collected through the Rates of Reactions Knowledge Test, a fourteen-item paper test on the rate of chemical reaction, and the Chemistry Attitude Scale, twenty-five attitude statements designed to measure students' attitudes towards learning chemistry. Qualitative data were collected through the researcher's classroom observations during the testing period and students' interviews following the experiment. A limitation cited in the study was found in the short time frame in which the investigation was carried out.
Findings: Findings revealed that flipped instruction significantly helped students' understanding of the rate of chemical reaction over the control method. Students in the flipped classroom performed higher on average on assessments.  The flipped classroom also showed increase in students' participation and communication in class.  Students in the experimental group had more opportunities to work collaboratively and cooperatively.  Students revealed that they preferred the flipped model over traditional instruction and credited the reason to improved instructional practices.  They felt the use of technology and the one-on-one teaching helped them to understand the content better.  The challenges revealed were that students felt the new approach was challenging for them initially because it took "some time to find their ways around the material."  Observations also revealed that some students came to class unprepared and were still passive in class and in their collaborative learning groups.
APA Citation
Olakanmi, E. (2016, October 13). The effects of a flipped classroom model of instruction on students' performance and attitudes towards chemistry. Journal of Science Education and Technology, 1-11. doi: 10.1007/s10956-016-9657-x
http://link.springer.com.ezproxy.una.edu/article/10.1007%2Fs10956-016-9657-x

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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: Peer-reviewed
Methods: This study included forty-two ninth grade students aged 13-15 in two Algebra I classes in a rural Texas high school. The flipped classroom method was implemented to both classes over a seven-week period. Comparisons to traditional instruction was provided through both quantitative and qualitative data.  Quantitative data included a pre- and post-survey and a teacher-created unit test.  Qualitative data included student interviews, a focus group session, and observational documentation by the researcher. Limitations of the study included the short time frame, the novelty of using technology, the difficulty in content being introduced, and the use of only one classroom teacher, who was also the researcher.
Findings: When compared to traditional approaches to instruction, flipped instruction provided similar student performance results. The survey instrument, Student Perception of Instruction Questionnaire, revealed minimal variation between flipped and traditional instruction.  The difference among students' assessment scores were found to be insignificant. Interviews and documentation revealed active engagement, increased participation and collaboration, better use of class time, and enhanced quality in instruction in the flipped classroom.  The significant differences came when comparing students' interactions in the classroom.  The students were more actively involved in the flipped classroom, which was a more student-centered environment. The participants responded favorably to the new method.
APA Citation
Clark, K. (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. Retrieved from
http://eric.ed.gov/?id=EJ1051042

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Source: Practitioner
Abstract: The Flipped Learning Network has done research on flipped instruction based on surveys filled out by about five hundred teachers.  They found that flipped learning is more common in junior high and high schools and is more frequently used in science and math classrooms.  The majority of teachers using it have seven or more years of experience.  Brian Bennett, a science teacher at South Bend (IN) Career Academy says that there is an “apparent looseness” in the new system that students sometimes test.  He suggests setting high standards for behavior and includes that “some students are still struggling” because they are having to “re-learn how they approach classes and learning.”  Stillwater (MN) Area Public Schools have more than thirty flipped classrooms.  In the six fifth-grade classrooms that participated in the pilot program from September 2011 to January 2012, they found that test scores were not affected but that their teachers were able to cover an additional two weeks of material, on average.  The results in the Clintondale (MI) Community Schools have shown that the failure rate among freshmen math students dropped from forty-four percent to thirteen percent in one year’s time, and the juniors’ state math exams improved by ten percent over the previous year.  Teachers said that flipped learning could greatly increase a teacher’s ability to provide differentiated instruction.  Jonathan Bergmann and Aaron Sams, the first teachers known to practice flipped learning, say that they moved to “flipped mastery class” in which students move through content at a flexible pace.  They also provide flexibility in assessing students’ learning, allowing the students to generate their own alternative assessments – within reason – to prove that they had learned the concepts.  They suggest for schools to give students flexibility and teachers autonomy in order to best use flipped instruction.
Findings: As seen above, the surveys of teachers revealed various benefits and challenges of flipped instruction versus traditional methods of teaching.
APA Citation
Finkel, E. (2012, November). Flipping the script in K12. District Administration. Retrieved from https://www.districtadministration.com/article/flipping-script-k12

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Source: Practitioner
Abstract: Advocates of flipped learning, Aaron Sams and Jonathan Bergmann, say that “flipped learning helps teachers move away from direct instruction as their primary teaching tool toward a more student-centered approach.”  They say it’s mainly about how to best use in-class time with students.  By removing the lecture during class time and instead using that time for targeted instruction with individuals or small groups, teachers are essentially shifting the lower levels of Bloom's taxonomy out of the class and the higher levels of applying, analyzing, evaluating, and creating into the class time.  With a complete set of instructional videos available, students can work at their own pace.  Assessment also changes in that students are required to demonstrate a minimum level of mastery before they can move forward in the curriculum.

Findings: According to Sams and Bergmann, the flipped classroom offers a new way to focus on all learners.  It gives teachers the flexibility to meet the learning needs of all their students, and it gives students the flexibility to have their needs met in multiple ways.
APA Citation
Sams, A., & Bergmann, J. (2013). Flip your students' learning. Educational Leadership, 70(6), 16-20. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students'-Learning.aspx

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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: According to the Flipped Learning Network, membership on its social media site rose from 2,500 teachers in 2011 to 9,000 teachers in 2012.  Some preliminary nonscientific data suggests that flipping the classroom may produce benefits.  In a survey of 453 teachers who flipped their classrooms, sixty-seven percent reported increased test scores, eighty percent reported improved student attitudes, and ninety-nine percent said they would flip their classrooms again the next year.  Particular benefits were found for students in advanced placement classes as well as students with special needs.  Overall, the main benefits were: improved student-teacher interaction, opportunities for real-time feedback, enhanced student engagement, self-paced learning, and more meaningful homework.  Teachers were able to circulate and talk “with” students rather than talking “at” students, making them more likely to better understand and respond to students’ emotional and learning needs.  Teachers also spent significantly more one-on-one time with students helping to provide more feedback and immediate correction of student misperceptions.  By using online video lectures, they broke down direct instruction into more engaging, short bursts of learning.  Students, who were already accustomed to turning to the web and social media for information and interactions, were enabled to pace their own learning according to their needs.  They were then given in-class opportunities to practice their skills with corrective teacher feedback, which is shown to have an effect nearly four times that of traditional homework.

Findings: According to this article, there is reason to believe that flipped classrooms may “enhance student learning if they are implemented thoughtfully, with careful attention to what research tells us about good instruction.”  Flipped classrooms shift teachers from traditional “imparters of knowledge” and more toward “coaches who carefully observe students” and identify their needs and guide them to higher levels of learning.

APA Citation
Goodwin, B., & Miller, K. (2013). Research says/ Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

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Source: Popular
Abstract: Alison Doubet, a first grade teacher, was interested in utilizing flipped instruction but knew that her young students had little to no computer time at home in the evenings. She also felt that she could not rely on a video or screencast to effectively teach her students the important foundational skills of this grade. Therefore, she felt that the traditional flipped method was not going to work with her class, so she created an "in-class flip" for her students. She prepared a screencast instructional video explaining an assignment that she wanted her students to create on Wixie based on information that they had been learning in class for a couple of weeks. She focused on giving her students a way to "take control over the information they learned and use it in a purposeful way" by preparing a checklist for them to complete as they worked and a final presentation project of teaching a kindergarten "tech buddy" the information.
Findings: Flipped instruction was not compared to traditional instruction for effectiveness concerning knowledge or learning gained. However, the “flipped” aspect of the lesson was suggested to allow students to have unlimited access to directions and examples, giving the teacher time to work with others individually and in small groups to address various learning styles and abilities.  The teacher also noted that the flipped aspect allowed students to be active participants in managing their own learning.
APA Citation
Doubet, A. ( 2015). Flipping the elementary classroom. Retrieved 22 November 2016 from http://creativeeducator.tech4learning.com/2015/articles/In-Class-Flip

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Source: Popular
Abstract: Shelley Wright, a high school Chemistry teacher, previously posted about her flipped classroom.  She now says that she no longer uses flipped instruction but has moved on to a classroom in which her students do most of their own research.  They no longer need her to locate or create videos for them.  She says that they "learned how to learn."  She believes that this shift occurred over time and that the "flip" simply disappeared.  Her classroom has become a place where students discover and share their own resources and engage in projects with each other, which all happens during class time.  Wright sites that she would not bring back flipped instruction because of four reasons.  First, she dislikes giving homework.  She wants her students to engage in other pursuits and family time, instead.  Second, she says a lecture by video is still a lecture. She believes new knowledge should be "actively constructed" rather than "passively absorbed."  Next, she wants her students to own their learning by giving them opportunities to work with her in determining curriculum outcomes and objectives.  Last, she wants her students to be able to find and critically evaluate their own resources.
Findings: For Shelley Wright, she found that the "fad" of flipped instruction was not what was important in her classroom but giving her students ownership of their own learning was what caused true and deep transformations. Her students differentiated their own instruction and worked at their own pace.  She says that for the first time, none of her students "were left behind" and that every one became more adept at research, thinking, collaborating, problem solving, and reflecting on their own learning.
APA Citation
Wright, S. (2012, October 8). The flip: End of a love affair. Retrieved from http://plpnetwork.com/2012/10/08/flip-love-affair/

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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
Abstract: Clintondale High School, north of Detroit, was the nation’s first completely flipped school.  Principal, Greg Green, decided to make the change because over half of the school’s freshman were failing math, science, and English.  The school also ranked among the worst five percent of all schools in the state of Michigan.  Local businesses helped to fund the change, and students who didn’t have access to technology at home were given extra time to use the computer labs at school.  Teachers made their own lecture videos and used videos from Khan Academy and Ted Talks.
Findings: For this school, since the change, the failure rates for students declined from fifty-two percent to nineteen percent, and standardized test scores rose steadily.
APA Citation
Fritz, M. (2013, December 5). How one school turned homework on its head with "flipped" instruction. PBS NewsHour. Retrieved from http://www.pbs.org/newshour/rundown/what-does-a-flipped-classroom-look-like-2/