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Beyond the Basics of the Flipped Classroom

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Beyond the Basics of the Flipped Classroom

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Source:  Practitioner
Abstract:
Two teachers devised a list of techniques that can be used with any topic by other teachers to help keep student accountable for their learning.  They provide lots of handy tips and resources for teachers that my decide to flip their classroom.
Findings:
There were no findings. However, I really liked the idea of giving students an accountability check the first few minutes of class on what they were to have done the previous night.  I also found teachers creating storyboards interesting.  The storyboard helps the teacher think out all the details of the lesson.  It helps the teacher be prepared.
APA Citation
Schaffhauser, D. (2013).  Beyond the basics of the flipped classroom. The Journal.

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Source:  Popular
Abstract:
In this article, Mary Hertz, a high school Art/Tech teacher, gave a description of the pros and cons of flipped instruction.  A flipped classroom is NOT just online videos.  It is meaningful direct instuction learning activities.
Findings:
There were no actual research findings.  However, teachers are considering flipped classrooms so that they can find better ways to meet the needs of their students.  It encourages teachers to bring technology into their classrooms
APA Citation
Hertz, M. B. (2012, July 10). The flipped classroom: Pro and con [Web log post]. Edutopia. Retrieved from https://www.edutopia.org/blog/
flipped-classroom-pro-and-con-mary-beth-hertz

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Flipping the Classroom: Turning an Instructional Methods Course Upside Down

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Flipping the Classroom: Turning an Instructional Methods Course Upside Down

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Source:  Peer-reviewed
Methods:
Qualitative (mid-term survey and class evaluation) Nineteen college students in the School of Education were enrolled in a course in which the contents of the course was in a digital form.  Students were grouped together and worked in three 1 1/2 hour group stations.  Sometimes the instructor stated at one station the entire time, and other times he moved from station to station checking for understanding.
Findings:
It was found that the flipped classroom approach worked but the design of the online materials were crucial to the success of the program.  The instructor of the course needed to proactively plan which could cause overload of the instructor.  To be successful a flipped classroom approach should not be solely used.
APA Citation
Marks, D. B. (2015). Flipping the classroom: Turning an instructional methods course upside down. Journal Of College Teaching & Learning, 12(4), 241-248.

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Flipped Instruction for Information Literacy: Five Instructional Cases of Academic Librarians

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Flipped Instruction for Information Literacy: Five Instructional Cases of Academic Librarians

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Source:  Peer-reviewed
Methods:
Qualitative (documentation, archival records, interviews, direct observations, participant-observation, and physical artifacts — with triangulation of the collected evidence) in which five libraries that used flipped method of instruction were studied focused on two components    assigning a pre-class assignment and increasing classroom active learning.
Findings:
It was found that the flipped instruction by the librarians  increased opportunities to engage with students, and situated the learning and instruction in practice and assessment. It also provided more opportunities for information literacy instruction without increasing classroom time. The amount of time needed to prepare for instruction and and the need for class participation were the challenges to flipped instruction.
APA Citation
Loo, J. L., Eifler, D., Smith, E., Pendse, L., He, J., Sholinbeck, M., & ... Dupuis, E. A. (2016). Flipped instruction for information literacy: Five instructional cases of academic librarians. Journal Of Academic Librarianship, 42(3), 273-280.

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Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

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Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

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Source:  Peer-reviewed
Methods:
A quasi-experimental design with a pretest and control group investigated whether flipping an algebra classroom led to a stronger focus on conceptual understanding and improved learning of systems of linear equations for 54 seventh- and eighth-grade students using teacher journal data and district-mandated unit exam items.
Findings:

The findings were flipped instruction required the student teacher to develop structured pre-assessments for every lesson. Although the process of flipping the classroom was very time consuming, it was encouraging and helped with student perception. Ultimately, the way a teacher teachers yields the best results in student achievement.

APA Citation
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations. Computers In The Schools, 32(3-4), 201-223.

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Source:  Popular
Abstract:
This article explain that flipped classrooms gives students exposure to the material before coming to class so that time in class can be spent on the processing part of learning.  They also provide incentive for students to be prepared for class.  It helps teachers assess student understanding.  It provides time for higher order learning activities.
Findings:
There were no findings in this article. Brame did if information on how people learn and related it back to how the flipped classroom could be used to meet the needs of the learners.
APA Citation

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

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7 Things You Should Know About...Flipped Classrooms

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7 Things You Should Know About...Flipped Classrooms

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Source:  Popular
Abstract:
This article begins with a flipped classroom scenario.  It then gives explanations of the following 7 things you should know about the flipped classroom: what it is, how does it work, who's doing it, why is it significant, what are the downsides, where is it going, and what are the implications for teaching and learning?
Findings
There are no finding in this article.  However, important factors are in bold to answer the questions.
APA Citation

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Source: Practitioner
Abstract:
In this question and answer session, McCrea interviews Barry Fox, the Denton Independent School District director of instructional technology, on webcasting and video-sharing application, the challenges the district faced in setting up the program, and advice to other schools that want to follow a similar path.
Findings:
There were no research findings.  However, this is a great piece to use when if a school district or teacher wanted to being to introduce the flipped classroom.
APA Citation
McCrea, B (2013). Honing the flipped classroom. The Journal.
http://thejournal.com/newsletters/21stcenturyschool/2013/09/20130925.aspx

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Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends

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Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends

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Source: Practitioner
Abstract:
A survey was conducted from more than 403,000 K-12 students, parents, teachers, administrators and community members in the fall of 2013. In the survey, flipped classrooms were addressed. Student accessibility to digital learning materials was considered a barrier among teacher when implementing a flipped classroom.
Findings:
Some of the findings were, one in six math and science teachers surveyed said they have used the flipped classroom approach.  Seventy-five percent of middle and high school students said they think flipped classrooms would help them learn.

Almost 20 percent of teachers told surveyors they want to learn how to flip their classrooms
APA Citation
Meyer, L (2014).  Report: Interest in flipped classrooms surpasses other digital learning trends.  The Journal.