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An Experience of a Three-year Study on the Development of Critical Thinking Skills in Flipped Secondary Classrooms with Pedagogical and Technological Support

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An Experience of a Three-year Study on the Development of Critical Thinking Skills in Flipped Secondary Classrooms with Pedagogical and Technological Support

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Source: Peer-reviewed
Abstract: This study was conducted with 124 high school juniors who participated in a 3-year trial. During the 3 years, the students will participate in a trial-teaching experience, they will take 7 tests and participate in 5 interviews. This study tracked critical thinking among the students throughout the 3 year time frame. Flipped classroom models were new to all teachers who participated in the study. The teaching periods were broken down into 3 trial periods each year, each trial focusing on a particular topic delivered in mobile-technology supported flipped classrooms. The trial periods lasted around 10 weeks each and were broken into three parts; a per-lesson, in-class domain knowledge learning, and post-lesson learning consolidation. The teaching strategies were monitored closely to ensure compliance with the specifics of the study.
Findings:  Over the 3 year study time frame, the students statistically showed a significant improvement in their critical thinking skills. The students report that the flipped classroom enhanced their learning about specific subjects as well as skill development. The teachers report that the e-learning programs and Good Docs played an essential role in the functionality of the flipped classroom.  Students improved in competencies through the five dimensions of critical thinking skills. Also, one implication of the study is that students are now using their own critical thinking skills and skill development through enhanced individual learning by engaging in flipped classroom lessons.
APA Citation
Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 8916-31. doi:10.1016/j.compedu.2015.08.017

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Middle school students' flipped learning readiness in foreign language classrooms: Exploring the relationship with personal characteristics and individual circumstances

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Middle school students' flipped learning readiness in foreign language classrooms: Exploring the relationship with personal characteristics and individual circumstances

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Source: Peer-reviewed
Abstract: This study surveyed 387 students from 14 7th grade middle school classes in Taiwan. The randomly selected participants who agreed to the consent/assent of the study were 50.6% male and 49.4% female. The researcher design a Flipped Learning Readiness scale to measure the participants' flipped learning readiness. The survey consisted of 27-items measuring 5 dimensions: learner control and self-directed learning, technology self-efficacy, motivation of learning, in-class communication self-efficacy, and doing previews (using technology to read or watch learning material).
Findings: The flipped readiness ranged from slight above neutral to below-neutral. The study results suggest that technological competency must be considered when attempting to use flipped instruction in the classroom. The study also showed that even though students were neutral readiness levels for self-directed learning, they have a lower score in their self-efficacy of previews. This, in turn translates in the concept that technology integration required during flipped instruction requires that the students have the competence and knowledge to use the technology to complete the assignments.
APA Citation
Hao, Y. (2016). Full length article: Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers In Human Behavior, 59295-303. doi:10.1016/j.chb.2016.01.031

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Flip this Classroom: A Comparative Study

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Flip this Classroom: A Comparative Study

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Source: Peer-Reviewed
Abstract: For this mixed method study, a matched sample of 12 sixth- through 12th- grade teachers within a large suburban school district in southeastern Texas were selected to participate. Of the 12 chosen to participate, 6 were flipped model teachers and 6 teachers were using a traditional classroom model. All participants were chosen based on years of teaching experience, grade level, subject area, and student demographics. Of the participating teachers 50 % were male and 50% were female and were majority White, representing 91.7% of the sample. Teacher participation represented all core subject areas and were responsible for teaching a total of 849 students. The demographic makeup of the students consisted of 48.3% White, 42.9% Hispanic, and 20.3% classified as economically disadvantaged.

The Technology and Teaching Efficacy Scale (TTES) was developed and piloted during a 3-year longitudinal study. The purpose was to assess teacher ability and confidence to implement technology. The TTES was a 25-item survey using a 5-point Likert Scale that assessed teacher confidence in technology implementation in relation to student success. The Technology Comfort Scale (TCS) was developed to measure comfort levels with technology resources that teachers could use in their classrooms. The TCS was an 11-item survey using a 5-point Likert scale to measure the level of apprehension teachers had with using technology in the classroom. The Frequency of Involvement (FITS) was used to assess how often technology was a part of the basic functions of a teacher. This survey was a 16-item survey using a 5-point Likert scale. The Attitude Toward Technology Scale (ATTS) was a 31-item survey with a 5-point Likert scale used to evaluate teacher attitudes with technology in the classroom. Six of the 12 teachers were chosen to participate in an interview as well as all 12 teachers participated in each survey mentioned above. The interview was semistructured and lasted approximately 30 minutes with each teacher answering questions about experiences and those things shaped their perception of the impact on student engagement. Also, two 45-minute observations were conducted for each teacher in the study for the purposes of triangulation. All surveys were evaluated with a two-tailed independent t test to determine the statistical significant mean difference is accurate between the flipped model classrooms and the traditional model classrooms.

Findings: Flipped classroom model teachers perceived an impact on student engagement through perseverance in class work and an increase in engagement with the instruction. The level of engagement is perceived to increase among students due to the increased level of individual attention given by the instructor. However, the findings show that technology alone does not improve the engagement levels of the students. In the flipped classroom, students are more likely to persevere through a difficult assignment or concept due to the confidence that they have in the teacher and knowing they will not be left alone if they encounter difficulty in comprehension. Traditional classroom model teachers perceived that technology use in the classroom is both positive and negative in terms of student engagement.

The study shows that the flipped classroom exhibit higher levels of technology and teaching efficacy. Flipped teachers measure higher levels of frequency of involvement of technology. Flipped teachers demonstrated more positive outlook toward technology. Both classroom models demonstrate that the use of technology increases student engagement. Teachers in both models of classes express that technology can’t be the only catalyst used to promote student engagement. Furthermore, teachers in the flipped classroom described the extra time to help individualize instruction was perceived to be meaningful for the students and thus promoted perseverance in their learning and work ethic.
APA Citation
Unruh, T., Peters, M. L., & Willis, J. (2016). Flip This Classroom: A Comparative Study. Computers In The Schools, 33(1), 38. doi:10.1080/07380569.2016.1139988

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New Program Delivers First Certified Flipped Educators

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New Program Delivers First Certified Flipped Educators

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Source: Practitioner
Abstract: The flipped learning model is catching on around the nation. The Flipped Learning Global initiative has developed a training program that offers a certification for flipped educators. The training is a level 1 certification that is geared toward providing people with foundational knowledge of how a flipped classroom should work. The training is broken down in videos, articles, and quizzes that cover multiple facets of the instructional concept. The training is offered for a very moderate price through an online provider.
Findings: not applicable
APA Citation
Schaffhauser, D. (2016). New Program Delivers First Certified Flipped Educators -- THE Journal. Retrieved November 20, 2016, from https://thejournal.com/articles/2016/10/18/new-course-delivers-first-certified-flipped-educators.aspx

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Flipped Learning

New Program Delivers First Certified Flipped Educators

That didn't take long. Less than a month after the Flipped Learning Global Initiative unveiled a new certification track, the organization has its first group of 16 credential holders.

The new certification, " Flipped Learning Level 1," is intended to help teachers and administrators gain a foundational understanding of the flipped classroom. The training to achieve the first certification requires viewing 6.5 hours of video (broken into 88 lectures), reading one article, and passing nine quizzes. Topics cover the reason to flip a classroom, how to plan, best practices, the tools to use, what to do in class, how to flip specific subjects and assess in a flipped model and how to advance the practice "to the next level."

The cost to take the course is currently $19 through online training provider Udemy. That appears to be an introductory discount off the regular price of $70.

The level one course is expected to be the first of several credentials, all of which will incorporate online self-study.

"We're honored to recognize and congratulate the first educators to achieve the Flipped Learning Level - I Certification," said Jon Bergmann, flipped learning co-founder, in a prepared statement.

About the Author

Dian Schaffhauser is a senior contributing editor for 1105 Media's education publications THE Journal and Campus Technology. She can be reached at dian@dischaffhauser.com or on Twitter @schaffhauser.

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New Program Delivers First Certified Flipped Educators -- THE Journal

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Flipped Learning That didn't take long. Less than a month after the Flipped Learning Global Initiative unveiled a new certification track, the organization has its first group of 16 credential holders. The new certification, " Flipped Learning Level 1," is intended to help teachers and administrators gain a foundational understanding of the flipped classroom.

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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: A market research firm called Technavio reported that flipped classroom instructional tools is expected to show a 35% annual growth between 2016 and 2020. This learning method offers students unlimited access to video content as long as an internet connection is available. Students using flipped classroom resources will be able to learn at their own pace while having the option to pause and replay as much as needed to master the concepts of each lesson.
Findings: Study found that their is a 35% expected increase in the flipped classroom instruction model
Factors contributing to growth are: "Leveraging devices and infrastructure; availability of online content; and student retention."
APA Citation
Chang, R. (2016). Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years -- THE Journal. Retrieved November 20, 2016, 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 Says/Evidence on Flipped Classrooms is Still Coming In

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Research Says/Evidence on Flipped Classrooms is Still Coming In

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Source: Practitioner
Abstract: The authors begin with a discussion of the classroom lecture and how this method has become a hit-or-miss practice in today's classroom. Students appear bored and thus, teachers are encouraged to change their model for instruction delivery. Enter the notion of the flipped classroom. At the time this article was written, there was little formal research but the authors believe that shouldn't stop teachers from implementing flipped strategies. Early advocates of the flipped classroom believe that this type of practice improves student-teacher interaction and provides teachers with the ability to truly tailor lessons to the needs of each student. Flipped instruction can foster purposeful student engagement and allow for more chances to provide feedback to the students. Flipped instruction allows students to work at their own pace as the work should be more meaningful and relevant to the learner.
Findings:  not applicable
APA Citation
Goodwin, B., & Miller, K. (2013, March). Technology-Rich Learning, 70(6), 78-80. Retrieved November 20, 2016, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

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March 2013 | Volume 70 | Number 6
Technology-Rich Learning Pages 78-80

Bryan Goodwin and Kirsten Miller

The classroom lecture-it's been criticized, despised, even lampooned. An entire generation of moviegoers can recite Ben Stein's plea for students to wake up and respond to his dead-pan, droning lecture in Ferris Bueller's Day Off. ("Anyone? ... Anyone?")

Lectures aren't necessarily bad-they can be an effective way to help students acquire new knowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often a matter of pacing. For some students, the information may come too slowly or cover what they already know; other students may have trouble taking in information so rapidly, or they may lack the prior knowledge they need to understand the concepts presented. After a hit-or-miss lecture, teachers often assign homework, which many students perform in a private hell of frustration and confusion. What did my teacher say about cross-multiplying? Comma use in compound sentences? The Laffer curve?

Some teachers are now turning this model on its head, creating flipped or inverted classrooms in which they record lectures and post them online. Students watch the lectures at home, where they can speed through content they already understand or stop and review content they missed the first time the teacher discussed it (and might have been too embarrassed to ask their teacher to repeat in class). Online lectures can also easily incorporate visual representations, such as interactive graphs, videos, or photos of important historical events.

A Growing Practice, but Little Research

The flipped classroom seems to be catching on. According to the Flipped Learning Network (2012), membership on its social media site rose from 2,500 teachers in 2011 to 9,000 teachers in 2012. But does research show that this innovation, sensible as it sounds, really improves learning?

To date, there's no scientific research base to indicate exactly how well flipped classrooms work. But some preliminary nonscientific data suggest that flipping the classroom may produce benefits. In one survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year (Flipped Learning Network, 2012). Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012).

The Indirect Research Base

The lack of hard scientific evidence doesn't mean teachers should not flip their classrooms; indeed, if we only implemented strategies supported by decades of research, we'd never try anything new. Until researchers are able to provide reliable data, perhaps the best we can do is to ask, Do the purported benefits of flipped classrooms reflect research-based principles of effective teaching and learning?

Improved Student-Teacher Interaction

Advocates of the flipped classroom claim that this practice promotes better student-teacher interaction. For example, Bergmann and Sams (2012) point out that when teachers aren't standing in front of the classroom talking at students, they can circulate and talk with students. If teachers use inverted classrooms this way, they are likely to better understand and respond to students' emotional and learning needs.

Research makes a strong case for the benefits of such interaction. Studies have shown that having teachers who recognize and respond to students' social and emotional needs is at least as important to academic development as specific instructional practices are, and this is especially true for at-risk students (Hamre & Pianta, 2005).

Opportunities for Real-Time Feedback

Proponents of flipped classrooms also assert that increased student-teacher interactions give teachers more opportunities to provide feedback to students. For example, a small pilot study funded by the Gates Foundation observed that during a five-week summer school program in which students received instruction through the Khan Academy website along with support from a teacher, the teacher spent significantly more one-on-one time with students than she had in her traditional classroom; thus, she was able to provide more feedback and immediately correct student misperceptions (Greenberg, Medlock, & Stephens, 2011).

Such increased opportunities for feedback could improve student learning because feedback has one of the strongest effect sizes of any instructional practice-in the 0.73-0.76 range, according to two meta-analyses (Beesley & Apthorp, 2010; Hattie, 2008).

Student Engagement

Another purported benefit of flipped classrooms is that "they speak the language of today's students" (Bergmann & Sams, 2012, p. 20), who are accustomed to turning to the web and social media for information and interaction. There may also be another, deeper, reason students find video lectures more engaging: Brain research tells us that the novelty of any stimulus tends to wear off after about 10 minutes, and as a result, learners tend to check out after 10 minutes of exposure to new content. After that, they either need a change of stimulus, emotional variety, or an opportunity to step back and process what they're learning (Medina, 2008). One benefit, then, of placing lectures online may be that they can break down direct instruction into more engaging, 10-minute bites of learning.

Self-Paced Learning

As noted earlier, putting lectures online enables students to pace their own learning according to their needs. Potentially, an inverted classroom allows the teacher to place an entire year or semester's worth of lectures online, enabling students to accelerate through the curriculum if they are ready. According to John Hattie's (2008) synthesis of 800 research meta-analyses, such acceleration has one of the strongest effect sizes (0.88) of any instructional intervention.

More Meaningful Homework

Another purported benefit of flipped classrooms is that they alter the nature of homework by having students practice and apply their learning in the classroom, under the watchful eye of the teacher (Bergmann & Sams, 2012; Greenberg, Medlock, & Stephens, 2011). In current practice, homework often appears ineffective in promoting learning. Beesley and Apthorp (2010) found that targeted, in-class opportunities for students to practice their skills with corrective teacher feedback had an effect size nearly four times that of homework, in which teachers had few opportunities to monitor students during their practice.

Flipping the Paradigm

At this time, we do not have direct scientific research to establish whether flipped classrooms increase student learning. But absence of evidence is not evidence of absence. Indeed, there's reason to believe that flipped classrooms may enhance student learning if they are implemented thoughtfully, with careful attention to what research tells us about good instruction.

What inverted classrooms may really be flipping is not just the classroom, but the entire paradigm of teaching-away from a traditional model of teachers as imparters of knowledge and toward a model of teachers as coaches who carefully observe students, identify their learning needs, and guide them to higher levels of learning.

References

Beesley, A., & Apthorp, H. (Eds.). (2010). Classroom instruction that works, second edition: Research report. Denver, CO: McRel.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: ISTE; and Alexandria, VA: ASCD.

Finkel, E. (2012, November). Flipping the script in K12. District Administration. Retrieved from www.districtadministration.com/article/flipping-script-k12

Flipped Learning Network. (2012). Improve student learning and teacher satisfaction with one flip of the classroom. Retrieved from author at http://flippedlearning1.files.wordpress.com/2012/07/classroomwindowinfographic7-12.pdf

Greenberg, B., Medlock, L., & Stephens, D. (2011). Blend my learning: Lessons from a blended learning pilot. Oakland, CA: Envison Schools, Google, & Stanford University D.School. Retrieved from http://blendmylearning.files.wordpress.com/2011/12/lessons-learned-from-a-blended-learning-pilot4.pdf

Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5) 949-967.

Hattie, J. (2008) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

Schwerdt, G., & Wupperman, A.C. (2010). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 30(2), 365-379.

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Evidence on Flipped Classrooms Is Still Coming In - Educational Leadership

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March 2013 | Volume 70 | Number 6 Technology-Rich Learning Pages 78-80 Bryan Goodwin and Kirsten Miller The classroom lecture-it's been criticized, despised, even lampooned. An entire generation of moviegoers can recite Ben Stein's plea for students to wake up and respond to his dead-pan, droning lecture in Ferris Bueller's Day Off.

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Design Tips for Flipping the Virtual Classroom

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Design Tips for Flipping the Virtual Classroom

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Source: Popular
Abstract: This article explains how a virtual classroom can be flipped through two components. One component requires pre-work on the learner, a primer, if you will. The second component is the interactive learning designs to provide interactive learning at higher levels. The author encourages the virtual teacher to search methods to delivery instruction and change up the medium through which information is communicated to students. Virtual teachers are encouraged to maintain a welcoming tone throughout the course and facilitate learning through synthesis and consistent feedback.
Findings: not applicable
APA Citation
Howles, D. (2015, June 10). Design Tips for Flipping the Virtual Classroom by Diana L. Howles: Page 2 : Learning Solutions Magazine. Retrieved November 20, 2016, from https://www.learningsolutionsmag.com/articles/1721/design-tips-for-flipping-the-virtual-classroom/page2

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Over the past decade, the growing appeal of web conferencing for delivering training and education can be attributed to many factors, including reduced costs, convenience, global reach, and recorded events for on-demand access. However, as is often the case, new delivery media are initially used to perform "old jobs."

Most virtual classrooms are attempts to replicate live classroom lectures. Unfortunately, attendees often multi-task and frequently disengage. Decades of research in educational psychology have shown lectures to be one of the least effective instructional approaches for learning. Why then do we continue to use them for virtual classrooms?

One potential approach for improving attention and engagement (and therefore, learning) has emerged from higher education. This blended instruction model is often referred to as the flipped classroom. The flipped classroom "flips" traditional instruction by converting lecture material into self-paced tutorials for access outside the classroom, often using video and multimedia. This reserves the live classroom for more in-depth learning activities, active engagement, and interaction with experts and peers (Figure 1).
Figure 1: In the flipped classroom model, traditional lecture material becomes self-paced tutorials, and the virtual classroom time is used for engagement and interaction
The flipped "virtual" classroom

Elements of the "flipped classroom" bring together a tight integration between in-class and out-of-class learning activities that you can also apply to virtual classrooms. The flipped strategy in a virtual classroom is twofold. The first component requires designing pre-work that must be completed prior to the live classroom with the intention of priming and preparing the learner. The second element is the synchronous classroom itself, and its purpose is to leverage higher levels of interactive learning. The key differentiator here is active learning.

Explore ways to replace lectures by shifting the content to other delivery mediums. For example, design self-study pre-work using mixed modalities of text, images, audio, video, and quizzing with immediate and corrective feedback. You can then use the live virtual class to help learners apply pre-work concepts, observe worked examples, and engage in discussion via chat. Following are some general principles to keep in mind when designing a virtual flipped classroom.

Principles for designing required pre-work

1. Introduce foundational content to aid formation of mental models.
Leverage the opportunity to introduce foundational content in the pre-work. This helps learners build structural mental frameworks. Focus on essential key concepts and overarching structure. Length should be brief, and encourage learners to complete the learning at their own pace. The complexity and depth of the material will best determine scope and length. William Horton's three types of learning activities (Absorb, Do, and Connect) provide a useful framework here. You would focus activities related to self-paced learning more heavily on "Absorb" type learning activities.

2. Apply the personalization principle to establish the perception of instructor presence.
Create and design instruction to give the perception of the instructor being present. Include scattered images or video of the instructor, as this creates the perception of connection to the expert while learning is taking place. Well written text using an informal conversational tone can be just as effective, easier to produce, and simpler to make changes to later. Do not feel compelled to use video and/or audio unless they're necessary.

Principles for designing the synchronous classroom

1. Facilitate higher levels of learning through application, synthesis, and feedback.
The classroom experience should not look and feel like a lecture where learners are passive. Avoid redundancy by not reviewing concepts learned in pre-work. Instead, leverage live-class time for higher levels of learning such as analysis and evaluation. Referencing Horton's learning activities, you can apply "Do and Connect" type activities here. Engage in group problem-solving activities that build upon concepts covered in the pre-work. Ask deep, thought-provoking questions throughout and encourage participant responses in the chat queue. Some of the greatest learning comes from the learner-instructor interaction where interfacing with the expert adds value.

2. Maintain a conversational feel and informal tone throughout virtual classroom.
Instructors should use natural, conversational deliveries. If you script and read virtual instruction verbatim attendees quickly disengage. Given the faceless medium, learners pay more focused attention when words are conversational. You may also use webcams on the front-end to establish presence and place, but then you can turn them off to focus and direct attention to other visual points of focus.

As professional educators and trainers serious about effective teaching and learning, the virtual classroom is ripe with opportunity for improvement. Given the tools, online technologies, and affordances at our disposal today, we have little excuse for not creating active learning and engagement. The flipped virtual classroom is one potential alternative to re-designing the virtual classroom, and ideally, aiding learning.

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Design Tips for Flipping the Virtual Classroom

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Over the past decade, the growing appeal of web conferencing for delivering training and education can be attributed to many factors, including reduced costs, convenience, global reach, and recorded events for on-demand access. However, as is often the case, new delivery media are initially used to perform "old jobs."

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The Teacher's Guide to Flipped Classrooms

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The Teacher's Guide to Flipped Classrooms

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Source: Popular
Abstract:  Edudemic's guide to the flipped classroom is an excellent article in that the authors provide a definition section, a visual depiction section, and an example section. This article is in a nutshell a "one-stop" shop for flipped instruction information. The definition section states that flipped instruction started in an attempt to keep absent students up-to-date with classroom lessons. Students were given the opportunity to review information at home and when they return to class the teacher provided interactive activities to reinforce the information in the videos. Now we know that flipped instruction transforms the learning from group learning to individual learning.

The visual depiction section shows diagrams about how the flipped classroom looks with various models and graphs showing a theoretical framework. More diagrams show how the flipped classroom came into being and what underlying princliples are driving the movement. Lastly, in the depiction section, there is a section showing the results of flipping instruction and how this method is working for students.

The example section provides benefits of this instructional method stating that students stay more engaged while teachers are allowed to provide more personalized attention to the individual learner. Lastly there were several examples provided for implementing the flipped classroom design.

This article is very informative and provides substantial information to explain and guide a teacher to engage in the practice of a flipped instruction.

Findings: Before the flip more that 50% of freshmen failed English and 44% of freshmen failed math and there were 736 discipline reports in one semester. After the flip, 19 % of freshmen failed English and 13% failed math and there were 249 discipline cases in one semester.

APA Citation
The Teacher’s Guide To Flipped Classrooms. (n.d.). Retrieved November 20, 2016, from http://www.edudemic.com/guides/flipped-classrooms-guide/

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Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It's been one of the hottest topics in education for several years running and doesn't seem to be losing steam.

Basically, it all started when Bergman and Sams first came across a technology that makes it easy to record videos. They had a lot of students that regularly missed class and saw an opportunity to make sure that missing class didn't mean missing out on the lessons. Once students had the option of reviewing the lessons at home, the teachers quickly realized the shift opened up additional time in class for more productive, interactive activities than the lectures they'd been giving.

And voila: a movement began.

A 2014 survey from the Flipped Learning network found that 78% of teachers said they'd flipped a lesson, and 96% of those that tried it said they'd recommend it.

What is a flipped classroom?

Once a new idea becomes a buzzword, pinning down the definition can become a tad more challenging. The flipped learning network has developed what they hope will be seen as the definitive definition:

"Flipped Learning is 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."

That gets the idea across, but it's a bit of a mouthful. The gist, in somewhat simpler terms, is that it's about moving the more passive elements of learning (watching a lecture, reading a chapter, etc.) outside of the classroom, so that more class time is available for interactive, hands-on learning.

Most people hear "flipped learning" and picture kids watching videos at home, but proponents of it suggest that it doesn't have to be exclusively about videos. Teachers are encouraged to give students options - some students will still learn better by reading a textbook chapter, but others will benefit from videos, audio files, or any other type of material you can find or create that covers a given topic.

The Benefits of Flipping Your Classroom

For a veteran teacher, flipping the classroom means completely re-thinking how to do the job you've done a certain way for years. And it comes with some extra work. That being the case, why would any teacher bother?

1. Flipped learning keeps students more engaged.

The flipped classroom model addresses how students learn best. We all know how hard it can be to stay focused during a long lecture, even if it's on a subject we're especially interested in. Discussions and hands-on activities tend to keep students' interest. While you work with students directly as they explore the concepts they're learning in class, you can provide immediate feedback that helps them improve their learning as they go.

2. Teachers provide more personalized attention.

Students don't all learn at the same pace and in the same ways. That's always been a complicating factor in teaching. The question of how to meet thirty or more unique students at their own levels is one that keeps teachers up at night.

The flipped classroom model gives teachers more opportunities to work directly with students. They can therefore clearly see when an individual student is having trouble with a concept and work with them directly to get through it. The increased interaction with students in the classroom will help teachers gain a clearer idea of the different learning styles of their students, so they can tailor their instruction to the needs of each one.

3. Students can work at their own pace.

A student sitting in a lecture, diligently taking notes will almost certainly miss one thing the professor says while writing down another. And that's still a vast improvement over the student whose mind wanders so they don't catch much of anything.

If they're watching a video at home instead, they have the power to pause the lecture while they write something down, and rewind and re-watch a particular part they didn't fully understand the first time. If they feel they could really use a second viewing to better understand the concept, they have that option. They have more power over the way and process by which they study and learn.

Examples of Flipped Classrooms

As in most things, there's no one right way to flip a classroom or lesson. But knowing how other teachers have done it can help give you ideas about what will work best for you.

The Backwards Classroom

Stacy Roshan's classroom is probably the closest to what most people think of as a "flipped classroom" of those on our list, although she's referred to it as the " backwards classroom " herself. She flipped her classroom largely to help reduce the anxiety she saw students experience in her AP Calculus class whenever she'd introduce complicated new concepts.

For homework, her students watch videos she's recorded in advance that cover the concepts explored in each chapter of her textbook. They spend their time in class doing the types of math problems that students have traditionally done as homework. If they have difficulty working through a problem, the teacher's right there for them to ask for help.

She does have to spend a lot of time creating those videos, but is happy enough with the results of using a flipped model that she's been at it for over four years now and is taking the time to experiment with new ways to make it better, like including embedded quizzes in the videos that students watch at home.

The Faux Flipped Classroom

One of the common criticisms leveled at flipped learning is that it depends on a certain amount of privilege: what about all the students who don't have a computer at home to watch videos on? Tracey Gillies addresses this concern with what she calls the "faux flipped" classroom.

Students who don't have a computer at home can watch the assigned video in class. Gillies' classroom is full of students each doing their own thing - watching a video, working out problems, taking quizzes, or posting or commenting on an online discussion board to get input from other students. Each of them is able to work on an assignment for as long as they need in order to master it, and then move on.

And Gillies is there to work with anyone who needs her help, at whatever point in the process they are at.

An Evolved Flipped Classroom

Shelley Wright embraced the flipped classroom back in 2011 and wrote a post about her experiences with flipped learning so far. But she followed it up a year later with a new post about how her flipped classroom had turned into something else - not a reversion back to the traditional way, but a more evolved version of the student-centered classroom she was seeking by flipping her lessons.

As students in her classroom became better at taking the lead on finding valuable resources and pursuing learning their own way, she shifted her focus to helping them with the process of learning how to learn better on their own rather than teaching about the subjects directly.

Her lesson to other teachers interested in flipped learning seems to boil down to: don't think it's all about the videos, they can be a part of it or not. It's about shifting from passive learning to active learning, in whatever way works for you and your students.

The Tools of Flipped Learning

A comprehensive list of every possible tool educators could use to flip a classroom would require a book (and probably still miss some), but we wanted to address a few resources that are common in flipped classrooms.

Of course, familiar tools like YouTube, Evernote, Google Drive, and blogging platforms can play a role as well, but here are a few more specifically suited to flipped learning.

To create videos for students to watch at home, you'll need easy-to-use screencasting software. Camtasia isn't the only one on the market; you can find a list of some of the other screencasting tools you can use here (including some free ones). We're highlighting Camtasia, because the company has optimized the tool for flipped classrooms.

Using Camtasia is fairly intuitive for new users. It allows you to record either your screen, or yourself. And, in one of the features that most sets it apart, it allows you to add interactive elements to your video. You can include quizzes throughout a video to test students' comprehension of what they've just seen, and you can include links out to any additional materials you want them to read or view. It does cost $75 if you're buying the Mac version, and $179 for the PC version, so it's a bit of an investment. But there are volume discounts that may help out if enough teachers in one institution are interested in exploring the flipped classroom.

Part of the appeal of flipped classrooms is that all that extra class time provides more opportunities for collaboration amongst students. Wikispaces is a great tool for encouraging and enabling that collaboration. It's free, unless your school is interested in purchasing a more secure version of the product.

The free version provides a lot of useful features though. You can give students assignments through the wiki, for both individual and group projects. You can load content for them to review and comment on, start discussions (or let them do so), and track how engaged different students are with the content you've assigned. It's plenty useful for non-flipped classrooms as well, but can help students collaborate and interact more both within and outside of the classroom, so lends itself especially well to the challenges of flipped learning.

EdModo is one of the most commonly used education tools in the world and can even claim the title of largest K-12 social network. It enables a lot of the same kind of tasks that Wikispaces does: loading content and assignments for your students to access, and allowing students to share discussions and comments, for instance. But it adds a much larger social element since you can interact with other students and educators beyond your own classroom. That means you can tap into the content and lessons beyond those you've developed and students can seek out insights beyond those their own classmates have.

The tool also provides analytics that help you spot who needs help with what so you can make your class time more productive. And students can access everything loaded to Edmodo on mobile devices as well as desktops, so they can do their learning wherever works best for them.

Like WikiSpaces and Edmodo, Moodle has the functionality to serve as the platform for a flipped classroom. Teachers can load resources, including any relevant ones they find shared by other teachers in Moodle, to create the assignments and curriculum for each class.

Conveniently, an educator from Northwest Regional ESD created a course on how to flip a class using Moodle within Moodle itself. So you can learn about some of the best practices and processes, while also seeing an example of what a course in Moodle looks like at the same time. You can load all the content related to each module, divide it according to topics, and include a variety of content formats.

The last resource on our list is less about providing or organizing content and assignments for your students, and more about actively soliciting their feedback. If the goal of a flipped classroom is to make the learning experience more student-centered, then it makes sense to regularly check in with them.

You can use Poll Everywhere both for occasional quizzes to see how students are doing throughout a class period and to solicit input from the class on which concepts to focus on and how to address them. If you have three ideas for activities students can do together to explore a particular concept, make them choices students can vote on. You can group the students according to their preferences, or focus on the winning option for activities that involve the whole class.

Additional Helpful Resources

As you've noticed by now, this is a big subject. You can find a lot more to learn and say about flipped learning than we've covered here. If you want more information before trying the flipped classroom out, here are some helpful places to start:

In Conclusion

The flipped classroom may not be for everyone. It involves some extra upfront work and just might not mesh with the teaching style of every educator out there. But enough of the teachers that have tried it are having success that you may find it worthwhile to experiment with flipping a lesson or two to see what happens. You might just become a convert.
Editor's note: This article is a revision and combination of several older Edudemic articles, updated and re-analyzed to reflect the latest innovations.

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The Teacher's Guide To Flipped Classrooms

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Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It's been one of the hottest topics in education for several years running and doesn't seem to be losing steam.

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16 Flipped Learning Uses in K-12 and College Classrooms

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16 Flipped Learning Uses in K-12 and College Classrooms

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Source: Popular
Abstract: This article provides a brief overview of how flipped instruction has allowed for a reconstruct of a traditional classroom setup. The author explains that 2 Colorado teachers began expirmenting with video instruction back in 2008 and provided a pathway for students to work on their own outside of the classroom which, in turn, allowed for more in-depth classroom instruction. Classroom instruction could now be devoted to enriching the knowledge and facilitating activities to connect the learning objectives for students. The article then provides 16 ideas for using flipped instruction. These ideas provide a range of topics and grade levels and provides a narrative of how each idea was implemented with a brief description of the 16 ideas.

My favorite idea is the digital media design classroom where the teacher explains that in a flipped environment, the focus is not necessarily on WHAT the students learn, rather in HOW they learn. He mentions the use of a learning management system that is being utilized by this school and provides students and teachers a system for communication and collaboration.
Findings: not applicable
APA Citation
Riddell, R. (n.d.). 16 flipped learning uses in K-12 and college classrooms. Retrieved November 20, 2016, from http://www.educationdive.com/news/16-flipped-learning-uses-in-k-12-and-college-classrooms/74311/

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Flipped classrooms require educators to reconstruct traditional classrooms by sending lectures home and providing more face-to-face time at school, but elementary- through university-level instructors are finding good reasons to try them out.

Frequently traced back to Colorado teachers Aaron Sams and Jonathan Bergmann, who were quick to experiment with posting videos online in 2008, the flipped classroom concept is small, simple and has shown positive results. The general idea is that students work at their own pace, receiving lectures at home via online video or podcasts and then devoting class time to more in-depth discussion and traditional "homework."

Here are 16 examples of flipped learning at all levels nationwide and abroad:

Where: Clear Brook High School, Harris County, Texas

At the beginning of the school year, geometry teacher Leticia Allred told her Pre-AP Geometry class at Texas' Clear Brook High School that their only homework would be watching 15-minute YouTube videos and taking notes. The videos, made by Allred and fellow geometry teacher Mandy Shrader replace class lectures, which students like 14-year-old freshman Alyssa Bell say were easy to miss information in due to chatter among other students. Learning topics such as triangle classification or using slope to identify lines at home, the students are able to use class time to practice what they've learned with traditional schoolwork-but with their teachers freed up for additional one-on-one time. Shrader says 81% of students passed the first test-up 20% from last year.

2. EUROPEAN HISTORY

Where: Wausau West High School, Wasau, Wis.

Patrick Galligan, a teacher at Wasau West High School in Wisconsin, spent the summer converting his AP European history class to a flipped course. Now, students like Andrew Wolfe can review lessons anytime, anywhere on their personal computers and smart phones, reserving class time for in-depth discussions or class projects. Galligan is also urging students to use the educational program Edmodo to form online discussion groups and to watch other lectures like TEDTalks when applicable.

3. AP CALCULUS

First, Bullis School AP calculus teacher Stacey Roshan sensed the stress some of her students felt with the subject. Then, she discovered Camtasia screencasting software at the Building Learning Communities Conference. Now capable of easily recording her screen and audio and sharing these videos with her students, Roshan decided to flip her class. At the end of the first year, 78% of her students scored a "4" or "5" on their AP exam-up from 58% the previous year-and none scored below "3." The results were so impressive, her mother, Wendy Roshan, an AP Calculus teacher at Virginia's Madeira School, adopted the format for her own class.

4. "TEACHING TEACHERS"

Where: Amherst Middle School, Amherst, N.Y.

After noticing that staff development days were being used primarily for sessions covering Common Core State Standards, performance review and teacher evaluation systems, Amherst Middle School technology teacher and trainer Rob Zdrojewski came up with a solution. Using screencasting technology, Zdrojewski asked his students to make 90-second instructional videos for their teachers on how to use technology like Gmail and Google Drive. The student productions-titled "Tech Under 90 Sec" or "Teaching the Teachers"-are posted on Zdrojewski's blog and take students' work beyond the typical homework assignment.

5. "FAUX-FLIPPED" FOURTH GRADE

Where: Gulf Highlands Elementary School, Port Richey, Fla.

At Florida's Gulf Highlands Elementary School, students in teacher Tracey Gillies' fourth-grade class work at their own pace, taking quizzes and watching instructional videos on classroom computers-what Gillies refers to as "faux-flipped." The teacher moves throughout the room to support the students, and if they're struggling, she'll lead them to a carpeted area of the class for discussion. Gillies previously saw the concept work at Lake Myrtle Elementary and decided to test it on a full class when she came to Gulf Highlands last year

6. DIGITAL MEDIA DESIGN AND CRITICISM

Where: New Technology High School, Sacramento, Calif.

At California's New Technology High School, the flipped model was a perfect match for Digital Media Design and Criticism teacher Dr. James Brown. Schools in the New Tech Network have included "blended learning" since their establishment in 1996, and "technology immersed education is Brown's specialty. As he explains, flipped learning is less about when students learn and more about how they learn. Using the learning management system Echo, students at Napa New Tech High are able to access course content, collaborate and stay connected with the teacher.

7. GROUP LEARNING AND EXPLORATION

Where: Burford Elementary School, Burford, Ontario, Canada

Grade 6 teacher Rick McCleary says flipped learning has turned around the way he teaches his class at Burford Elementary School in California. After introducing an idea, McCleary lets students explore it a bit before explaining and sending them to do more research on their computers. His students work in groups of four or five and help one another if someone gets stuck, with information working its way through the room organically when one student learns a concept or computer trick.

8. GOVERNMENT ECONOMICS AND AP U.S. HISTORY

Where: Sam Barlow High School, Gresham, Ore.

Oregon's 2012 Social Studies Teacher of the Year Andrew Pate has created over 50 YouTube videos and 70 podcasts for students in his Sam Barlow High School Government Economics and AP U.S. History classes to watch and listen to outside of class. These materials supplement their textbooks and allow Pate to engage his students in dynamic in-class discussions on what they've learned at home. The school's former assistant principal, David Atherton, recommended Pate for the teaching award and says his success and pass rates increase every year.

9. SIXTH-GRADE MATH

Where: Becker Middle School, Becker, Minn.

Students at Becker Middle School in Minnesota have access to 160 iPods and 150 iPads, additionally using learning network Edmodo to do assignments, solve problems and complete online quizzes. Additionally, parents are able to monitor student progress through the network, and communications are monitored by parents and teachers. Sandy Forster's sixth-grade math class is one of the first in the school to be totally flipped, and Media Specialist Holly Pringle says the technology has led to a 20% gain in test results between fifth- and sixth-graders overall.

10. MOODLE ALTERNATIVES

Where: Natomas Charter School, Sacramento, Calif.

Students at California's Natomas Charter School whose needs aren't met in a traditional classroom can now enroll in the school's Virtual Learning Academy. The academy uses Moodle.org to deliver assignments to students on a weekly basis electronically in an interactive online classroom. Students meet with their academic coach every two weeks to look at grades and address areas where they need help, and are required to com to campus on Tuesdays and Thursdays for workshops.

11. STANFORD UNIVERSITY SCHOOL OF MEDICINE

Where: Stanford University, Stanford, Calif.

Flipped learning isn't exclusive to K-12 students. Stanford's School of Medicine has recently adopted the approach as part of the Stanford Medical Interactive Learning Initiatives. Charles Prober, the senior associate dean for medical education, says the two biggest changes resulting from the method are the manner in which content is delivered (outside of class) and the way students spend time in the classroom (putting principles into practice). Feedback from students has conveyed that the style is more dynamic and motivational than traditional, passive teaching.

12. "THE SCIENCE OF EVERYDAY THINKING"

Where: University of Queensland, Brisbane, Queensland, Australia

At the University of Queensland in Australia, Dr. Jason Tangen, a psychology professor, has received a Faculty of Social and Behavioural Sciences Teaching Excellence Award for his approach, which includes flipped learning. Setting out to change the focus from "teaching" to "learning," he developed a new course called "The Science of Everyday Thinking" where his online lectures are the homework. This left class time for everything from discussion to analytical thinking challenges and created what Tangen says is "an interactive and personal experience."

13. HISTORY

Where: Forestwood Middle School, Flower Mound, Tex.

After noticing that they were losing half their classes during lectures, Forestwood Middle School teachers Cristi Derow and Jennifer Bradley threw out their lectures and flipped the history class they co-teach. Once passive listeners, their students are now actively engaged and Bradley says she has seen a 15-20% increase in test scores. Several Texas districts are currently experimenting with the flipped model.

14. MATH

Where: Reidy Creek School, Escondido, Calif.

Many teachers in the San Diego area, like Jo-Ann Fox of Escondido's Reidy Creek School, learned about flipped classrooms at the International Society for Technology in Education convention in San Diego earlier this year. Fox now uses a flipped classroom to teach her fourth-graders math this semester. Listening to recorded talks at home, the students use class to practice the skills they've learned, like using coins to solve math problems.

15. MULTIPLE FRESHMAN SUBJECTS

Where: Clintondale High School, Clintondale, Mich.

At Michigan's Clintondale High School, flipped curriculum has been adopted school-wide. The school first tested the model with 140 freshman students in 2010, and says it reduced the failure rate significantly (19-33%) across all major subjects in one semester. Media including CNN, Harvard Education Publishing Group, and the Center for Digital Education (formerly Converge Magazine) have covered the school's success.

16. CHEMISTRY

Where: Westside High School, Augusta, Ga.

Schools in high-poverty areas-like Westside High School in Georgia, where over 85% of students are minorities and 78% qualify for free or reduced-price lunch-have been able to flip classrooms with the help of federal grants. Westside chemistry teacher Jennifer Douglass reports a modest increase on final exam scores in her regular chemistry class, and some students say they are no longer bored in class.

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16 flipped learning uses in K-12 and college classrooms

# data[].attributes.attachment_link.description
Flipped classrooms require educators to reconstruct traditional classrooms by sending lectures home and providing more face-to-face time at school, but elementary- through university-level instructors are finding good reasons to try them out. Frequently traced back to Colorado teachers Aaron Sams and Jonathan Bergmann, who were quick to experiment with posting videos online in 2008, the flipped classroom concept is small, simple and has shown positive results.