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The Effects of the Flipped Model of Instruction on Student Engagement and Performancein the Secondary Mathematics Classroom

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The Effects of the Flipped Model of Instruction on Student Engagement and Performancein the Secondary Mathematics Classroom

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Source: Peer-Reviewed
Abstract:  The purpose of this quantitative and qualitative research study was to make improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction. 42 students, 18 boys and 24 girls. ranging in age from 13 to 15 in two algebra one classes participated in this study. These students were evaluated though pre- and post- surveys, teacher created unit test, random interviews, and a focus group. The researcher also documented observations, thoughts, experiences, and insights on flipped instruction daily.
Findings: There was not a
significant difference in performance between those students taught using the flipped model of instruction with an average being 80.38 and those who were in the traditional classroom environment with an average being 80. These results suggested similar performance abilities between the traditional and flipped classrooms on the content covered on the unit test. All of the students in the focus group session mentioned how they experienced an increase in classroom participation when compared to class time prior to the flipped model of instruction intervention. A large amount of days in which the students were actively participating in the classroom activities and enthusiastically involved in all aspects of the classroom were documented. Eighty-eight percent of the students surveyed stated they actively participated in all aspects of the flipped classroom compared to 76% in the
traditional classroom environment. The students thought the flipped model of instruction was more effective and applicable because of the variety of teaching practices incorporated within this approach.
APA Citation: Clark, K.(2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom.  Journal of Educators Online, 12 (1), 91-115.  Eric.ed.gov. Retrieved 20 November 2016, from http://files.eric.ed.gov/fulltext/EJ1051042.pdf

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The Flipped Classroom: A Twist on Teaching

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The Flipped Classroom: A Twist on Teaching

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Source: Peer-Reviewed
Abstract: The purpose of this qualitative research was to review and provide research on the implementation of the
flipped classroom. It also provides implementation methods and tools to be utilized in a flipped classroom. 58 teachers were surveyed with 21 brand new teachers, 13 teachers that had 2-5 years experience, and 24 teachers that had more than 5 years experience. Of those 58 teachers only 3 implemented flipped instruction.
Findings: All three teachers that utilized flipped instruction reported increased student engagement, improved student scores, and fewer incomplete assignments. Teachers reported their students experienced less frustration over assignments and felt that they received more support. Flipped instruction requires additional work and is dependent upon technological resources available for teachers and students.
APA Citation: Schmidt, S., & Ralph, D. (2016). The flipped classroom: A twist on teaching. Eric.ed.gov. Retrieved 20 November 2016, from http://files.eric.ed.gov/fulltext/EJ1087603.pdf

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An Inquiry Into Flipped Learning in Fourth Grade Math Instruction

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An Inquiry Into Flipped Learning in Fourth Grade Math Instruction

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Source: Peer-Reviewed
Abstract: The purpose of this qualitative action research project was to gain understanding of the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of 27 students through a gradual process with the first quarter being traditional instruction, the second quarter with partial flipped instruction, and the third quarter with flipped instruction. Data was collected in the form of classroom observations, teacher reflections and surveys from both parents and students.

Findings: The study found that flipped
learning shifted the role of the teacher to that of a classroom facilitator. There was a reduction of missing or incomplete work assignments from 2.35% in the first quarter to 1.35% in the third quarter. 84.63% of students reported on the final survey that they enjoy practice activities during class time and anecdotal records supported increased student engagement. Flipped learning created an engaging instructional environment, which gave students the opportunity to experience a greater responsibility over their own learning process.  Parents overall reported positive changes in their children as a result of the flipped instruction.
APA Citation: D'addato, T., & Miller, L. (2016). An inquiry into flipped learning in fourth grade math instruction. Eric.ed.gov. Retrieved 15 November 2016, from http://journals.nipissingu.ca/index.php/cjar/article/view/261/128

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AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE MATH INSTRUCTION | D'addato | The Canadian Journal of Action Research

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AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE MATH INSTRUCTION

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Determining Useful Tools for the Flipped Science Education Classroom

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Determining Useful Tools for the Flipped Science Education Classroom

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Source: Practitioner
Abstract: This is a 3-year study on the perceived utility of supplying elementary science teacher interns tools to create flipped lesson plans. The research accessed qualitative and quantitative measures to sample intern reaction to the notion of a flipped classroom. Overall the implementation of the four resources in a flipped classroom mode resulted in at least 10% better grades on the first lesson by comparison to the 2 years before flipped instruction.
Findings: The implementation of the four resources in a flipped classroom mode resulted in at least 10% better grades on the first lesson by comparison to the 2 years before flipped instruction.
APA Citation: MacKinnon, G. (2015). Determining useful tools for the flipped science education classroom -- CITE Journal. Contemporary Issues in Technology and Teacher Education, 15(1). Retrieved 15 November 2016, from http://www.citejournal.org/volume-15/issue-1-15/science/determining-useful-tools-for-the-flipped-science-education-classroom

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What Is Flipping?

The notion of "flipping" as it relates to educational practice has recently grown in popularity (Arnott, 2013; EDUCAUSE Learning Initiative, 2012; Saban, 2013; Tucker, 2012; Ullman, 2013). The Flipped Learning Network (FLN, 2014) has provided important distinctions between flipped learning and flipped classrooms. Whereas flipping a class may be as simple as providing a range of resources to supplement and modify content engagement sequences, flipped learning has been defined as "a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."

In addition and more specifically, flipped learning is said to adhere to four fundamental pillars (FLN, 2014). The first of these pillars is a flexible environment, the criteria that learning spaces (time and place) must be flexible for the student. The second pillar is learning culture, which means that the learning be student centered, with classroom instruction time representing unique opportunities to extend the learning through rich discussions.

Pillar three is intentional content, referring to the instructor's proactive approach to delineating what is to be formally taught versus what is to be the student's role in personal engagement of the content. The final pillar, professional educator, indicates that teachers must actively scaffold learning with timely and continuous feedback to students as they negotiate self-directed learning.

In practice, while flipped learning may take different forms in the classroom, it is most often characterized by supplying lecture notes, readings and supplemental resources before class, thereby maximizing in-class interaction through hands-on activities, problem solving, or Socratic discussions of key questions, for example. Clearly, flipped learning bears a distinctive and far-reaching definition by comparison to the flipped classroom. Defining the associated pedagogy related to the oft-used terms makes it much easier to consider the potential the approach has to empower learning.

Research on Benefits and Challenges

Fulton (2012) suggested the following positive potential for the flipped classroom:

Students define learning pace.

Scaffolding of homework in the classroom allows for teacher as diagnostician.

Content is customizable for students.

Classroom time is more efficient and engaging.

Teachers report improved student motivation.

It is consistent with current pedagogical trends.

Technology as a tool is a natural fit.

The positive attributes of this approach have been documented in recent studies of engineering, nursing, pharmacy, physics, and statistics (Deslauriers & Wiemen, 2011; McLaughlin et al., 2013; Missildine, Fountain, Summers, & Gosselin, 2013; Papadopoulos & Roman, 2010; Strayer, 2012; Warter & Dong, 2012)

This praise has been balanced with critiques that (a) no significant difference in student performance has been demonstrated,( b) students might be unprepared or unwilling to do the necessary preliminary work,(c) the teacher has a significant task to orchestrate and coordinate materials access and activities, and (d) the format may diminish opportunities for a Socratic approach to teaching (Herreid, & Schiller, 2013; Lape et al., 2014; Strayer, 2012). Although applications haved ranged across content areas, science represents a compelling context for investigating this pedagogical approach.

Flipping and Science Education

Science education has a long history of providing supplemental materials to augment active learning in the classroom. With the onset of the constructivist movement (Brooks & Brooks, 1993) and the establishment of teaching standards (i.e., Next Generation Science Standards; Achieve Inc., 2014), the concept of the flipped classroom or flipped learning might be expected to be a logical extension of current science pedagogy. Nonetheless, educators (Bergmann, Overmyer, & Wille, 2013; Bergmann & Sams, 2012; Brunsell & Horejsi, 2011, 2013) continue to address the misconception that flipping in the context of science classrooms means more than offering asynchronous video resources or podcasts to students. Based on the work of Lape et al. (2014), Yarbro, Arfstrom, McKnight, and McKnight (2014) asserted that "the question is not whether this model is or is not effective, but rather, under what conditions can it be most effective" (p. 12).

Analogously, as with many studies of technology in classrooms, it is the integration with good foundational pedagogy that will ultimately determine the impact of this model. Berrette (2012), from a biology teaching perspective, highlighted a most prevalent use of flipped approaches in science. He provided students with engaging materials before class, ideas he expected them to tease out before arriving to class. He then allowed class time for student group analysis, where he provided scaffolding as students continued to interact with important questions in the curriculum.

As alluded to by Berette (2012), frequently instructors will provide reading materials or media resources in advance of a classroom meeting so that student-teacher interaction is maximized through attending to (a) conceptual understandings and (b) computational problems. This "thinking out loud" as the teacher works through issues not only demonstrates problem solving skills but also provides valuable opportunities for just-in-time learning (Halverson & Collins, 2009). It remains for science teachers to investigate the nature of content materials that can be provided and the pedagogy that best promotes meaningful learning. What and how do educators flip the traditional classroom? As per established definitions (FLN, 2014) the study described in this paper is that of a flipped classroom.

Study Context

An action research study (Beaulieu, 2013; Stringer, 1996) was conducted in a science teacher education course over 3 consecutive years. The instructor (and author) prepared various supplemental materials that might support a constructivist teaching model (Driver & Oldham, 1986) introduced in the class. The study accessed both quantitative and qualitative measures in an effort to define the more productive tools to use in a flipped science teacher education classroom. While the sample is limited to particular student groups by design, generalizability may be extended to similar contexts, an approach to interpretive work that is inherent to classroom action research (Beaulieu, 2013).

The study was undertaken at a small Canadian liberal arts institution of approximately 3,500 students and 220 full-time faculty members. In 1996, Acadia University was recognized by the Smithsonian for its laptop initiative, the first campus-wide laptop integration project of its kind in Canada. The School of Education offers an after-degree 60-credit-hour bachelor of education in two formats over 16 months or 24 months.

All teacher interns in the elementary school stream are required to take introductory science education as a teaching methodology course. The sample alluded to in the ensuing research discussion was drawn from this select group over a 3-year period.

The teaching of this science education course was grounded in an inquiry-based constructivist approach (Martin, 2011). Teacher interns experienced science in this course through activities that prompt cognitive dissonance (Wicklund, & Brehm, 2013) and focused discussions that served to force students to accommodate their newfound knowledge within prior learning schema (as in Posner, Strike, Hewson, & Gertzog, 1982). Over a 10-week period, interns met with the instructor once a week for 3.5-hour classes. In this timeframe typically 2.5 hours was dedicated to activities/investigations.

What Was Flipped?

A sample of 97 teacher interns over three consecutive iterations of the introductory science education course were supplied with four distinct tools to supplement their 3.5-hour lecture and subsequent lesson planning around the topic of constructivist teaching and learning. The model taught is outlined in Figure 1.

Figure 1. A model for designing a constructivist lesson (adapted from the work of Driver & Oldham, 1986).

These tools included the following:

Lesson plan examples on an instructor-prepared CD-ROM entitled "Teacher as Planner and Presenter," which included lessons of poor quality submitted by students in the past. Lesson parts as per Figure 1 were presented to students, who then had to decided what was problematic and then select on the CD-ROM a suggestion or solution description by the instructor. The recurring issues from some 12 years of plan submissions formed the database of examples for students to access.

A voice-over PowerPoint presentation entitled "Diagnosing Lesson Plan Problems." This resource categorized common lesson plan inadequacies, and the instructor provided comment through an audio recording synchronized with the slide presentations. Students could choose to revisit or pause the presentation slides at will.

A compiled mini-handbook entitled Strategies for Formative Assessment in the Science Classroom. Science education students in this course (typically with educational histories steeped in summative assessment) have difficulty generating formative assessment tools (Angelo & Cross, 1993) for "assessment for learning." To this end, the instructor created a small handbook of multiple strategies for all learning contexts, which students were supplied in paper format prior to the lecture.

A video-recorded lecture on contextualizing learning entitled "Developing the Need to Know." The rationale for this resource was the recurring problem of establishing context for lessons. Often teacher interns create lessons where the primary reason for learning is that, as interns would say, "It is in the curriculum." In an effort to promote more relevant lessons generating cognitive dissonance and of societal interest, a focused lecture was video recorded. This lecture included a range of strategies for students to consider.

Each of these tools was supplied to teacher interns before the lessons on constructivism and their concomitant lesson planning assignments. In the class time afforded by flipping these resources, the instructor (a) engaged discussions of the components of a constructivist plan and the inherent rationale based on the work of seminal psychologists (Piaget, Vygotsky, Ausubel, Bruner, Posner, etc.), (b) modeled constructivist activities followed up with a revisiting of the Driver and Oldham (1986) model, (c) coordinated brainstorming sessions to unearth a range of strategies for creating cognitive dissonance, (d) engaged interns in role plays to demonstrate the importance of studying societal issues in science, and (e) investigated the nature of science in process skill activities.

Based on their lived experience of constructivism, interns were assigned the task to create a constructivist lesson plan which they submitted 1 week later. In an effort to improve these plans, individual intern-instructor sessions were scheduled in which plans were deconstructed around key constructs such as (a) learning objectives, (b) restructuring activities, (c) scaffolding, and (d) assessment strategies. These sessions culminated in a second submission of an improved plan by the intern.

Research Methods

A 20-question electronic survey (in 5-point Likert format, spanning strongly agree to strongly disagree) was designed and field tested with 5 teacher interns to promote clarity and remove ambiguity of question intent. The edited survey sampled students' opinion on the relative helpfulness of the four tools as they embarked on their first constructivist lesson plan. Teacher interns ( n = 97) from three consecutive course iterations responded to the survey.

Based on the collated survey results, a standardized open-ended interview guide was developed (Patton, 2002). From the larger sample, 20 interns were randomly invited for a 30 minute audio-recorded interview. Of that group, 14 interns responded to invitations for interview sessions, 4 from Year 1, 4 from Year 2 and 6 from Year 3. Transcripts of the audio interviews were coded in an iterative process (Huberman & Miles, 2002), which included revisiting quantitative trends from the electronic survey. It is duly recognized that mean determinations for Likert data are arguably not continuous variables; however, in this research context, the survey results served only to direct more trend-oriented focused questions for the interview guide.

The cumulative empirical materials and interpretive framework were "member checked" (Guba, 1981) with two focus groups (Krueger & Casey, 2009) of 5 interns each in an effort to corroborate findings and/or discard outlier qualitative feedback. The overall data set was reconsidered in a peer debriefing session (Guba, 1981) with a research colleague unconnected with the action research study. For the benefit of comparison only, the first lesson plan scores of the study participants was compared to those of students in course iterations over 2 years prior to the flipped classroom study. It should be noted that the identical scoring rubric was used to score plans from that 5-year period, that is, 2 years prior and 3 years during the study.

Results

In studies involving some level of technology intervention, it is important to establish participants' predisposition to technology use. In this way the researcher can decide whether this predisposition is reflected in the overall survey of opinion regarding the intervention. In this action research study, the electronic survey found only 10% of students suggested that using the technology to access supplemental materials for the flipped classroom impeded their learning. This result would suggest that any negative attitude toward an intervention is likely due to the intervention itself (in this case a resource for the flipped classroom) and not frustration associated with the technology.

The data in Figure 2 represent those students who agreed or strongly agreed that the flipped supplemental resources were useful in preparing their first constructivist lesson plan. For the last three resources, at least 75% of interns found that providing this type of resource before the associated lecture was useful in preparing the first lesson plan.

Figure 2. Percentage of interns who agreed or strongly agreed that the intervention (1-4) was helpful in planning their first constructivist lesson.

From the data presented in Figure 2 it is clear that the first intervention (the CD-ROM) had the least impact on students in terms of planning their first lesson. In interviews interns were asked why they thought some of their peers found the CD-ROM resource less useful than the other tools in terms of preparing their first lesson plan. Over half of the interviewees suggested it took more time to access the CD-ROM. In addition, interviewed interns from the last year, in particular, suggested that their laptop computers did not house CD disk drives. The choice of medium was heavily influenced by the standardized laptops that were supplied to students at the onset of the laptop initiative. In later years, students were given a choice of laptops to purchase and bring to class. This meant there was a mixture of computing machines within the student sample over the period of 3 years. These computers had different capabilities, with early machines housing CD drives (MacKinnon, 2007, 2011)

Interns in the future will be supplied smaller files on the course Moodle® site, while the larger electronic files will be placed on USB thumb drives. The majority of the interviewed group said that the PowerPoint slideshow with voice-over explanations of problematic areas was easier and faster to access and involved more explanation than the text version on the CD-ROM.

In focus groups, students were unanimous in suggesting that the formative assessment examples had more impact because that was an area of particular difficulty. One intern said, "We have been exposed to summative assessment, but the idea of assessing for the purpose of judging ongoing learning is new to us. We needed samples."

In interviews interns said they had challenges invoking a state of disequilibrium in their students. Focus groups articulated this point more clearly. One student offered the following comment that captured the consensus of the group. "It's so difficult to generate a good hook, you know, to catch their interest, to pose a good question." This statement led to a productive discussion suggesting that interns have a propensity to choose an entertaining or sensational demonstration (students love explosions, lights, and smoke) before they even consider the learning outcomes.

The data represented in Figure 3 indicate that first lesson plan scores (using the same rubric) were higher in the 3 years using the flipped approach than those 2 years prior to the intervention. It is important to note that number of students used to calculate the mean score on this plan varied from Year 1 to Year 5 as follows: 55, 54, 49, 25, 23, respectively. This variation was due to the number of sections of the course being offered in corresponding years.

Figure 3. Lesson plan grades 2 years before and 3 years during the flipped classroom (1-5 represents the years that grades were drawn from).

Conclusions

As with all action research, the ultimate aim is to improve a system. In this investigation, teacher interns provided both quantitative and qualitative feedback that was useful for making improvements in future offerings of the elementary science methods course. Specifically students offered the following suggestions:

All resources, where possible, should be supplied online and in cases of large files on a USB drive.

The resources supplied in advance should be directed to assist interns with problematic lesson planning areas identified in the past.

The database of examples of substandard lesson plans should be extended.

Examples of formative assessment strategies should be extended.

Breaking the lesson suggestions into components, as per Driver's model (Driver & Oldham, 1986), makes it easier to focus on one aspect of the plan at a time.

The examples of stage setting, including context building and use of discrepant events, was helpful. These examples should be extended.

The in-class sessions should continue to emphasize the practical examples of constructivist activities so that the experiencing of these learning modes informs later planning.

Further Work

After these suggestions are implemented, the action research cycle (Stringer 1996) will again be employed to identify, through longitudinal studies, further improvements in the potential for flipped approaches in the course offering. The inevitable addition of new technologies will pose new possibilities for providing students with learning materials before and after the formalized face-to-face class time. The ultimate aim will be to identify those categories of resource intervention that demonstrate a tangible improvement in the conceptual understanding on the student's part.

Using a submitted lesson plan as an assessment tool is arguably open ended, but it is possible to highlight key areas of deficiency particularly within the broader notion of creating plans that promote constructivist learning environments. This goal can be accomplished by meeting with students one on one and discussing their objectives and their strategies for achieving said aims. These microteaching opportunities assisted in the analysis of the relative utility of flipped classroom tools.

References

Achieve, Inc. (2014). Next generation science standards. Retrieved from http://www.nextgenscience.org/

Arnott, K. (2013). Turning the classroom on its head. Education Today, 25(1), 22-24.

Beaulieu, R. (2013). Action research: Trends and variations. Canadian Journal of Action Research, 14(3), 29-39.

Bergmann, J., Overmyer, J., & Wille, B. (2013, July 9). The flipped class: Myths vs. reality. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

Berrett, D. (2012, February 19). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857

Brooks, J. G., & Brooks, M. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Brunsell, E., & Horejsi, M. (2011). "Flipping" your classroom. The Science Teacher, 78(2), 10.

Brunsell, E., & Horejsi, M. (2013). Science 2.0: A flipped classroom in action. Science Teacher, 80(2), 8-8.

Deslauriers, L., & Wieman, C. (2011). Learning and retention of quantum concepts with different teaching methods. Physical Review Special Topics-Physics Education Research, 7(1), 1-6. doi: 10.1103/PhysRevSTPER.7.010101

Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.

EDUCAUSE Learning Initiative. (2012). 7 things you should know about flipped classrooms. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7081.pdf

Flipped Leaning Network. (2014, March 12). Definition of flipped learning. Retrieved from www.flippedlearning.org/definition

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with Technology, 38(9), 12.

Guba, E. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), 75-91.

Halverson, R. & Collins, A. (2009). Rethinking education in the age of technology. The digital revolution and schooling in America. New York, NY: Teachers College Press.

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Huberman, A. M., & Miles, M. B. (2002). The qualitative researcher's companion. London, UK: Sage.

Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research. Chicago, IL: Pine Forge Press.

Lape, N., Levy, R., Yong, D., Haushalter, K., Eddy, R., & Hankel, N. (2014) Probing the inverted classroom: A controlled study of teaching and learning outcomes in undergraduate engineering and mathematics. Paper presented at the 121st ASEE Annual Conference & Exposition, Indianapolis, IN.

MacKinnon, G. (2007). A decade of laptop computers: The impact on the pedagogy of university faculty. Journal of Instruction Delivery Systems, 21(3), 7-20.

MacKinnon, G. (2011). Green guide: Technology in higher education. London, Ontario: Society of Teaching & Learning in Higher Education.

Martin, D. J. (2011). Elementary science methods: A constructivist approach. New York, NY: Cengage Learning.

McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9). doi: 10.5688/ajpe779196

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. doi:10.3928/01484834-20130919-03

Papadopoulos, C., & Roman, A. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. Paper presented at the 40th ASEE/IEEE Frontiers in Education Conference, Washington DC.

Patton, M. (2002). Qualitative research and evaluation (3rd ed.) Thousand Oaks, CA: Sage.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 6 6(2), 221-227.

Saban, Y. (2013). The flipped classroom instructional module (Unpublished paper). Retrieved from ScholarSpace: http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/27174/ysaban_tcc_paper.pdf?sequence=1

Strayer, J. (2012). How learning in an inverted classroom influences coopertaion, innovation and task orientation. Learning Environments, 15(2), 171.

Stringer, E. (1996). Action research: A handbook for practitioners. Thousand Oaks, CA: Sage.

Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

Ullman, E. (2013). Tips to help you flip your classroom. Education Update-ASCD 55(2) 1-5.

Warter, P., & Dong, J. (2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. Paper presented at the ASEE PSW Section Conference, California Polytechnic University, San Luis Obispo, CA.

Wicklund, R. A., & Brehm, J. W. (2013). Perspectives on cognitive dissonance. New York, NY: Psychology Press.

Wiggins, G. P., & Mctighe, J. A. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Yarbro, J. , Arfstrom, K., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning. Retrieved from the Flipped Learning Network website: http://flippedlearning.org/cms/lib07/VA01923112/Centricity/
Domain/41/Extension%20of%20FLipped%20Learning%20LIt%20Review%20June%202014.pdf

Author Notes

Gregory MacKinnon, PhD
Professor of Science & Technology Education
School of Education, Acadia University
Nova Scotia, Canada
Email: gregory.mackinnon@acadiau.ca

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Determining Useful Tools for the Flipped Science Education Classroom

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What Is Flipping? The notion of "flipping" as it relates to educational practice has recently grown in popularity (Arnott, 2013; EDUCAUSE Learning Initiative, 2012; Saban, 2013; Tucker, 2012; Ullman, 2013).

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Source: Practitioner
Abstract: Jeff Dunn says flipped instruction has made his students happier while also increasing academic success in his math classroom. Utilizing flipped instruction allows the students to be teaching one another which opens up opportunities for him to actually listen to their discussions and customize learning. Flipped instruction created an overall environment of positivity and support.
Findings: Dunn's students' scores have increased both for in-class assessments and on AP exams. In just the first year of flipping instruction, the average AP score was up over half a point from the school's highest recorded average previously. Roshan found a greater percentage of increase of her students receiving 4s or 5s on the AP exams.
APA Citation: Dunn, J. (2012). To flip or not to flip? -- Edudemic. Edudemic. Retrieved 15 November 2016, from http://www.edudemic.com/to-flip-or-not-flip-your-classroom/

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To flip or not to flip? That is not the essential question. In assessing the optimal classroom dynamics, I would argue that we need to take a good look at what our classrooms look like right now, what activities our students gain the most from, what we wished we had more time for, and what things about our class we wish we could eliminate.

Do I flip: yes.

Would I recommend it: enthusiastically.

But let's start by rewinding for a minute, to my 2009 AP Calculus class. Most days when the end of period bell rang I felt like our class had just stepped off of this huge treadmill running at full speed for 45 minutes. I had so much material to get through, I had a very anxious class, and there simply was not enough time to have the calm, excited, inspiring classroom atmosphere I so desired.

Running Out Of Time

Worst of all, I felt that I never got to hear from my students because they were trying their best to digest the newly presented material. We just did not have the time to engage in the thoughtful discussion that is necessary in developing higher logic thinking.

So I asked myself the same questions that I posed at the beginning of this essay: what is working, what is not, and what do I wish I had more time for? My solution: eliminate lecture. But how could I pull that off?

Planning

That summer, I went to a technology conference and learned about Camtasia Studio - a screen capture program that would allow me to record my screen and audio, with rich editing features - I knew I was looking at something that was going to change my classroom completely and I haven't lectured new material in AP Calculus since.

In math, we often have the preconceived notion of a boring, rigid learning environment where the teacher lectures and the students do endless practice problems until the skill is mastered. The flipped classroom greatly improves this dynamic by sending the teacher-driven activity home and giving the students a voice in the classroom.

How Flipping The Classroom Worked

Flipping has brought life back to my classroom, and the limited 'data' I have collected shows that it's working. My students' scores have been up, both for in-class assessments and on the AP Exam. In the first year I flipped, the mean AP score was up over half a point (on a 5-point scale) from our highest recorded average in previous years. But more than that, my students seem so much happier and alive in the classroom.

The Compassion Of Technology

To those who say that technology in education feels automated, I would argue the exact opposite. Using technology has brought the compassion back into my classroom, giving me time to hear from my students and to work with them one-on-one, getting to know them better as individuals.

It allows me the opportunity to listen to their discussions and see them take ownership for their learning. They're teaching one another instead of me having to do the majority of instruction, and I am now there to immediately catch a misconception rather than have a student go home and reinforce that mistake.

But beyond the improved test grades and AP scores, the differentiated and customized learning experience the flipped classroom provides, the lasting resource I have given my students to reference throughout the year (and beyond), and the significant improvement in performance I have seen with some of my students with learning accommodations, the flipped classroom has allowed me to create a supportive, positive, calm environment where learning can truly thrive. And that is the greatest thing of all!

Stacey Roshan is AP Calculus teacher in Maryland who uses lecture-capture technology to flip her classroom. Rather than spending class time listening to her lecture, Stacey's students watch lectures at home and then do the traditional homework in class, where she can help them 1-on-1 with any problems they encounter.

As a result of the flipped class model, Stacey has been able to dramatically decrease anxiety among her students, while increasing grades and AP test scores.

After the flip, 77 percent of her students scored a 4 or 5 on the exam (the best possible score is 5, while 1 is the lowest).

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To flip or not to flip? That is not the essential question. In assessing the optimal classroom dynamics, I would argue that we need to take a good look at what our classrooms look like right now, what activities our students gain the most from, what we wished we had more time for, and what things about our class we wish we could eliminate.

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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 of 403,000 educators, administrators, students, and parents about flipped instruction yielded results of flipped instruction having a major impact on teaching and learning. The biggest barrier to flipped instruction is student access to internet and technology when not on school property. An increasing number of educators are interested in utilizing flipped instruction to increase student interest and academic success.
Findings: 25 percent of administrators identified flipped instruction as having a major effect on teaching and learning, compared to educational games and apps. 16 percent of teachers regularly record videos for their students for flipped instruction. 75 percent of high school and middle school students believe that flipped instruction would benefit their learning.
APA Citation: Meyer, L. (2014). Report: Interest in flipped classrooms surpasses other digital learning trends -- THE Journal. THE Journal. Retrieved 15 November 2016, from https://thejournal.com/articles/2014/03/21/report-interest-in-flipped-classrooms-surpasses-other-digital-learning-trends.aspx

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Research | News

Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends

Flipped classrooms are having a significant effect on teaching and learning, according to a new white paper from Project Tomorrow and the Flipped Learning Network.

The white paper, " Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning," reports on a survey of more than 403,000 K-12 students, parents, teachers, administrators and community members in the fall of 2013. The survey defined flipped learning as using lecture videos as homework while using class time for discussions, projects, experiments and personalized coaching.

According to the survey, a quarter of administrators identified flipped learning as having a major effect on teaching and learning, compared to only 21 percent who identified educational games and mobile apps and 19 percent who identified professional learning communities for educators has having a significant effect.

According to teachers and administrators surveyed, the biggest barriers to implementing flipped classrooms are concerns about student access to digital learning materials from home and the need for instruction on how to create or locate high quality videos and how to make the best use of additional classroom time. However, the survey identified a significant decrease in the numbers of teachers and administrators citing these concerns, and five percent of administrators have provided their teachers with training in the past year on how to implement flipped learning.

Key findings from the Speak Up 2013 survey include:

One in six math and science teachers surveyed said they use flipped learning;

Sixteen percent of teachers who responded reported regularly recording lessons for students to watch online;

Forty-five percent of librarians and media specialists surveyed told researchers they regularly create videos and other rich media as part of their jobs;

Thirty-seven percent of librarians siad they help teachers use and create videos and rich media;

Almost 20 percent of teachers told surveyors they want to learn how to flip their classrooms;

Forty-one percent of administrators indicated that they think pre-service teachers should learn how to set up a flipped classroom before they earn their teaching credentials;

Sixty-six percent of principals said they think teacher preparation programs should teach pre-service teachers how to use and create videos and other digital media for use in the classroom; and

Seventy-five percent of middle and high school students said they think flipped classrooms would help them learn.

"From this research, it is evident that the flipped learning model is gaining the attention of educators who are interesting in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation," said Julie Evans, CEO of Project Tomorrow, in a prepared statement.

The full white paper, "Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning," can be found on Project Tomorrow's site.

About the Author

Leila Meyer is a technology writer based in British Columbia. She can be reached at leilameyer@gmail.com.

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speak up 2013 national research project findings

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a second year review of flipped learning

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Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends -- THE Journal

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Research | News Flipped classrooms are having a significant effect on teaching and learning, according to a new white paper from Project Tomorrow and the Flipped Learning Network. The white paper, " Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning," reports on a survey of more than 403,000 K-12 students, parents, teachers, administrators and community members in the fall of 2013.

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Study Assesses Effectiveness of Flipped Classroom Approach

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Study Assesses Effectiveness of Flipped Classroom Approach

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Source: Popular
Abstract: Pearson and other George Mason University researchers conducted case studies to determine the effectiveness of flipped instruction. Benefits of flipped instruction include increased class time for one-on-one and group instruction, and broader methods of instruction. Overall the majority of schools saw increased student achievement when utilizing flipped instruction compared to traditional lecture.
Findings: Kilmer and Ventry found that 12 percent more students passed the Regents exam and 21 percent more students achieved mastery after the implementation of flipped instruction. The study at Ashland Middle School found that with flipped instruction 98 percent of students were completing their homework compared to only 79 percent in traditional classrooms. Roshan found a greater percentage of increase of students receiving 4s or 5s on the AP exams.
APA Citation: Granata, K. (2014). Study assesses effectiveness of flipped classroom approach. Retrieved 15 November 2016, from http://www.educationworld.com/a_curr/case-studies-effectiveness-flipped-learning-classroom.shtml

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As flipped learning becomes an increasingly popular instructional strategy, many are wondering whether it's effective enough to justify the hype. The Flipped Learning Network (FLN), Pearson and researchers at George Mason University conducted case studies to answer that important question.

Flipping the classroom means using Web-enabled instructional strategies that allow educators to spend class time interacting with students rather than lecturing. Most often, this involves assigning students an instructional video to watch online as homework, while problem-solving or other hands-on work occurs class time.

FLN defines flipping as a "pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."

The motivation behind flipping is that students can receive more one-on-one attention from the classroom teacher if they are actively working on an assignment in class. Proponents claim this leads to better understanding of a given lesson.

The Pearson article Extension of a Review of Flipped Learning explains the findings of the school case studies.

Benefits of flipped classrooms included the ability of teachers to present different "methodologies," the freeing up of class time and the chance to encourage and engage in more individual and small-group instruction.

In addition, schools often (though not always) saw better student achievement in flipped classrooms, as opposed to traditional lecture classes.

In Niagara Falls High School in New York, math teachers Amy Kilmer and Ed Ventry flipped their classrooms in 2013 to use class time for more applied activities and one-on-one instruction. Kilmer and Ventry recorded their lessons and posted them on an online collaborative platform. Students then got guided notes to complete while watching the videos at home. In class, students worked on "homework" assignments, while teachers were able to discuss the problems with students face-to-face.

Eighty-three percent of students in the honors Algebra II/Trigonometry class passed the Regents exam, compared to 71 percent the year before, and 35 percent of students achieved mastery, compared to 14 percent the year before. In the General Algebra class, 55 percent of students passed the exam, compared to 35 percent the year before, and 7 percent achieved mastery, compared to 4 percent the year before.

At Ashland Middle School in Massachusetts, two seventh-grade French classes were compared. One class was taught using a flipped learning method, while the other received traditional lectures. In the flipped class, students watched video lectures at home and particpated in project-based learning and workbook assignments in class.

Homework completion rates for both classes were at 79.8 percent, but for the flipped model, homework completion increased to 98.7 percent. On a French grammar quiz and written assignment before and after the flip, the flipped class scored better on the grammar quiz (78 percent vs. 88 percent) and written assignment (87.3 percent vs. 92 percent).

Stacey Roshan at Bullis School in Maryland flipped her AP Calculus course by having students watch videos outside of class and use class time to work individually or in small groups.

"She stated the proportion of students who scored a 4 or a 5 on the AP exam increased from 58 percent the previous year to 78 percent after the flip," the article said. "At Madeira School [in Virginia], Wendy Roshan, her mother and a math teacher at the school, implemented it in her first year teaching AP Calculus. She also reported success, stating that after the first year of flipping, 80 percent of her students scored a 4 or 5 on the AP exam."

At Public High School in Louisiana, teacher Kevin Clark used flipped learning in two ninth-grade Algebra I classes. Students watched videos and listened to instructor-created podcasts outside of class and spent class time working on math problems in groups. Students scored an average of 80.83 on the end-of-the-period test. These scores did not differ much from those of students in a traditional lecture class, who scored an average of 80.00.

Researchers concluded that while a promising strategy, flipped learning does not work in all contexts. They stressed that more research is needed to determine how and when flipping works to improve student learning.

Related resource
Best Practices for Flipping the Classroom

Article by Kassondra Granata, EducationWorld Contributor
Education World®
Copyright © 2014 Education World

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Flipped Learning Tested in Classrooms Across Nation | Education World

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As flipped learning becomes an increasingly popular instructional strategy, many are wondering whether it's effective enough to justify the hype. The Flipped Learning Network (FLN), Pearson and researchers at George Mason University conducted case studies to answer that important question.

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10 Published Results Supporting the Benefits of Flipped Learning

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10 Published Results Supporting the Benefits of Flipped Learning

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Source: Popular
Abstract: Ten different sources provide concise summaries or findings supporting various positive outcomes of flipped learning. A Montana State graduate student said flipped instruction leads to lower student stress levels, greater differentiation, and increased academic success. Flipped instruction led to greater academic success, increased personalization and differentiation, reduction of failing grades and withdrawals, greater interest with less boredom, and enriched learning experiences for students.
Findings: 7th Space Interactive found that students' self-perceived knowledge increased after flipped instruction. Weinstein found that students in flipped instruction courses had grades that were 10 percent higher than students that were in traditional classrooms. James Szoka found that 11 percent more students made a grade of A when in flipped instruction classrooms than in traditional classrooms.
APA Citation: Emerging EdTech. (2014). 10 published results supporting the benefits of flipped learning. Retrieved 15 November 2016, from http://www.flippedclassroomworkshop.com/results-studies-supporting-benefits-of-flipped-classroom/

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The Evidence Indicating That Flipped Instruction Works Continues to Grow

Have you ever come across statements online, or overheard people in dialogue, claiming that there is just no evidence supporting the effectiveness of incorporating technology in the educational process? Doesn't that just drive you nuts? This is simply an uninformed and wrong-headed claim.

Google " evidence supporting effectiveness of technology in education " and check out the results. No evidence? Think again.

Of course, here on this site, were focused on one specific technique that relies on technology make teaching and learning more effective - the flipped classroom or flipped instruction model. Flipped teaching and learning is making further inroads in schools across the world every day as teachers across the world discover and adopt it.
Here are 10 published findings and studies that offer qualitative and quantitative results that support the effectiveness of this technique:

This article discusses the use of flipped teaching and learning techniques at Spartan College of Aeronautics and Technology in Tulsa, Oklahoma. The article includes the following specifics re: measured success with the use of flipped instruction (the "new program"):

"The combined first-time pass rate under the old, traditional learning style program was 83.9 percent, college data show. The combined first-time pass rate for the new program is 96 percent, a more than 12 percentage point increase.

Overall costs of the program have been reduced for the student because every time a student failed an FAA test they would have to go back and retrain, Goertzen said."

A few excerpts from this article:

"Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge."

"On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale course was 4.7/5 compared to prior years'overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009)."

"At Villanova, Weinstein helped lead a pilot program for flipping engineering courses. New data from the program given to U.S. News shows the bottom third of students' grades were more than 10 percent higher than in a traditional classroom (the difference between a D+ and a C) and more than 3 percent higher for the class as a whole (moving from a C+ to a B-)."

Here is an abbreviated excerpt from the report's abstract:

"The study examines students' assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel ... students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it."

This is the first part of a pilot we ran at The College of Westchester in 2014. I'll soon be publishing results from the full pilot (which included 4 additional classes), which showed similar encouraging results.

"The most startling and beneficial result of the Partial Flipped Class pilot was the drastic reduction of DFW rates (Ed Note: DFW = D's, F's, and Withdrawals).

As the graphic below indicates, DFW grades were eliminated in the pilot of GEN300, and radically reduced in NET125. Similar results occurred in comparing prior offerings of the course taught specifically by the same instructor who taught the pilot course."
Excerpts from this article:
"For years, Scott Freeman taught Biology 180 - a gateway class - by standing in front of his students at the University of Washington and lecturing about biological systems, evolution and the chromosome theory of inheritance, 17 percent routinely flunked his class - a failure rate he considered "gruesome."

Freeman is now part of a new wave of Washington college instructors who are rethinking the college lecture hall ... Some are seizing on a relatively recent idea: "flipping" the class, by turning a lecture or other basic materials into homework, and spending more class time in practice and problem-solving.

Freeman says fewer than 4 percent of his students flunk the class today. About 24 percent earn an A, compared with 14 percent before he switched his methods. And he believes the material he's presenting is now harder, not easier."

In this article, teacher and administrator James Szoka writes about his experience as an administrator at a rural secondary school district in America. He observed teachers who implemented a flipped classroom with materials they designed and created. Over 250 video podcasts were made district-wide to provide content instruction.

"We performed research at that rural school to compare the effectiveness of the two delivery models of Algebra II/Trigonometry. There was a large enough sample of students to compare in a lecture delivery model and the flipped classroom model. Data was collected during the first term of the 2010-2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students). At the end of second semester the students in the podcasting delivery method had a GPA in their math class of 3.2/4, a B average. The students in the traditional delivery method had a GPA of 2.52/4, a C+ average. The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%."

A professor at the University of British Columbia, Louis Deslauriers, studied 850 undergraduate science students taking a required physics course. At the beginning of the term, students were placed in two groups. Both groups for the first 11 weeks of the course received instruction in the typical lecture delivery format by competent and well regarded instructors. At the 12 week mark, students in group 1 received instruction in a flipped classroom manner. Class time was spent on problem solving and discussion and content acquisition was left to be done by the student outside of the classroom with reading assignments. Students in group 2 continued in the typical lecture delivery format for the 12 th week.

At the end of the 12 th week, all students were given a test to determine their acquisition of content for the 12 week period. The test was scored on the correct out of 12 and the results are pictured above. Group 2 using the lecture delivery method had an average score of 41% and Group 1 had an average score of 74%.

This is a slightly different twist on the measurement of benefits of flipped teaching and learning. This thesis documents research conducted by a student in pursuit of a M.S. in Science Education at Montana State. The document abstract explains,

"In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels. For the second semester of their senior year, students watched video lectures outside of class and completed assignments during class time."

Jumping to the published conclusions,

"Students reported lower stress levels in this type of classroom environment compared to other classes. Results of the study indicated that use of differentiation and independent study, through the implementation of the flipped classroom model, was successful. The grades from semester one and semester two were significantly different, with the majority of students seeing an average increase of three points in semester grades."
Edited excerpt from the abstract:
"This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively."

This last study makes a key point, which is that there are few formally structured, rigorous studies focused on outcomes. It is also important to note that not all published findings and studies focused on the flipped classroom have reported positive results. For example, this recent report on EDUCAUSE did not find any statistically significant improvements in flipped classrooms in a couple courses studies over 2 years.

Conclusions

There are many factors that play into the effectiveness of flipped instruction, and only time will tell if continued professional development and experience with the technique yield predictable, repeatable increased performance.

There has been consistent growth of the use of this technique over the 7+ years since Sams and Bergmann began their efforts (which IMHO have been a primary catalyst in this grassroots movement). As more and more teachers gain experience and share and apply best practices, I have little doubt that there can be continued evidence coming forth supporting the effectiveness of flipped teaching and learning when carefully structured and leveraged.

It remains to be seen if administrators, parents, school boards, and other stakeholders governing education ultimately help or hinder the potential that is clearly displayed in these encouraging findings.

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10 Published Results Supporting the Benefits of Flipped Learning

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Have you ever come across statements online, or overheard people in dialogue, claiming that there is just no evidence supporting the effectiveness of incorporating technology in the educational process? Doesn't that just drive you nuts? This is simply an uninformed and wrong-headed claim.

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What Flipped Classrooms Can (and Can't) Do For Education

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What Flipped Classrooms Can (and Can't) Do For Education

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Source: Popular
Abstract: Algebra teacher Tyler Johnstone says his students are actively watching the instruction videos each night and many times watching them more than once. High school teacher Daniele Massey, says flipped instruction allows for greater individualization of instruction and allows her students with military families to remain up to date on their school work even when prolonged absences occur. Massey also says that once parents watched the videos and understood the material they realized
Findings: No study included/no findings
APA Citation: Graham, E., & Walker, T. (2013). What flipped classrooms can (and can't) do for education. Retrieved 15 November 2016, from http://neatoday.org/2013/03/29/what-flipped-classrooms-can-and-cant-do-for-education/

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Not too long ago, many teachers would have been horrified at the thought of their students watching them on YouTube. But in the world of "flipped" classrooms, students watching online videos of their teachers is a key part of their instruction. Tyler Johnstone, an algebra teacher in Folsom, CA, is one of the growing number of educators who have integrated the flipped model into their classrooms. Johnstone posts about four video lectures a week to YouTube. Students take notes while they watch the lectures and are usually assigned a few problems at home to reinforce the concept, but most of the actual work is done in the classroom, where Johnstone can help the students comprehend the material further.

Because their homework is often more engaging, Johnstone has found that almost all of his students are watching the assigned videos on a nightly basis. What's more, Johnstone has found that his students often re-watch his videos, even getting their parents to view them as well.

"Even though I only teach 70 kids algebra, some of my YouTube videos have been viewed like 100, 150 times," says Johnstone. "Obviously the kids are going back and watching it again, and I've even had some parents tell me they're watching so they can help their kids at home and see what they're learning."

Like Johnstone, teachers across the country are flipping their classrooms using online video instruction or DVDs of lessons to reverse what students have traditionally done in the classroom and at home to learn. Instead of spending class time listening to a presentation, students watch teacher-created videos and blog posts at home, and then spend their class time doing problem-solving sets and hands-on work. Since students do much of the traditional "homework" in class, teachers are able to help the students on an individual basis and maximize their understanding of the material.

Daniele Massey, who teaches at Vilseck High School in the US Army Garrison at Grafenwoehr, Germany, is also finding success with the flipped model.

"The flipped strategy allows me to individualize instruction for all learners, including ability level, needs, and learning style. It is so easy to modify once the foundation is built," says Massey.

Since the parents are on active duty, many of Massey's students face an additional strain due to life on an army base. Massey has found that the flipped method allows many of these students to feel comfortable in the classroom, and even provides them with the opportunity to remain up-to-date with their classwork during prolonged absences.

For Johnstone, Massey and many other educators, the flipped strategy works for them, their students and parents. But many experts caution that some educators may want to proceed cautiously. Like other buzz-worthy trends, flipped classrooms may not amount to much if the technology by itself is held up as some sort of cure-all for the classroom.

"Just because you've flipped your classroom, doesn't mean your students will watch the videos and it doesn't mean you're engaging your kids," explains Mike Kaspar, senior policy analyst at the National Education Association.

Kaspar points out that flipped classrooms still rely heavily on lectures, which is not as effective as hands-on learning. Many teachers who opt for the flipped strategy haven't necessarily pursued a student-centered approach to instruction, essentially leaving lectures front and center

"In the hands of the experienced, well-trained teacher, who knows how to use the technology to truly engage students, it has real value," says Kaspar. "But look past the bells and whistles and be realistic about what flipped classrooms can achieve. Sometimes a lecture is still just a lecture."

In addition, because the flipped method relies on technology, it's essential that students are able to connect to the Internet at home. Both Massey and Johnstone are fortunate to teach students who can readily access their videos, so transforming their classrooms has been a relatively smooth process. Obviously, many low-income students do not have ready access, causing many critics to worry that flipped classrooms could end up widening the digital divide and the achievement gap.

Johnstone cautions fellow educators to be aware of the day-to-day challenges and unforeseen obstacles. He recalls that one night YouTube blocked up and kept him from posting the video lecture for that night. Another time he had a student whose Internet conked out at home, so he created a DVD of the videos for the student to watch instead.

"It requires the teacher and the students to have some patience," says Johnstone. "It's a brand new idea, and sometimes it works and sometimes it doesn't."

The flipped classroom model also tends to heavily favor problem-solving courses over more reading and writing-oriented ones. While it's hard for English or History teachers to create video lectures because of their source material, some of them have approached the flipped classroom method from an inquiry-based standpoint. This entails flipping the responsibilities of classwork to the students, which helps to engage them on a one-to-one basis by getting them to solve their own questions through the use of technology.

Another issue that both teachers have had to confront is time management. For Johnstone, a 15 to 25 minute video lecture takes almost three times as long to create. While he wants to continue making videos, Johnstone is hoping to create a discussion board model so students can help each other comprehend their lessons from home.

"It would be better for me if students can help each other at home," Johnstone says. "I think a more interactive approach among the students would be great."

Like Johnstone, Massey has noticed a large uptick in the amount of parents who are now participating in their students' work.

"Once parents are able to ask and understand the process they realize that their ability to help is more impactful," says Massey. "I have more parents that watch the videos with their students than not - maybe not all the time and not the whole video, but more parents help with 'homework' now than before."

While Massey and Johnstone are making their models more engaging and collaborative for students, many educators who are interested in flipping their classrooms may need extra training before they can successfully implement the approach.

"Technology is not the answer, and it's not the enemy," says Mike Kaspar. "Teachers must be provided with rigorous professional development to learn how to make strategies like flipped classrooms work in the classroom. This has to be about more than students watching YouTube lectures at home. Bad pedagogy is bad pedagogy whether it's flipped or not."

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What 'Flipped' Classrooms Can (and Can't) Do for Education - NEA Today

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Not too long ago, many teachers would have been horrified at the thought of their students watching them on YouTube. But in the world of "flipped" classrooms, students watching online videos of their teachers is a key part of their instruction.