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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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Classrooms all over the world are being flipped - and with good reason. More and more studies are revealing that a flipped classroom environment is enhancing learning retention.

What is a flipped classroom?

The flipped learning approach involves taking direct instruction and placing the onus on the individual learner rather than group instruction. For example, taking an online course to learn the content. Classroom time is then spent applying the content rather than direct instruction.

Does it Work?

In short - yes. Evidence is building that supports a flipped model for teaching. Teachers are finding it useful as well as effective. Consider the following statistics:

In 2012, 48% of teachers flipped at least one lesson, in 2014 it is up to 78%

96% of teachers who have flipped a lesson would recommend that method to others

46% of teachers researched have been teaching for more than 16 years, but are moving towards flipped classrooms

9 out of 10 teachers noticed a positive change in student engagement since flipping their classroom (up 80% from 2012)

71% of teachers indicated that grades of their students have improved since implementing a flipped classroom strategy

Of the teachers who do not flip their classroom lessons, 89% said that they would be interested in learning more about the pedagogy

One important distinction to make about flipped classrooms is that not every subject needs to take on this approach. It is better to start with just one or two lessons. The traditional approach still has merit and should certainly be utilized. Consider the flipped approach as a creative way to supplement learning and foster student engagement with the content.

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Interesting Flipped Classroom Statistics - LearnDash

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Classrooms all over the world are being flipped - and with good reason. More and more studies are revealing that a flipped classroom environment is enhancing learning retention. What is a flipped classroom? The flipped learning approach involves taking direct instruction and placing the onus on the individual learner rather than group instruction.

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7 Must-Have Tools For The Flipped Classroom by first appeared on gettingsmart.com

The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education. It's a continually changing strategy that evolves with technology.

Innovative educators are usually on the lookout for the latest technology breakthroughs that will help them better organize and conduct flipped classrooms.

The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.

Google Drive

Google Drive (Docs) has many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing. Google Drive can be embedded into almost any online learning platform, and the program's growing popularity in higher education and the workplace makes it a must-learn for students of all ages.

YouTube

Ideal for first-time flippers, YouTube offers a user-friendly, universally understood platform for taped lectures and other educational videos. Teachers can structure coursework according to topic and create student "playlists" while enjoying basic video editing features, such as captioning, sound-tracking and trimming/stabilizing. YouTube.com/schools offers an ad-free format for uploaded educational videos, while YouTube itself remains the premier site for sourcing and sharing new material.

Teachem

Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming. A limited-option learning management system (LMS), Teachem helps educators build classes around YouTube videos. Teachers can create their own videos or source from YouTube itself; flashcards and time-stamped "smartnotes" complement video learning. Teachem is gradually adding new features and functionalities, including an enrollment dashboard, extended link-sharing and a centralized teacher-specific (rather than course-specific) structure.

The Flipped Learning Network

A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking. As with other social networking sites, users create distinct pages and have the option to join a variety of groups organized around subject matter, physical location, level of experience and teacher resource (i.e., Camtasia, Edmodo), among others. The site originates with Jonathan Bergmann and Aaron Sams, authors of the seminal Flip Your Classroom: Reach Every Student in Every Class Every Day. Other means of networking, such as the Twitter feed #flipclass and Bergmann's solo blog (The Flipped Class Blog) are also available.

Camtasia Studio

Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends. Teachers can source new and existing screen-captures, PowerPoint presentations, webcam videos and even video games to create coursework that features multi-track timelines, music, animation and a variety of other visual effects. Proprietary SmartFocus predictive technology focuses visual presentations according to cursor positioning; user-controlled editing options are also available. Quiz-creation and sharing across mobile and tablet devices are included in Camtasia Studio, as is a recently rebuilt, high-quality screen-recorder. TechSmith, Camtasia Studio's parent company, offers educators a 40% discount.

Edmodo or Schoology

Beyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources, discussion and collaboration features, and grading and assessment options. Advantages unique to each include Edmodo's design, which is similar enough to Facebook's that students can easily master the former's basic functionalities, and Schoology's proprietary content-creation and curriculum-management resources. Schoology also offers quantitative assessment and analytics that translate hard data into quality instruction, feedback and remediation strategies.

With the plethora of tools available to enrich flipped classrooms, educators of all disciplines and philosophies should be able to find the right fit. Whether it's the foundational Google Docs or the sophisticated and broad-reaching Schoology, any tool's most important feature is the instructor's enthusiasm for its application.
This guest post was provided by Erin Palmer. Erin is a contributor to U.S. News University Directory, a leading resource for locating campus based or online teaching degrees and master's in education programs from accredited colleges. U.S. News University Directory has a growing collection of education articles and resources for educators. Erin can be reached on Twitter, @Erin_E_Palmer; 7 Must-Have Tools For The Flipped Classroom

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7 Must-Have Tools For The Flipped Classroom

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7 Must-Have Tools For The Flipped Classroom by first appeared on gettingsmart.com The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education. It's a continually changing strategy that evolves with technology.

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Flipping Your Classroom with YouTube & Forms - Flipped Events

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Technology Education training events from Flipped Education.

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Kindergarten "E" with coloring on Edmodo

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Kindergarten "E" with coloring on Edmodo

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Kindergarten Flipped Classroom-The Letter E

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I created this video with the YouTube Video Editor (http://www.youtube.com/editor)

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Kindergarten Flipped Classroom: The Letter "A"

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I created this video with the YouTube Video Editor (http://www.youtube.com/editor)

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This year I have committed to jumping on the "flipped classroom" bandwagon. Being a "techie", it seemed right up my alley. However, in Kindergarten there are no lectures, so having my students watch a video about the lesson at home is going to look different.

I have spent this whole summer reading and thinking about how this process is going to look. I began by thinking I would just have a few students and parents who have internet access at home watch the videos and do the activities after school, and while the rest of the class did the work during the school day, I would have an enrichment-type activity for these students. However, when I introduced the idea to my principal, she encouraged me to give everyone a chance right from the start, so that we can have lots of data, and so that everyone can benefit. I do intend for my activities, and possibly my videos, to be differentiated, so I agreed.

At this time, I am thinking that I will give the class their assignment on Monday, and they must have it completed and a parent questionnaire turned it by Friday. Families can choose to work on one or two activities each night, or they can complete every activity every night (for example, if the parent feels they need more repetition). More on this in a minute.

For my videos, I began thinking about modeling my lesson after this one, focusing on a letter of the alphabet each week (which matches our reading series). I have heard of lots of teachers having their students make videos, which serve two purposes: to show what they have learned, and to teach others in possibly a different manner that might work better for some students. But I had never been able to wrap my head around how to do this in Kindergarten. Just today, as I was reading the Flipped Classroom Ning and have just completed our state's required literacy assessments, I had the idea to allow each student to help me record the lesson for a letter that he or she already knows. Since all of my students already know at least one letter, I should be able to allow everyone to have a turn, and I think including the children in the videos will win more parent and administrative support (my principal is totally on board and excited - I'm thinking higher-ups!)

I laughed with my principal when I explained to her why I didn't get a tan this summer: because I spent the whole summer on the computer curating content for this endeavor!

I set up a class account on Edmodo, and learned a bit about how to use it to assign work to my families.

I followed many flipping teachers on Twitter, and asked a few questions, but I really found out that I must be "blazing a trail" by flipping Kindergarten - I haven't found any other K teachers yet that are or will be flipping. By the way, you'll want to follow #flipclass to get the best experience!

Apparently I was the talk of the staff for a while at MentorMob, as I created 150+ differentiated playlists of videos and activities, one for each of my five groups of students for each week of the school year. So much so that Eric Pitt asked me to do a phone interview to talk about how I was planning to use these playlists in my classroom, and has asked me to do a guest post on the MentorMob blog!

I took a course on flipping on Sophia.

I played around looking for videos and activities on Khan Academy (nothing for kindergarten), Watch Know Learn (wonderful resource), and Sesame Street (love their own playlists!), among MANY others.

Once my playlists were created, I focused first on how to make sure the families were completing the activities at home. Since kindergarteners are VERY honest, I decided this probably won't be too much of a problem. Kindergarteners also cannot take notes or fill out a questionnaire, but parents can. So I decided to gear my questions toward receiving input and feedback from the parents. I created a Google Forms questionnaire for each week that will ask the parents questions based on that week's activities. This will help me with flexible grouping of my students based on their abilities and growth, and will also let me know what the parents think about the number and quality of the activities for future classes.
Finally, I tackled the topic of ideas for those students who don't have internet access, since most of my activities are games instead of videos, and therefore cannot be recorded on a DVD. I still plan on recording my letter videos on DVD for those students. But as far as the online activities, I'm giving some thought to a couple of possibilities right now:

Suggesting families go to the Public Library. A few may be willing, but for some this will be an inconvenience, or transportation may not be available.

Offering time on the computer before school starts, possibly before we even open the doors to everyone else. One problem with this might be that, usually those students who don't have internet access are the same ones that ride a bus and eat breakfast when they get to school, so they might not be available at that time. This will work, though, for students whose parents feed them at home and bring them to school.

Opening up my classroom after school, since I am usually here anyway. I will be limited by the number of computers in my classroom (four), and once again by the students who ride a bus and do not have their own transportation, or parents who work during the day.

Opening up our traveling lab of netbooks after school. This will allow me to serve more than just four families at a time, if they have transportation.

I am open to other solutions as they are introduced to me.

Before I go, I want to record one idea that I read - I believe it was from @ramusallem on Twitter (I'm paraphrasing). He said that flipping the classroom allows us to offload the lower-level activities of Bloom's Taxonomy - those activities that don't require as much in-depth focus - and allows us to do more projects and activities from the higher levels in class, where students need our assistance and guidance more often. In respect to Rigor and Relevance (a big push in our district right now), it will allow me to do more activities in the B and D Quadrants than I could before, and to focus more on individualizing my instruction.
Friday's the big First Day with all of my students, but the first few weeks consist of teaching the students how to "do school" rules and procedures - it has been likened to herding cats, but that's part of the fun for me. I won't start the meat of flipping until after our Parent Night in early September. It's gonna be a Fabulous Year!

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This year I have committed to jumping on the "flipped classroom" bandwagon. Being a "techie", it seemed right up my alley. However, in Kindergarten there are no lectures, so having my students watch a video about the lesson at home is going to look different.

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Chromebook keyboard shortcuts - Chromebook Help

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You can use keyboard shortcuts to complete some tasks more quickly. Tip: To find shortcuts on this page, press Ctrl + f and enter what you're looking for. Popular shortcuts Take a scre

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Kindergarten Flipped Classroom Lesson Example

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Kindergarten Flipped Classroom Lesson Example

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Flipped Classroom: Kindergarten - The Letter "Bb"

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This is an example of a Flipped Classroom lesson for Kindergarten. I am introducing the letter "Bb", how it sounds, and how to correctly print it. Then, I explain what we will be working on in class the following day and give the students an assignment to do at home.

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"What if Students Don't Watch The Videos?!?!

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"What if Students Don't Watch The Videos?!?!

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What If Students Don't Watch The Videos? - FAQ - Katie Gimbar's Flipped Classroom

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The Friday Institute " FIZZ: Flipping the Classroom

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The FIZZ method refers to the use of extraordinarily simple video recording techniques that educators can use to transform teaching and learning. This method can be used to successfully flip the classroom by having teachers film and reflect on their lecture content.

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Discover pages with the best links about a subject

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"Why I Flipped My Classroom!"