# 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. In order to make comparisons, each participant teacher created video lessons for one class and used traditional lecture methods for a second class. Students were given a pre-test to determine prior knowledge and a post-test to determine learning gains. Participant teachers and students were given surveys to determine their perception of flipped instruction.
Findings
The researchers found that in the 19 classrooms; 10 flipped classrooms scored significantly higher than the traditional classroom; 1 traditional classroom scored higher than the flipped classroom, and 5 classrooms showed no significant difference. Data suggests that flipped instruction is as effective, or more effective than traditional lecture in a wide range of subjects. Qualitative data (surveys) also indicate that the majority of students were satisfied with 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.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Abstract: Byron High School faced a dilemma with new state math standards, outdated math textbooks, and no money to purchase new textbooks.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
Teachers see Improvements from Flipped Classroom

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

# data[].attributes.body
Source: Popular
Abstract: Byron High School math teacher,  Troy Faulkner, says that his students take more ownership of their learning and are more engaged. Instead of passively listening, they are actively applying mathematics.
At Clintondale High, a social studies teacher conducted an experiment comparing traditional and flipped classes. Students in the flipped class outperformed students in the traditional class and no student in the flipped class scored below a C grade.
Findings:
All of Byron's math classes are flipped. According to math teacher, Troy Faulkner's unscientific analysis,  student proficiency in calculus rose 17.7%; Pre-calculus rose by 12.4%; and Algebra 2 rose by 15.1%.
APA 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.