# data[].attributes.body
Source: Popular
Abstract: Ramsey Musallam, an APA and Science teacher from San Francisco was researched the Flipped Classroom instruction technique. Even then, he was torn because of the diversity of the two subjects he taught. He decided to do what works best for his students by combining inquiry-learning and video-based instruction.
Findings: In his research and practice, Musallam found both pros and cons. Because the core content was taught on video outside of the classroom, he was able to meet student needs by differentiating his one-on-one instruction inside the classroom. He was also able to encourage more collaboration and critical thinking inside the classroom because the "lecture" part of the lesson was completed at home, which leads me to the cons. Lecture, whether inside or outside of the classroom, is frowned upon. Not many students favor it, but there are ways to teach the core content without a boring lecture.
APA Citation:  Musallam, R. (2014, December 10). Should you flip your classroom? Retrieved from https://www.edutopia.org/blog/flipped-classroom-ramsey-musallam

# data[].attributes.headline
Start a Reading Revolution: Flip Your Class with Blogs

# data[].attributes.subject
Start a Reading Revolution: Flip Your Class with Blogs

# data[].attributes.body
Source: Popular
Abstract: How can you flip an English classroom? English is most commonly voted the least favorite subject of them all because students are tired of being told what to read or write and how to read or write.
Findings: Giving students the responsibility to choose their own materials to read and write gives them a confident voice and ownership of their learning. This teacher flipped his English classroom by having his students read chosen developmentally appropriate novels during class while he would, one-on-one, coach reading. Outside of the classroom, the student responsibility was to write about what they read that day. Again, students can write however and about whatever they'd like in any format.
APA Citation: Sztabnik, B. (2014, October 17). Start a reading revolution: flip your class with blogs. Retrieved from https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik

# data[].attributes.body
Source: Practitioner
Abstract: Flipped Instruction is a student-centered approach to instruction that enhances classroom learning time. While many educators around the world have researched or practiced flipped instruction, there are still many parts of the world that know nothing about it.
Findings: In order to keep up with the 21st century's learning preferences, technology appreciation, and student needs, flipped instruction was created. Students from a flipped classrooms learn core content outside of the classroom via technology such as watching videos or vlogs. Then, they enter the classroom with some core content knowledge, ready to put that material into practice with the guidance of the educator. The point of eliminating lecture time is to give students more one-on-one, differentiated instruction time with the educator.
APA Citation:   Ozdamli, F. & Asiksoy, G. (2016, June 15). Flipped classroom approach. World Journal on Educational Technology: Current Issues. 8(2), 98-105.

# data[].attributes.headline
How to Flip the Classroom – “Productive Failure or Traditional FlippedClassroom” Pedagogical Design?

# data[].attributes.subject
How to Flip the Classroom – “Productive Failure or Traditional FlippedClassroom” Pedagogical Design?

# data[].attributes.body
Source: Practitioner
Abstract: A traditional flipped classroom is the complete opposite of a productive failure classroom. Rather than learning the core content outside of the classroom via videos before coming to class to put it all into practice, in a productive failure classroom, students first explore, practice, fail and seek to solve problems before learning the core content via videos. Which one of these techniques are most successful?
Findings: While both teaching techniques saw student growth, the productive failure classroom saw higher growth when compared in two seventh grade classrooms.
APA Citation:  Song, Y., & Kapur, M. (2017). How to flip the classroom - "productive failure or traditional flipped classroom" pedagogical design? Educational Technology & Society, 20 (1), 292–305.

# data[].attributes.headline
The Flipped Classroom:A Twist On Teaching

# data[].attributes.subject
The Flipped Classroom:A Twist On Teaching

# data[].attributes.body
Source: Practitioner
Abstract: The new teaching trend is called flipped instruction. Basically, it is reverse scaffolding.
Findings: In order for a flipped classroom to be successful, the teacher must make the out-of-classroom learning experience authentic, interesting, and engaging. To do so, the teacher should first ensure all students have access to the material.
APA Citation:  Schmidt, S. M. P., Ralph, D. L. (2016). The flipped classroom: a twist on teaching. Contemporay Issues in Education Research, 9 (1), 1-6.

# data[].attributes.headline
Flipped Classroom Research and Trends from Different Fields of Study

# data[].attributes.subject
Flipped Classroom Research and Trends from Different Fields of Study

# data[].attributes.body
Source: Practitioner
Abstract: Flipped instruction is an emerging approach to instruction in classrooms ranging from Kindergarten to college and graduate studies.
Findings: Flipped instruction has been proven to enhance student learning experiences, confidence, and collaboration. Regarding Bloom's Level of Taxonomy, flipped instruction is an improvement as lower level studies can be done independently by students outside of the classroom, like homework. Then, they can participate in and learn the higher levels in the classroom with differentiated one-on-on-one and collaborative instruction.
APA Citation:  Zainuddin, Z., Halili, S. H. (2016, April). Flipped classroom research and trends from different fields of study.  International Review of Research in Open and Distributed Learning 17 (3).

# data[].attributes.headline
Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing

# data[].attributes.subject
Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing

# data[].attributes.body
Source: Practitioner
Abstract: Two Secondary Language Learning classes participated in either traditional instruction or flipped instruction in order to prove which was more successful in bringing forth student participation, reasoning skills, comment content, and interaction patterns.
Findings: One classroom had students watch an online lecture before class. In class, students could then participate in active discussion. In contrast, the other class listened to a lecture in class and used the remaining time to work in small groups. In result, the flipped classroom students showed more growth in deeper-content conversation in the second language rather than the other class. Technology and a prior-lecture ensures critical thinking and deeper conversation and participation in an L2 classroom.
APA Citation: Kim, J., Park, H., Jang, M., Nam, H. (2017, May 8). Exploring flipped classroom effects on second language learners' cognitive processing. Wiley Online Library, 50 (2), 260-284.

# data[].attributes.headline
The flipped classroom and cooperative learning: Evidence from a randomized experiment

# data[].attributes.subject
The flipped classroom and cooperative learning: Evidence from a randomized experiment

# data[].attributes.body
Source: Practitioner
Abstract: A study was conducted to compare a flipped classroom without cooperation to a flipped classroom with cooperation.
Findings: The study found that the cooperative flipped classroom showed improvement on test scores while the non-cooperative flipped classroom did not show any change. Research shows that when students work as a team toward a common goal while the educator is there entirely to differentiate teaching rather than lecture, students benefit more.
APA Citation:  Foldnes, N. (2016, March). The flipped classroom and cooperative learning: evidence from a randomised experiment. Active Learning in Higher Education. 17 (1), 39-49.

# data[].attributes.body
Source: Popular
Abstract: Jon Bergmann and Aaron Sams sought out to create a toolkit, or video and blog filled with helpful tips and tricks when flipping a classroom, unit, or lesson.
Findings: First and foremost, all students must have access. However the flipped instruction is being brought forth, all students must be included. If that requires Wifi which one of your students may not have at home, offer that student a DVD or Flash Drive containing the core content taught. Another tip given is to hold students accountable. Pose questions or entrance tickets to ensure students are doing their part outside of the classroom. Make your instructional video as simple as possible, and don't forget to teach your students how to watch and be engaged during it.
APA Citation: Bergmann, J. & Sams, A. (2014, November 4). Flipped-learning toolkit: overcoming common hurdles. Retrieved from https://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann