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Source: Popular
Abstract: In this blog post, Mary Beth Hertz discusses the strengths and weaknesses of the flipped classroom. Hertz found that the flipped classroom allows students to learn at their own pace and have more opportunities to receive extra help from their teachers in class. Students that have missed class can watch the videos to catch up. On the other hand, the flipped classroom doesn't work when students have limited time after school to watch the videos or no means to watch the videos.  Not all classes can be flipped due to the fact that the students would be required to watch hours of videos after school everyday. The most inspiring takeaway of flipped instruction is motivating teachers to change the way they have always taught and researching new ways to improve instruction.
APA Citations:  Hertz, M. (2012). The flipped classroom: pro and con. Retrieved 2 December 2017, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Flipped Art Room- What I Learned at NAEA14

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Flipped Art Room- What I Learned at NAEA14

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Source: Popular
Abstract: In this post, Rina Vinetz describes a flipped classroom session that she attended at the National Art Education Association Conference. In Meranda Dawkins's "Flipping the Art Classroom" session, Dawkins explained that students can watch her video lessons before class but that they also watch it at the beginning of class. After the first viewing, Dawkins mutes and loops the video for the rest of the class so students can refer to it if needed. Vinetz liked that Dawkins used Smore to organize and send out her videos.
APA Citations: Vinetz, R. (2014). Flipped art room- what I learned at NAEA14. Retrieved 3 December 2017, from
http://www.k6art.com/2014/04/06/flipped-art-room-learned-naea14/

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One of the best sessions I attended at NAEA14 had to be Meranda Dawkins 'Flipping the Art Classroom'. Not familiar with flipped classrooms? Essentially, the teacher creates a video lesson which is viewed by the students at home. The next day, students come to school and do the assignment.

Meranda creates her own instructional videos and does a 'modified' flipped art room: although she sends the lesson link home, she shows the videos at the beginning of class. After viewing, Meranda puts the video on mute and loops it during the rest of class.

This is great way to catch up a kid who was absent, or to help kids who don't pay attention very well. It also benefits the art teacher who teaches the same lesson to multiple classes: you won't leave anything out no matter how many classes you teach.

The big eye-opener for me was Meranda's use of Smore to organize and send out her lessons. Smore.com is an online flyer design website. I thought Smores were just a way to put out cute classroom newsletters. Not true! Meranda embedded images of Degas, a vocabulary check list and two instructional videos in this Smore.

Enjoy!
Have you ever flipped a lesson?

This entry was posted in Classroom management, Technology and tagged Degas, flipped art room, Meranda Dawkins, NAEA14, smore.com, video by Rina Vinetz. Bookmark the permalink.

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Flipped Art Room - What I Learned at NAEA14

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One of the best sessions I attended at NAEA14 had to be Meranda Dawkins 'Flipping the Art Classroom'. Not familiar with flipped classrooms? Essentially, the teacher creates a video lesson which is viewed by the students at home. The next day, students come to school and do the assignment.

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Is Flipped Learning Really that Effective? You Might Be Surprised

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Is Flipped Learning Really that Effective? You Might Be Surprised

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Source: Popular
Abstract: In this blog post, Dave Guymon reports the results of the Speak Up 2013 National Research Project Findings review of flipped learning. In the fall of 2013, over 403,000 students, parents, teachers, and administrators were administered the 11th annual Speak Up online surveys asking them questions about their feelings on flipped learning and the use of videos in the classroom. The majority of all groups of participants is that flipped learning can be a valuable and innovative instructional strategy. Almost half of the teachers surveyed said that they are using online videos within their classroom instruction while sixteen percent say that they are regularly creating videos of their lessons for students to watch. Those surveyed acknowledged that they need more training to flip their classes effectively. The student interest in new classroom models often precedes teacher or even administrator interest or exploration.
Findings: 41% of the school principals surveyed agreed that pre-service teachers should learn how to set up a flipped learning class model. Three-quarters of the students surveyed agreed that flipped learning would be a good way for them to learn.
APA Citations: Guymon, D. (2014). Is flipped learning really that effective? You might be surprised. Retrieved 2 December 2017, from
http://www.gettingsmart.com/2014/03/flipped-learning-really-effective-might-surprised

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The results on flipped learning are in. And regardless of who you ask, the response you will most likely get is an overwhelmingly positive endorsement of this time-shifted approach to classroom instruction and learning. This finding results from Speak Up 2013 National Research Project Findings: A second year review of flipped learning, a white paper recently released by Project Tomorrow in conjunction with the Flipped Learning Network.

In the fall of 2013, over 403,000 students, parents, teachers, and administrators were administered the 11th annual Speak Up online surveys asking them questions about their feelings on flipped learning and the use of videos in the classroom. The general consensus among all groups of participants is that flipped learning can be a valuable and innovative instructional strategy.

Among those district administrators surveyed, one-quarter identified flipped learning as "already having a significant impact on transforming teaching and learning in their district." Somewhat surprising, this group found that the effects of flipped learning surpassed other instructional trends including "educational games and mobile apps [as well as] online professional learning communities for teachers and administrators."

While secondary math and science classrooms seem to serve as the most popular environments for flipped learning to occur in, according to the project's findings, "an additional 15 percent of teachers and 40 percent of administrators said they were interested in 'trying flipped learning' this year in their classrooms and schools." Of note is participants' desires to flip instruction correctly. Those surveyed acknowledged that "they need more training to do this effectively."

Certain considerations seem to keep some educators from flipping their classrooms, however. Among those which survey participants agreed on are concerns that "students might not have '[Internet] access at home,' [teachers need] instruction on how to 'make' or 'find high quality videos,' and how [educators can] 'best utilize' the additional classroom time." Nevertheless, an overall drop in concerns from last year's report allude to an increasing acceptance of flipped learning as a viable alternative to traditional teaching methods.

Regarding current use of digital content in the classroom, "46 percent of teachers said that they are currently using videos that they find online within their classroom instruction, and 16 percent say that they are regularly creating videos of their lessons or lectures for students to watch."

While a comprehensive approach to flipped learning requires more than simply delivering instruction through video, that educators are open to utilizing classroom time for deeper learning as opposed to instructional delivery is promising, especially if you ask surveyed students their opinions on the matter.

Of the more than 180,000 middle and high school students who shared their thoughts in the Speak Up 2013 surveys, "almost three-quarters of these students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea."

According to Speak Up data previously documented with other emerging digital learning trends, "the student interest in new classroom models often precedes teacher or even administrator interest or exploration." In other words, "today's students in many ways serve as a digital advance team for educators."

The insights of the Speak Up 2013 surveys even have administrators looking at pre-service teaching programs as well. 41 percent of the school principals surveyed agreed that "pre-service teachers should learn how to set up a flipped learning class model."

Though flipped learning is still in its infancy, there is no denying that it already has forward-thinking educators reconsidering how instruction should be delivered and what classroom time with students should ultimately be used for. As the Speak Up findings report, "The flipped learning model is gaining the attention of educators who are interested in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation."

Have you flipped your classroom yet? If so, what has worked for you? Both Project Tomorrow and the Flipped Learning Network are excited to continue researching the flipped learning model and finding ways to support educators and administrators as they investigate this innovative learning approach in their schools and classrooms too.

Dave Guymon is a public online middle school teacher, edtech blogger, and the author of If You Can't Fail, It Doesn't Count. He resides in Idaho Falls, Idaho and Tweets at @DaveGuymon.

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Is Flipped Learning Really that Effective? You Might Be Surprised - Getting Smart by Dave Guymon -

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The results on flipped learning are in. And regardless of who you ask, the response you will most likely get is an overwhelmingly positive endorsement of this time-shifted approach to classroom instruction and learning.

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The Flipped Classroom:An Opportunity To Engage Millennial Students Through ActiveLearning Strategies

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The Flipped Classroom:An Opportunity To Engage Millennial Students Through ActiveLearning Strategies

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Source: Peer-reviewed
Abstract:  Millennials, people born between 1982 and 2002, have used technology for their entire lives. Because of this, millennials thrive in fast paced environments and struggle to pay attention to lectures. The flipped classroom allows millennials the opportunity to watch the lecture at their own pace and participate in activities when they come to class.
Findings: In the flipped classroom students experience more innovation and support in their learning than in the traditional classroom setting. Technology training must be provided for educators so they can effectively flip their classrooms. Teachers must be sure that the availability of computers and access to the internet outside of the classroom for the flipped classroom to be successful.
APA Citations:
https://pdfs.semanticscholar.org/daa3/b94cdc7b52b3381a7c7e21022a7a8c005f84.pdf

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Bill Nye 'The Science Guy' Talks Flipped Classrooms

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Bill Nye 'The Science Guy' Talks Flipped Classrooms

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Source: Practitioner
Abstract: Kanoe Namahoe reports that Bill Nye says flipped classrooms are "changing the world." Nye also encouraged students and teachers to watch tutorials at Sophia.org. Sophia.org offers more 25,000 academic tutorials on a number of subjects, according to Nye. "In addition, all of the lessons are taught by a multitude of teachers," he explains, "so they are credible and if you didn't like one way a tutorial is presented, there's another and another that you can try."
APA Citations: Namahoe, K.
(2012). Bill Nye 'the science guy' talks flipped classrooms--THE Journal. THE Journal. Retrieved 2 December 2017, from
https://thejournal.com/articles/2012/10/01/bill-nye-the-science-guy-talks-flipped-classrooms.aspx

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Flipped Classrooms | News

Bill Nye 'The Science Guy' Talks Flipped Classrooms

Bill Nye "The Science Guy" was fired up when he talked to an audience of students and teachers last week in a webcast, sponsored by Capella University, about flipping the classroom. The scientist and former Disney/PBS television host says flipped classrooms are "changing the world."

"We can put video up on the Web, where everybody can see it. It's changing the world," said Nye who hosted the event with Sophia.org's Taylor Pettis. "You don't have to go to class and listen to the lecture. You can watch, or listen, to the lecture before you get there, on your personal device. It's cool."

Crystal Kirch, a high school math teacher at Segerstrom High School in Santa Ana, CA, participated in the webcast, live via Skype. Kirch talked with Nye about the benefits she's seen since implementing the flipped classroom model.

"I'm able to take that direct instruction, that lecture that used to take up a lot of class time and put that outside the classroom," said Kirch. "And inside the classroom, we're able to work together more. I'm able to work with individuals, I'm able to work with the small groups, and we're able to make more effective use of the time that I have with them."

Nye also introduced a new program that he's launched with Sophia called " Flipping for Sophia," an online contest in which students and teachers watch tutorials at Sophia.org for a chance to win iPads and a visit from the much-loved science educator.

"This campaign is cool in so many ways," said Nye, in a prepared statement released last week by Sophia.org. "In addition to the prizes and the fact that I have the opportunity to personally deliver 30 iPads to a school, the real benefit is that we are offering resources that meet students where they are in the digital age."

Sophia offers more 25,000 academic tutorials on a number of subjects, according to Nye. "In addition, all of the lessons are taught by a multitude of teachers," he explains, "so they are credible and if you didn't like one way a tutorial is presented, there's another and another that you can try. So students and teachers....check it out."

The "Flipping for Sophia" campaign began September 18. Teachers and students, ages 13 years and older, can visit Sophia.org to view tutorials, relevant to learning level, to be entered into the drawing for an iPad. Teachers can also have their students participate as a class. Sophia will give away two iPads each week-one to a student and one to a teacher-during the contest period, which ends December 2, 2012. Classes that participate in the program will be entered into a drawing to win 30 iPads and a visit from Nye.

Sophia offers a free professional development program on flipped classrooms. Teachers who complete the program, which was created in partnership with Capella University's School of Education, earn Sophia's Flipped Classroom Certificate.

Additional information about flipped classrooms and the "Flipping for Sophia" program is located at Sophia.org.

About the Author

Kanoe Namahoe is online editor for 1105 Media's Education Group. She can be reached at knamahoe@1105media.com.

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Bill Nye 'The Science Guy' Talks Flipped Classrooms -- THE Journal

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Flipped Classrooms | News Bill Nye "The Science Guy" was fired up when he talked to an audience of students and teachers last week in a webcast, sponsored by Capella University, about flipping the classroom. The scientist and former Disney/PBS television host says flipped classrooms are "changing the world."

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Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years

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Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years

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Source: Practitioner
Abstract: Flipped lessons allow students to work at their own pace. The flipped classroom also helps students that are absent to school by allowing them to watch video taped lectures to catch up. Bring your own device (BYOD) practices are also becoming more popular. This is additionally leading to an increase of flipped classrooms. Governments and institutions are focusing on strengthening science, technology, engineering and mathematics (STEM) education; this is driving the adoption of flipped classrooms.
Findings: The flipped classroom market in North America is expected to grow at a compound annual growth rate of 35 percent between 2016 and 2020, according to a new report  by market research firm Technavio. The research also identifies the increasing availability of the student-centered learning model as one of the primary growth factors for the flipped classrooms market.
APA Citations: Chang, R. (2016). Report: flipped classroom market in North America to grow 35% over the next 4 years-- THE Journal. THE Journal. Retrieved 3 December 2017, from
https://thejournal.com/articles/2016/11/01/report-flipped-classroom-market-in-north-america-to-grow-35-percent-over-next-4-years.aspx

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Market Trends

Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years

The flipped classroom market in North America is expected to grow at a compound annual growth rate of 35 percent between 2016 and 2020, according to a new report by market research firm Technavio.

The report identifies Cisco Systems, Echo360, Panopto and Sonic Foundry as the key vendors in the flipped classroom market on this continent. The research also identifies the increasing availability of the student-centered learning model as one of the primary growth factors for the flipped classrooms market.

Unlike other learning methods where videos and e-books are shared with students during classes, the flipped classroom model provides students with lecture videos prior to classes. The model also offers students and teachers unlimited access to a video library at any time, and generally anywhere with an internet connection.

Students can pause and rewind at their own pace, the report states, and the flipped classroom helps address issues of student absenteeism by allowing them to make up missed lectures with video lectures.

"Governments and institutions in North America are focusing on strengthening science, technology, engineering and mathematics (STEM) education; this is driving the adoption of flipped classrooms in the region," said Jhansi Mary, a lead analyst at Technavio for ed tech research, in a statement. "The popularity of flipped classrooms is playing a vital role in reducing student dropout rates and improving the learning methods for these subjects."

Other factors that are contributing to the growth of the flipped classroom market include:

Leveraging devices and infrastructure;

Availability of online content; and

Student retention.

The proliferation of software and hardware such as projectors, interactive white boards, flat screen panels and classroom wearables is also spurring the adoption of the flipped model of classroom teaching. Bring your own device (BYOD) practices are also gaining popularity, especially in higher education, the report says. This is additionally leading to an increase of flipped classrooms.

A sample report is available by filling out information on this Technavio site. The full, 55-page report is available for $2,500 on this site.

About the Author

Richard Chang is associate editor of THE Journal. He can be reached at rchang@1105media.com.

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flipped classroom market north america 35 percent technavio cisco systems echo360 panopto sonic foundry student-centered learning

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Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years -- THE Journal

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Market Trends The flipped classroom market in North America is expected to grow at a compound annual growth rate of 35 percent between 2016 and 2020, according to a new report by market research firm Technavio. The report identifies Cisco Systems, Echo360, Panopto and Sonic Foundry as the key vendors in the flipped classroom market on this continent.

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Research: Active Learning More Important than Flipping the Classroom

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Research: Active Learning More Important than Flipping the Classroom

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Source: Practitioner
Abstract: The flipped classroom approach has been growing in popularity, so researchers at Brigham Young University decided to test its effectiveness.
They created two freshman biology classes, one that used the flipped model and one that didn't. Both classes had the same instructor, lectures, assignments and activities. There were 55 students in one class and 53 in the other. They were taught one after another at the same time of day. And they used the same level of active learning in and out of the classroom.
Findings: At the end of the semester, the exam results of both groups of students were equal. The researchers concluded that the flipped classroom doesn't produce higher student learning outcomes than a traditional classroom when both use an active learning approach. The researchers think that the key to improving learning outcomes is to involve students actively in the learning process, constructing their own knowledge rather than just listening to lectures.
APA Citations: Meyer, L. (2015). Research: active learning more important than flipping the classroom. Retrieved 3 December 2017, from https://thejournal.com/articles/2015/03/03/research-using-active-learning-more-important-than-flipping-the-classroom.aspx

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Research

Research: Active Learning More Important than Flipping the Classroom

Active learning produces the same student learning outcomes in both flipped and nonflipped classrooms, according to new research from Brigham Young University (BYU).

In the flipped classroom model, students watch video lectures outside of class time and participate in active learning activities during class time. The approach has been growing in popularity, so researchers at BYU decided to test its effectiveness.

They created two freshman biology classes, one that used the flipped model and one that didn't. Otherwise, the classes were nearly identical. They had the same instructor, lectures, assignments and activities. There were 55 students in one class and 53 in the other. They were taught one after another at the same time of day. And they used the same level of active learning in and out of the classroom, according to information from BYU. At the end of the semester, the exam results of both groups of students were equivalent.

The researchers concluded that the flipped classroom doesn't produce higher student learning outcomes than a nonflipped classroom when both use an active learning approach. Whether instructors flip their classrooms or not, the key to improving learning outcomes is to involve students actively in the learning process, constructing their own knowledge rather than just passively listening to lectures.

"If you're not using a model with active learning already, then the flipped classroom is certainly a viable alternative," said Tyler Kummer, one of the authors of the study, in a prepared statement. "But if you are, you're already going to be seeing the learning advantages in your course."

The study was conducted by Jamie Jensen, a professor of biology and discipline-based educational researcher at BYU; Tyler Kummer, a biology PhD student at BYU; and Patricia Godoy from Universidade Potiguar in Brazil.

The full study, "Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning," was published in the March issue of CBE-Life Sciences Education.

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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improvements from a flipped classroom may simply be the fruits of active learning

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Research: Active Learning More Important than Flipping the Classroom -- THE Journal

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Research Active learning produces the same student learning outcomes in both flipped and nonflipped classrooms, according to new research from Brigham Young University (BYU). In the flipped classroom model, students watch video lectures outside of class time and participate in active learning activities during class time.

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Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

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Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

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Source: Peer-reviewed
Abstract: Flipped Learning allows for more teaching strategies, such as project-based learning and problem-solving learning, can be implemented into the classroom to promote higher order thinking abilities, which would be more meaningful than the traditional classroom activities. Flipped classrooms provide an active atmosphere that can improve students’ motivation to learn through activities with peer interaction. The concept of seamless flipped learning is the process of learning to the extension of flipped learning via using mobile and wireless communication technologies to seamlessly connect at-home learning and classroom. A flipped classroom assumes learning across the home/classroom spaces, whereas seamless flipped learning occurs seamlessly across multiple contexts, physical and social spaces.
Findings: Engaging students in seamless flipped learning, which emphasizes self-regulated and across-context learning to foster the higher order thinking competences of students, will eventually be widely accepted.
APA Citations:
https://link.springer.com/article/10.1007/s40692-015-0043-0

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Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

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The flipped classroom has been recognized by educators as an innovative and effective instructional approach. It totally overthrows traditional instruction by switching in-class instruction time with

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Using Lean in the Flipped Classroom for At Risk Students

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Using Lean in the Flipped Classroom for At Risk Students

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Source: Peer-reviewed
Abstract: This article supports the use of a continuous improvement system called lean as a toolkit for school improvement efforts. Lean is an approach that requires the coming together of the technical, social and human capital of an organization to continuous improvement for identifying distinct ways to create value as determined by the customer and to eliminate waste based on thoughtful examination of its root causes. Allowing teachers to flip lecture in the classroom to allows for higher level engagement by students with teachers.

Findings: The initial results of this flip improvement are encouraging. The school worked from a small pilot of 23 at risk second semester students in a government class and used a control group for comparison. In the experimental flipped class, the students increased their online engagement and homework rates from 75% to 100%. Students’ successes increased by 11% in the flipped class. This resulted in an elimination of all students’ class failures. Following the pilot, this improvement has been implemented with the 9th grade class overall and year over year improvements are noted, such as discipline events decreasing by 66%, while failure rates reducing in mathematics by 31%, English by 33%, science by 22%, and social studies by 19%. This demonstration site of continuous improvement in instruction using instructional technology does provoke the need for further study, as these results are impressive.

APA Citations:
https://pdfs.semanticscholar.org/9100/8b1349b6fb6329727a2fa3c2d5960856fd9d.pdf