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One High School English Teacher ON HIS WAY TO A FLIPPED CLASSROOM

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One High School English Teacher ON HIS WAY TO A FLIPPED CLASSROOM

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Source:  Practitioner
Abstract: This study’s purpose was to investigate how one teacher constructed and implemented a flipped classroom during a unit on The Great Gatsby.  This study took place in an 11th- grade U.S. literature class of 36 students during the spring of 2012.  Flipping opened up more time in the classroom for discussion and other demanding cognitive activities.  He noted that a flipped classroom requires more time on the part of the teacher because so much planning needs to be completed up front before students

even step into the classroom.  Mr. Riggs worried about accountability for stu-

dents during the flipped classroom unit. He felt the need to establish a system to make sure students completed activities.  Mr. Riggs experienced a change to his teaching practice as a result of his involvement with a flipped classroom. He began to transform his teaching by adding flipped assignments. Most teachers flip their classrooms through technology, either by creating online lessons or by using lessons created by others, so technological prowess influences a teacher’s ability to flip. Technological pedagogical and content knowledge (TPACK) refers to the knowledge base needed by teachers to effectively integrate technology, a component in most flipped classrooms.  Mr. Riggs learned new technology skills, such as using PowerPoint voice-over and a blog, which support the TPACK framework.

Findings:  A flipped classroom was a way for Mr. Riggs to integrate more technology into his unit. According to research statistics 74% of teens have access to a cell phone, and 93% have access to a computer at home. With limited access to technology at school, students in the study classroom had better access to technology at home by using smartphones or computers. Mr. Riggs viewed the unit as a way to meet the needs of today’s kids and to prepare students for the technology expectations of college and workplace, as per the ISTE Standards for Teachers.

APA Citation:  Shaffer, S. (2016). One high school English teacher: On his way to a flipped classroom. Journal of Adolescent & Adult Literacy, 59(5), 563-573. Retrieved November 19, 2016, from http://onlinelibrary.wiley.com.ezproxy.una.edu/doi/10.1002/jaal.473/epdf

https://goo.gl/Sh3ONW

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Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

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Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

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Source:  Practitioner
Abstract:  The author discussed a typical model of flipping material through online delivery that extends conversations out of class through online discussions, and uses classroom time for applications and doing “homework” guided by the instructor.   The main activity in the classroom no longer takes place during class time but instead provides students opportunities for advanced preparation and time to identify knowledge gaps. This process opens up face-to-face class time, enabling teachers to interact with students by discussing points of confusion, providing real-life examples relevant to course content, challenging students to think more deeply about complex processes, and monitoring learning activities.  EFL (English as a Foreign Language) students have greater opportunities to use the target language in collaborative learning experiences that deepen and advance use of the language with immediate and effective feedback from the teacher.

Findings:   Findings showed engagement did increase, but the most surprising finding was that students scored on average 33 points higher on a multiple-choice exam afterward, compared to a class taught using traditional methods. This study showed students in the flipped section scored 10–11 points higher than those in the traditional section, even though the questions in the flipped section were more difficult. Students reported lower levels of stress in the flipped classroom, and there was an average increase of 3 points in students’ grades. Finally, studies showed 55 students in a linear algebra course showed positive student feedback, with 90% of students responding they enjoyed the interactive teaching technique and 77% agreeing that learning outcomes were higher because of the flipped classroom. In addition to these studies, there is also research that shows educators have positive experiences with the flipped classroom.

APA Citation:  Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1-10. Retrieved November 19, 2016, from http://www.tandfonline.com.ezproxy.una.edu/doi/pdf/10.1080/07380569.2016.1139912?needAccess=true

https://goo.gl/lqmNpb

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The Flipped Classroom: An OpportunityTo Engage Millennial Students Through Active Learning Strategies

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The Flipped Classroom: An OpportunityTo Engage Millennial Students Through Active Learning Strategies

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Source:  Practitioner
Abstract:  This article recognized the struggle for educators to  capture the attention of today's students.  Active learning methods require students to utilize higher-order thinking skills such as analysis, synthesis, and evaluation.  Assimilating active learning can be as simple as integrating in-class activities alongside traditional lecture.    Instructors adopting the flipped classroom model assign the class lecture or instructional content as homework. In preparation for class, students are required to view the lecture.   These instructors reported spending about 2 hours per topic to create videotaped lectures and digital slide presentations with voice-overs. Although contact hours remained the same, they found preparation time was significantly reduced after the initial groundwork was completed. They reported that question and answer sessions at the beginning of each class took about 10 minutes of class time followed by students working and learning together.  The use of flipped classrooms could result in less effort creating lecture presentations. This increase in available time might be redirected to create in-class activities that deepen concepts and increase student's knowledge retention.

Findings:   The findings of this • study demonstrated that students participating in the flipped classroom were less satisfied with the teaching format than students in the traditional classroom were. Students participating in the flipped classroom did not adjust swiftly to their new learning environment. Some students were uncomfortable participating in group learning activities because they preferred working alone. Others were accustomed to the old method of doing assignments on their own, in the setting of their choice. The radical change was not well received. However, students in the flipped model experienced more innovation and cooperation in their learning when compared to the traditional classroom students.

APA Citation:  Roehl, A., Reddy, S., & Shannon, G. (2013, April 1). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Science,105(2), 44-49. Retrieved November 19, 2016, from https://scholar.google.com/citations?view_op=view_citation&continue=/scholar?hl=en&as_sdt=0,1&scilib=1&scioq=Practitioner+journals+flipped+classroom&citilm

https://goo.gl/tEQwxk

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7 Unique Flipped Classroom Models — Which is Right for You?

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7 Unique Flipped Classroom Models — Which is Right for You?

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Source:  Popular
Abstract:  EducationDive.com has highlighted several examples of flipped classrooms.  The standard inverted classroom is where students are assigned the “homework” of watching video lectures and reading any materials relevant to the next day’s class. The discussion-oriented flipped classroom is when teachers assign lecture videos, as well as any other video or reading related to the day’s subject such as TED Talks, YouTube videos, and other resources and class time is devoted to discussion and exploration of the subject.  The demonstration-focused flipped classroom is for those subjects that require students to remember and repeat activities exactly such as chemistry, physics, and various math classes. Students will have a video demonstration to rewind and re-watch.   The faux-flipped classroom is perfect for younger students for whom actual homework might not yet be appropriate. This flipped classroom model instead has those students watch lecture videos in class which gives them the opportunity to review materials at their own pace,  and the teacher is able to move from student to student to offer whatever individual support each young learner needs.  The group-based flipped classroomstarts the same way others do, with lecture videos and other resources shared before class. The shift happens when students come to class, where they team up to work together on that day’s assignment. This format encourages students to learn from one another, and helps students to not only learn the what the right answers are but also how to actually explain to a peer why those answers are right.  The virtual flipped classroom can eliminate the need for classroom time at all. Some college and university professors now share lecture video for student viewing, assign and collect work via online learning management systems, and simply require students to attend office hours or other regularly scheduled time for brief one-on-one instruction based on that individual student’s needs. Flipping the teacher assigns students to their record practice role-play activities to show competency, or ask each to film themselves presenting a new subject or skill as a means to “teach the teacher”.

Findings:  According to ASCD.org, of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year.

APA Citation:   7 Unique Flipped Classroom Models — Which is Right for You? (2016, June 17). Retrieved November 19, 2016, from https://www.panopto.com/blog/7-unique-flipped-classroom-models-right/

https://goo.gl/MYPECf

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5 Tips for Flipping the Elementary Classroom

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5 Tips for Flipping the Elementary Classroom

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Source:  Popular
Abstract:  Sally, a fourth grade teacher from Texas shares five tips for flipping an elementary math class.  The first is to decide where your videos will come from.  This could be creating your own or using videos already created.  Second would be to decide how your students will watch the videos such as at home or in class.  Third would be to find useful ways to use the videos such as posting links for parents to view to help students with homework.  Fourth is to hold kids accountable by using graphic organizers or exit slips.  And finally, supplement lessons with guided math groups.

Findings:  There are no research findings to present, but the author states that some form of a flipped classroom is beneficial for elementary math students.

APA Citation:  Lynette, R. (2015, September 29). 5 tips for flipping the elementary classroom. Retrieved November 19, 2016, from http://minds-in-bloom.com/5-tips-for-flipping-elementary-classroo/

https://goo.gl/gJySIg

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Modifying the Flipped Classroom: The "In-Class" Version

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Modifying the Flipped Classroom: The "In-Class" Version

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Source:  Popular
Abstract:  Blogger Jennifer Gonzalez describes the advantages and challenges of the flipped classroom.  She states that if it is going to work, the learning at home must happen first where the direct instruction takes place and the "homework" happens in the classroom.  She suggests some creative ideas to help students such as arranging access to lessons before and after school, lending out devices, and sending recorded lectures home on flash drives or DVDs.  If these ideas don't work, she suggests an "in-class flip" where the recorded video becomes a station in class.  The advantages would be that the teacher could observe if students are really watching, the initial exposure to the video content has a better chance to sink in, and the hardware is presumably safer.  Some challenges might be that some lessons require more that one day to flip, more presentation is required at the beginning, and technically you will not gain more class time.

Findings:   There are no research findings to present, but the author states that none of these problems should stop teachers from trying the in-class flipped model instead of sending the work home.

APA Citation:  Gonzalez, J. (2014, March 24). Modifying the flipped classroom: The "in-class" version. Retrieved November 19, 2016, from https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez

https://goo.gl/ms8KjS

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Flipping a Math Content Course for Pre-Service Elementary School Teachers

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Flipping a Math Content Course for Pre-Service Elementary School Teachers

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Source:  Peer Reviewed
Abstract: In a study of 32 elementary math teachers, the instructor, which was new to the flipped classroom concept, provided the students with prepared lectures created using various media with audio and video components. The prepared lessons were kept
to 10–15 minutes in length.  Students had the ability to rewind and pause during the lesson to assist in taking good notes, as they were able to do with the videos posted on
YouTube.  Students were expected to view the assigned videos before class.  Many explanations from students who had not viewed the lessons beforehand were very similar to the explanations in the text, and it was hard for the instructor to assess whether or not the mathematics was understood.  Students who participated or put forth effort in the flipped class spent most of their time in groups talking
about the mathematics beyond simply finding an answer.

Findings:  When asked to provide a word problem whose solution modeled repeated subtraction division and draw a model of the solution, 62% of the students in the flipped classroom were successful, compared with only 41% in the traditional class. When asked to demonstrate how they would show a student how to find the product (−3)∗(−4) using a model, 76% of the students in the flipped class gave appropriate explanations with pictures as compared with only 21% in the traditional class. The explanations concerning a positive integer divided by zero, however, were not substantially better in the flipped class: 41.5% gave clear justifications compared with 32.5% in the traditional class.

APA Citation:   Ford, P. (2015). Flipping a math content course for pre-service elementary school teachers. Primus, 25(4), 369-380. doi: 10.1080/10511970.2014.981902

https://goo.gl/UZMAa0

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Flipped Instruction in a High School Science Classroom

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Flipped Instruction in a High School Science Classroom

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Source:  Peer Reviewed
Abstract:  In a quasi-experimental study
examining the effectiveness of flipped instruction in a 9th
grade biology classroom.  Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA.  Students in
the traditional method of instruction performed better on the pretest. On all post tests, however, students in
the flipped instruction group showed increased levels of
achievement.  On the final
post test, students in the flipped class outperformed
students in the traditional method of instruction.

Findings:  Students who are involved in a flipped classroom seem to have an increased appreciation for group work, innovation, and feel more empowered to use new technology to find information on their own.  The qualitative results suggest that students may have benefited from the active learning strategies.  Despite limitations, flipped instruction with additional
active learning does show promise to support student
achievement.

APA Citation:  Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal of Science Education and Technology, 25(5), 775-781. doi:10.1007/s10956-016-9634-4

https://goo.gl/xojYdt

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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
Abstract: In a study of 66 students of a Nigerian chemistry class with 37 males and 29 females with an age range between 13 and 14 years, students were randomly assigned to either an experimental group or a control group.  For the first group called the experimental group, a ‘‘flipped classroom’’ was used in which the students were given video lessons and reading materials, before the class to be revised at home.  The second group followed traditional methodology, and it was used as the control group.  The rate of reaction knowledge test and the chemistry attitude scale were administered. The researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to develop the data. Students were interviewed at the end of the research in order to enrich the qualitative data also.  Results and findings presented show that students who were taught using the flipped classroom model performed better than in the traditional method of instruction. Their attitudes towards chemistry also increased in comparison to the traditional method of instruction. Students in the flipped classroom experienced quality instruction that was student-centered.

Findings: Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition.  Positive significant differences were found on all assessments with the flipped class students performing higher on average.

APA Citation:  Olakanmi, E. (2016, October 3). 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
https://goo.gl/K67crA