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Source: Practitioner
Abstract: Joe Hirsch discusses the difficulty in differentiating instruction for students. However, he found a way to assist in scaffolding instruction where the learning of entry level goals were taken outside the classroom setting. As students arrive to class, the instructor has the opportunity to help students "where they are" after the instruction has taken place and the work begins within the classroom setting. Hirsch reminds the reader that in order to effectively fliperenciate instruction educators must remember to; begin with the end in mind, know the score and reframe your role as the instructor.
Findings: Hirsch elaborates that when this model is used, instruction time is maximized and time spent in class working on projects can deepen student understanding. Students are more engaged due to personal interaction with the teacher. Collaboration among students will grow.
APA Citation: Hirsch, Joe (2014). "Fliperentiated" Instruction: How to create a customizable classroom.  Edutopia. Retrieved November 16 2016, from https://www.edutopia.org/blog/fliperentiated-instruction-create-customizable-classroom-joe-hirsch

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Source: Practitioner
Abstract: Pooja Patel is a middle school English teacher. She was struggling with balancing between instruction and student work time. The 75 minutes she had to teach her students, left little to no time for students to work in the classroom and gain assistance from the teacher. Patel decided to flip her instruction dealing with writing essays. She created podcasts using powerpoint and prezi for visuals to her students to view out of class. Students had to watch the video at home (more than once if necessary) and complete homework before returning to school.
Findings: Patel allowed her students to evaluate the videos and the learning procedure taking place. The students stated that the videos were effective and a powerful resource. Students also stated that the videos allowed for more process thinking time and allowed for more time to write.
APA Citation: Patel, Pooja (2013). An Experiment in Flipping. Association for Middle Level Education. Retrieved November 15 2016, from http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=339

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Source: Practitioner
Abstract: Educator Susan Murphy was having a difficult time teaching the required software for her video production class. Murphy had 40 students within her classroom, many of which had never touched a computer before. Her students were confused, bored and had trouble following along. That is when she knew she wanted to give the flipped instructional model a try.
Findings: Murphy stated that her students are more excited to come to class, as they feel more accomplished. She also noted that she is able to help struggling students in class and even those who are advanced are getting to help others as well.
APA Citation: Dunn, Jeff (2011). How Flipped Instruction Actually Works (Interview). Edudemic- Connecting Education and Technology. Retrieved November 15 2016, from http://www.edudemic.com/real-flipped-classroom/.

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A Self-Regulated Flipped Classroom Approach to Improving Students' Learning Performance in Mathematics 

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A Self-Regulated Flipped Classroom Approach to Improving Students' Learning Performance in Mathematics 

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Source: Peer-Reviewed
Methods: Quantitative (performance test, questionnaires of self-efficiency and self-regulation). An experiment was performed in an elementary school to determine if self-regulation flipped instruction would assist students schedule their out-of-class time to "digest" the math material needed for class.
Findings: The approach to the self-regulated flipped instruction improved students' learning achievement, self efficiency, and self-regulation. The approach also assisted students in determining their own learning goals and performance levels. Student learning achievement increased by observing the post-test scores of students of the experimental group and control group. The Levene's Test was used to determine the Analysis of Covariance which resulted in the experiential group was significantly higher in the area of self-efficiency than the control group. The ANCOVA also showed positive growth of self-regulation on the experiential group of students, meaning that the self-regulated flipped classroom approach stimulated the experiential group.
APA Citation: Lai, C., & Hwang, G. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100126-140. Retrieved November 14 2016, from
http://www.sciencedirect.com.ezproxy.una.edu/science/article/pii/S0360131516301166

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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
Methods: Quantitative (pretest, quiz, post test) and Qualitative (observations). This experiential case study determined the effectiveness of flipped instruction in a ninth grade science classroom. Four sections were taught- 2 traditional instruction and 2 flipped instruction.
Findings: The results stated that by  the collection of the post test scores and the information acquired through student observations, the flipped instruction had a positive effect on student achievement. As you look at the data, you will notice the mean of the test scores between the flipped instruction students and traditional the difference is 4.67. Also the informal observations and discussions suggested that students learning the traditional way were slightly envious of those in the flipped classroom. The traditional classroom students stated that the flipped classroom got to be a part of more laboratories and had much more hands on learning that they got to take part in.
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. Retrieved November 14 2016, from http://link.springer.com.ezproxy.una.edu/article/10.1007%2Fs10956-016-9634-4

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Using a Flipped Classroom Approach to Support Problem Based Learning

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Using a Flipped Classroom Approach to Support Problem Based Learning

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Source: Peer-Reviewed
Methods: Qualitative (student interview) 24 students were enrolled in a physiological statistics course. Students were asked to list relevant topics of interests to study during the 16 weeks. The instructor formed 8 PBL modules along with videos to assist in problem solving. At the end of the course, 10 students were randomly selected to be interview on their experience.
Findings: Four themes emerged from the student interviews following the flipped classroom and PBL;

relevance- students were motivated and engaged

reciprocal learning- many used the videos often to aid in learning, others used it once or twice (videos helped clarify)

teacher as facilitator- teacher was able to be involved and found to be very helpful

self-efficiency- videos helped student see improvement in understanding

APA Citation: Tawfik, A. A., & Lilly, C. (2015). Using a Flipped Classroom Approach to Support Problem-Based Learning. Technology, Knowledge And Learning, 20(3), 299-315. Retrieved November 14 2016, from http://search.proquest.com.ezproxy.una.edu/docview/1712732265/fulltextPDF/EB69E87123F04837PQ/1?accountid=14668

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Source: Popular
Abstract: In recent years, two chemistry teachers, Bergmann and Sams, struggled with catching absent students up with material that was covered in class. They determined that videoing themselves and posting online not only helped absent students, but those who were present as well. After using the flipped instruction model, the teachers saw a difference in the way they were able to interact with students. Students were able to have more individualized instruction and more hands-on learning in the classroom.
APA Citation: Tucker, Bill (2012). The Flipped Classroom. Retrieved November 14 2016, from http://educationnext.org/the-flipped-classroom/.

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How One School Turned Homework On It's Head With "Flipped" Instruction

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How One School Turned Homework On It's Head With "Flipped" Instruction

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Source: Popular
Abstract: Greg Green, the principal at Clintondale High School was desperate for instructional change. In 2010, with half of the school's 9th graders were failing on certain subject areas. Green decided to flip the instruction of the entire school. Standing at the worst 5% of all schools in Michigan before the flip, Clintondale has less failure rates and standardized testing scores have increased.
APA Citation: Fritz, Mike (2015). How one school turned homework on it's head with "flipped" instruction. Retrieved November 14, 2016, from http://www.pbs.org/newshour/rundown/what-does-a-flipped-classroom-look-like-2/

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My View- It's Never Too Late To Begin Flipping Your Classroom

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My View- It's Never Too Late To Begin Flipping Your Classroom

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Source: Popular
Abstract: Overly-stressed mother and daughter teach the same intense AP math course at different schools. One summer, the daughter attended a conference where she began to learn about a software that she could utilize to video her teaching lessons. A light bulb went off and Stacey, the daughter, was motivated to try the flipped instruction model for her classes that started in the Fall. Mom, Wendy a 58 year old veteran teacher, was hesitant to begin instructing using the flipped model. However, they spent the time planning and videoing. They saw an increase in scores, and also a new-found excitement to teaching the rigorous subject area.
APA Citation: Roshan, Stacy & Roshan, Wendy (2012). My view: it's never to late to begin flipping your classroom. Retrieved November 14 2016, from http://schoolsofthought.blogs.cnn.com/2012/08/24/my-view-its-never-too-late-to-begin-flipping-your-classroom/