# data[].attributes.headline
Flipping the class: The new media pedagogy

# data[].attributes.subject
Flipping the class: The new media pedagogy

# data[].attributes.body
Source: Popular
Abstract: Business communication evolves and adapts to suit the times, and today’s workplace documents are increasingly multimodal. Therefore, business and professional communication specialists need to adapt to a new media workplace ecology—one that requires proficiencies with technologies such as video production, digital animation, and sound. Business and professional writing teachers, in turn, need to adopt teaching methods that include working with evolving technologies and be willing to teach multimodal skills to students. In this article I offer a case study of a flipped learning pedagogy to teach multimodal skills in the professional writing classroom.

APA Citation:
Rduser, L. (2016). Flipping the Class: A New Media Pedagogy. Business and Professional Communication Quarterly, 79(2), 217–233.

Take me to the article!

# data[].attributes.headline
The Teacher’s Guide To Flipped Classrooms

# data[].attributes.subject
The Teacher’s Guide To Flipped Classrooms

# data[].attributes.body
Source: Practitioner
Abstract: This article focuses on defining a flipped classroom, the benefits of transitioning to a flipped classroom teaching methodology, and provides guidance on how and what resources to use within your classroom. It includes evidence how implementing a flipped classroom model positively impacted the rate of which first-year students were failing English courses. Data demonstrates that after integrating a flipped instructional approach failure rates decreased substantially.

Findings: While research supports the claim that flipped classrooms can positively impact student learning, integration requires careful planning and consideration. Teachers should be mindful of the steps provided for transitioning to a flipped model and be creative in modifying the format as necessary to make this instructional approach work for their unique teaching circumstances.

APA Citation:
The Teacher’s Guide To Flipped Classrooms. (n.d.). Retrieved December 05, 2017, from http://www.edudemic.com/guides/flipped-classrooms-guide/

# data[].attributes.body
Source: Practitioner
Abstract: Byron High School faced a dilemma with new state math standards, outdated math textbooks, and no money to purchase new textbooks. The solution was for teachers to create their own curricular content. Teachers soon found that they could not simply pull content from the web and began creating their own instructional videos.
Findings:"Math mastery at Byron High has jumped from 29.9 percent in 2006 to 73.8 percent in 2011, according to the Minnesota Comprehensive Assessments. ACT scores have risen from an average composite score of 21.2 (on a scale of 36) in 2006 to 24.5 in 2011. This school year, 86.6 percent of Byron's seniors will have completed four or more credits of math."

APA Citation
Fulton, K. (2012). Inside the Flipped Classroom -- THE Journal. THE Journal. Retrieved 13 November 2016, from https://thejournal.com/Articles/2012/04/11/The-flipped-classroom.aspx?Page=3

# data[].attributes.attachment_link.readable_text
Curriculum Update | In Print

Page 3 of 3

Inside the Flipped Classroom

National Recognition
Byron educators describe the flipped classroom as just one example of the continuous improvement process guiding the high school. Five teachers have been given small stipends to serve as data coaches, leading the efforts to collect, analyze, and interpret test data. "We won't let a student fail," says Principal Duffy. If students fall below 70 percent proficiency in a course, they are "invited" to a mandatory support study hall at lunchtime, staffed by teachers who choose to be lunchtime tutors rather than cafeteria monitors.

"We want to go from maximizing learning opportunities to maximizing learning," Duffy says. Math mastery at Byron High has jumped from 29.9 percent in 2006 to 73.8 percent in 2011, according to the Minnesota Comprehensive Assessments. ACT scores have risen from an average composite score of 21.2 (on a scale of 36) in 2006 to 24.5 in 2011. This school year, 86.6 percent of Byron's seniors will have completed four or more credits of math.

In 2010, Byron was selected as a National Blue Ribbon School by the US Department of Education. In September 2011, Byron was honored as Intel's "School of Distinction" for high school mathematics. "Raising expectations for everyone--teachers and students--was at the heart of our continuous improvement process," Duffy says.

Success and innovation are contagious. Other Byron teachers are watching the math department, and are eager to adopt the flipped classroom model in their courses. The Byron community seems to be listening too. In November, by a 61 percent margin, citizens gave the school district a vote of confidence that translates into a $546,294 operating levy per year for the next six years. It's a Cinderella story that bears repeating in other schools and districts.

About the Author

Kathleen Fulton is an education consultant who specializes in transforming educational practice with technology. She recently retired as the National Commission on Teaching and America's Future's director for Reinventing Schools for the 21st Century. Prior to that, she was project director for the Office of Technology Assessment for the US Congress.

# data[].attributes.attachment_link.title
Inside the Flipped Classroom -- THE Journal

# data[].attributes.attachment_link.description
Curriculum Update | In Print Page 3 of 3 National Recognition Byron educators describe the flipped classroom as just one example of the continuous improvement process guiding the high school. Five teachers have been given small stipends to serve as data coaches, leading the efforts to collect, analyze, and interpret test data.

# data[].attributes.headline
Modifying the Flipped Classroom: The "In-Class" Version

# data[].attributes.subject
Modifying the Flipped Classroom: The "In-Class" Version

# data[].attributes.body
Source: Practitioner
Abstract: This article provides evidence of improved learning outcomes as a result of the implementation of a flipped classroom pedagogy. Educational leaders performed research at a rural school with 65% free and reduced lunch to compare the effectiveness of the two delivery models, the lecture delivery model and the flipped classroom model, in Algebra II/Trigonometry course.

Findings: Results show a dramatic gap in academic standing, or marks, throughout the two semesters in which this study was conducted. Those students receiving traditional methods of instruction including lectures earned a  GPA of 2.52/4, a  C+ average during the first semester while those receiving instruction through diverse media earned a  GPA of 3.2/4 or a B average. After the second semester, data shows a 50% increase in the number of students whose grade improved to an "A" whereas the percentage of students in the traditional class receiving a grade of "A" for the second semester was only 39%.

Citation: Szoka, J. (2013). Measured results demonstrate enhanced learning outcomes in the flipped classroom. Retrieved  December 5, 2017, from http://www.emergingedtech.com/2013/05/measured-results-demonstrate-enhanced-learning-outcomes-in-the-flipped-classroom/

# data[].attributes.headline
Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

# data[].attributes.subject
Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

# data[].attributes.body
Source: Peer-Reviewed
Abstract: In a quasi-experimental study of 16 public school teachers and their students, researchers sought to determine if there were any significant difference in student learning gains between flipped and traditional instruction in mathematics, science, ELA, and social studies classrooms. During this study participants taught two classes, one utilizing conventional teaching methods and the other integrating a flipped classroom model. Data collected through student assessments were then used to draw comparisons on the impact of each instructional strategy on student learning.

Findings: Data showed evidence that of the 19 classrooms examined in this case study; 10 flipped classrooms scored significantly higher than those receiving traditional instruction; 1 traditional classroom scored higher than when using a flipped classroom approach, and 5 classes showed no significant difference. Research suggests that flipped instruction is as effective, or more effective than a traditional lecture in a diverse range of subjects. Qualitative data such as surveys also indicate that the majority of students preferred the new flipped learning model.

APA Citation
Unal, Z. and Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), pp.145-164.
http://files.eric.ed.gov/fulltext/EJ1155632.pdf

# data[].attributes.headline
K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

# data[].attributes.subject
K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

# data[].attributes.body
Source: Peer-Reviewed
Abstract:This article looks at the perceptions of teachers and how they differ depending on what grade they teach and what subject they teach.  The authors first presented a review of the literature on flipped instruction and explained that this research was needed to build on that research. Teachers completed a survey that included questions on how they used flipped instruction, as well as questions on their perceptions of how effective it is in their class.

Findings: Researchers identified that, based on teachers' perceptions, flipped instruction can be beneficial for providing those students absent or struggling with an additional means of receiving and reviewing content and information crucial to the learning process. Teachers also noted an increase in student engagement and opportunities to provide individualized one on one instruction.

APA Citation:
Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal Of Educational Technology Systems, 45(3), 390-423.

# data[].attributes.headline
Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

# data[].attributes.subject
Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

# data[].attributes.body
Source: Peer-Reviewed
Abstract:The researchers were looking to test the effectiveness of a flipped classroom as it related to student performance and perceptions. The study was conducted on college sophmore who were enrolled in a science course. The students were split into two groups, one traditional and one flipped. The students were also so provided with a questionnaire to complete
Findings: It was found that performance levels were greater, but not significantly greater. The overall perceptions of watching videos before class was positive. 97% of students believed that watching .videos before class helped them to succeed.
APA Citation:
Gonzalez-Gomez, D., Jeong, J. S., Airado Rodriguez, D., & Canada-Canada, F. (2016). Performance and perception in the flipped learning model: An initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal Of Science Education And Technology, (3), 450. doi:10.1007/s10956-016-9605-9

# data[].attributes.body
Source: Popular
Abstract: Deborah Gustlin, a post-secondary instructor, was baffled at the lack of engagement she observed from her students' in the lecture hall. This unsettling realization led her to begin researching alternative instructional approaches including the flipped classroom pedagogy. The following week, she incorporated the use of handheld devices to promote student engagement.

Findings: On this Monday, she prompted students stating "tell me what civilization carved the great Persepolis Temple."  The engagement was instantaneous as students raced to find the information first.  Then, she organized collaborative groups to research in-depth details on the temple and had students share their findings with the class. As a result, students were enthusiastic and actively involved throughout the learning process.

APA Citation
Gustlin, D. (n.d.). Can STEAM be flipped? Retrieved December 10, 2017, from https://educationcloset.com/steam/can-steam-be-flipped/

# data[].attributes.headline
Teachers see Improvements from Flipped Classroom

# data[].attributes.subject
Teachers see Improvements from Flipped Classroom

# data[].attributes.body
Source: Popular
Abstract:  In 2010, the Byron math department was looking to replace outdated textbooks. However, a recent  $1.2 million budget cut left the school in a spending deficit. Without the resources to replenish necessary textbooks, Byron math teachers began developing a textbook-free curriculum. This led the teachers to create video recordings of their lessons and uploading them on YouTube. The rest, as they say, was history! High School math teacher Troy Faulkner explains that rather than passively listening, students are actively applying mathematics.

Findings: According to a math teacher, Troy Faulkner's analysis,  student proficiency in calculus rose 17.7%; Pre-calculus rose by 12.4%, and Algebra 2 rose by 15.1%. "Students typically take a lot more ownership of their own learning in a flipped environment. Students are a lot more engaged in the process," Faulkner said. As a result of this study, Byron's entire math department has converted to a flipped classroom approach.

Citation: Stolle, M. (2014). Teachers see improvements from flipped classroom. Retrieved 13 November 2016, from http://www.postbulletin.com/news/local/teachers-see-improvements-from-flipped-classroom/article_70f329c4-5ab3-53c8-9940-edf4d05bde4a.html

# data[].attributes.attachment_link.readable_text
BYRON - Four years ago, Byron High School math teacher Troy Faulkner ended a practice commonly viewed as the art and essence of teaching: He stopped giving lectures to his students.

Instead, students watched 10- to 25-minute videos at home and then did their "homework" in class.

The practice, known as "flipping the classroom," transformed the learning dynamics of Faulkner's classroom and turned the 21-year teaching veteran into a convert.

No longer passive listeners of windy lectures, Byron students now work on solving math problems once they enter the classroom. Having stepped down from his lecture pedestal, Faulkner discovered another advantage in this new ground-level perspective: He and his students got to know each other better.

"Students typically take a lot more ownership of their own learning in a flipped environment. Students are a lot more engaged in the process," Faulkner said. "They used to just sit passively listening to me lecture, and now, they're actively doing the mathematics."

This quiet revolution in some of Byron's classrooms has given Byron a singularity in the K-12 education world. Faulkner's classroom has drawn notice from media outlets in England, France and China. Although the movement has been gaining steam, the number of flipped classrooms nationwide remains relatively small - about 3 percent, experts say. Scholarship and studies on the practice also remain scant, and those that do exist often mention Byron.

But for practitioners such as Faulkner, there is no turning back to lecture-based learning. Faulkner points to his students' rising proficiency rates over the years, as the practice has become more embedded in his classroom. Surveys of his students, he said, register approval ratings in the high 90s.

"It provides a really good atmosphere," said Byron senior Annie Christofferson. "It's more relaxed in the fact that you can ask questions without feeling intimidated."

The germ for the flipped classroom actually arose from a crisis in Byron schools. In 2010, the Byron math department was looking to replace outdated textbooks. There was only one problem. The district had no money.

In 2009, the year before, Byron had lopped $1.2 million from its budget. Without the resources to replenish its textbooks, Byron math teachers turned to creating a textbook-free curriculum. Knowing that students would need take-home resources, teachers began making video recordings of their lessons and uploading them on YouTube. From there, it was a "relatively easy transition" to the flipped classroom, Faulkner said.

And it didn't take long for Faulkner to see results.

"Students seemed to like it. I like seeing students engaged in the process. And my scores went up," he said.

In a flipped classroom, Byron students prepare for class by watching a video lesson at home the day before school. Some might do it right before school or during lunch the day of class. Video offers one advantage that lectures does not: You can pause and rewind as often as you like.

"To get the most out of the video, you need to engage in the video, which means you got to pause it, rewind it on some of the problems," Faulkner said.

Faulkner already has math problems written on the board when students file into class and settle into their seats. First, they work by themselves, then in groups of two or three. They discuss, defend and occasionally argue among themselves. Meanwhile, Faulkner moves from group to group, offering help and sometimes refereeing disputes.

For Byron junior Jake Leif, the flipped classroom made math a less agonizing experience. Before flipped learning, Leif found math so frustrating that he was sometimes driven to tears over his homework assignments.

"You had like an hour and half that day to grasp it, and if you didn't, you were screwed," Leif said. "You go home and it's just like, 'I have no idea.'"

Flipped learning helped Leif in two ways, he said. One was the videos, which he could play and replay until he was able to absorb the lesson. The other was having a teacher in the classroom who could guide him through the thorniest of math problems.

"You can call him over, and he'll walk you right through it," Lief said.

Yet, flipped learning is not perfect, students say. For some, the videos are an invitation to slack off. Some simply skim them before heading to class. Others voice concerns about what might happen if all their teachers began to flip their classrooms.

Jonah Gehrt, a Byron junior, said he wouldn't mind if all his classes were flipped - with one major caveat. He can easily imagine how flipped learning could make for a grinding 12-hour academic day, made up of school, two to three hours of videos at home and then more homework. And what happens if you're also involved in extracurricular activities?

"It's great in moderation," Gehrt said.

All of Byron's math department is flipped. While not as prevalent, some form of flipped learning goes on in science, business, English and social studies classrooms. But the majority of Byron classes remain lecture-based.

The movement's two most prominent advocates are Aaron Sams and Jonathan Bergman, a pair of high school chemistry teachers in Woodland Park, Colo. Drawing almost completely from their own experiences, the two wrote a book called "Flip Your Classroom: Reach Every Student in Every Class Every Day."

Outside of Byron, no school has more enthusiastically embraced flipped learning than Clintondale High School, just north of Detroit. In the fall of 2011, Clinton flipped completely - every grade, every class.

The school made the shift a year after conducting an experiment. A social studies teacher set up two classes with similar material and assignments, but one was flipped. The flipped class had many students who had failed the class - some several times. After 20 weeks, the flipped students were outperforming the students in the traditional classroom. Despite the fact that 13 percent had failed the previous semester, no student in the flipped classroom scored lower than a C+.

Byron's own comparative studies offer reinforcing proof, said Faulkner, who conceals his passion for flipped learning behind a reserved, soft-spoken demeanor. He said student proficiency in his flipped calculus class - defined as the number of students at or above 80 percent on tests - rose 17.7 percent over lecture-based learning. Pre-calc increased by 12.4 percent and Algebra 2 by 15.1 percent.

Byron's one-to-one iPad program, where every student is equipped with an Apple tablet, would seem to make flipped learning a natural fit. But Faulkner argues that one-to-one is an advantage but not indispensable to it. When Faulkner started it in 2010, Byron was still several years away from going one-to-one. But the vast majority of students, surveys showed, had high-speed or dial-up Internet at home.

"There's ways, even in a flipped classroom, to be able to work around those issues if they come up," he said.

Faulkner said the biggest challenge flipped classrooms pose is to teachers, who have to be willing to give up control of their classroom.

"It's a change," Faulkner said. "You might have to do something different than you have done in your room for twenty some years."

# data[].attributes.attachment_link.title
Teachers see improvements from flipped classroom

# data[].attributes.attachment_link.description
BYRON - Four years ago, Byron High School math teacher Troy Faulkner ended a practice commonly viewed as the art and essence of teaching: He stopped giving lectures to his students. Instead, students watched 10- to 25-minute videos at home and then did their "homework" in class.