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Flipping Your Classroom to Meet the Common Core and Other Standards

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Flipping Your Classroom to Meet the Common Core and Other Standards

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Source: Popular
Abstract:  In this blog post,  Julie Schell, the blogs author, discusses how the common core standards can be overwhelming for teachers.  Guest blogger, April Gudenrath, tells about how she felt overwhelmed with all she had to cover in order to meet the Common Core and state standards for her classes.  She discovered that if she offered the lecture portion through video, the students could take notes and work through that portion of the lesson and then use class time to fill gaps and actually develop deeper meaning of the content through projects and the like.  She states, "Students don’t need me to be there when they are taking notes on Chaucer; they need me when they are reading it, thinking about it, and puzzling through the text." Her goal was to most effectively use her class time to help her students master the higher level thinking skills required of the Common Core standards.

APA Citation
Schell, J. (2013). Flipping your classroom to meet the common core and other standards. Retrieved from https://blog.peerinstruction.net/2013/08/19/flipping-your-classroom-to-meet-the-common-core-and-other-standards/

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Source: Practitioner
Abstract:  As the title suggests, this article from Edutopia describes what flipped instruction is and what it isn't.  It strives to dispel some of the rumors by referencing one of the flipped movement's founders, John Bergmann, in stating, "The authors go on to explain that the model is a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time."  In discussing what flipped instruction is not, the author points out that the flipped-classroom model must include a variety of approaches just like a traditional class would, but include good quality videos that the students can easily follow. These videos must also meet the content standards and the activities the students take part in in class.

APA Citation
Hertz, M. B. (2012) The flipped classrom: Pro and con. Retrieved November 19, 2016 from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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5 Things You Should KNow About Flipped Learning

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5 Things You Should KNow About Flipped Learning

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Source: Popular
Abstract: This blog post offers five suggestions/warnings about flipping a classroom.  It is a very honest look at what to expect when introducing this model of instruction.  The five things are: 1. Flipping is a messy process.  2. It's a game changer for students — and some will hate it.  3. You'll work hard.  4. Your students will work even harder.  5. You'll become even more irreplaceable.

APA Citation
Krueger, N. (2014). 5 things you should know about flipped learning. Retreived from
https://www.iste.org/explore/articleDetail?articleid=54&category=ISTE-Connects-blog&article=5+things+you+should+know+about+flipped+learning

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Source: Popular
Abstract: This blog post is written by John Bergmann, one of the founders of the flipped instruction model. He discusses how K-6 teachers can incorporate flipped instruction. Some of his suggestions are to flip a lesson, not the whole class and use the technique as another teaching strategy used. He also suggests using the video lesson in a station during class rather than a homework assignment, as younger students may not always have the same access to the internet that older students do since they may not have their own devices.

APA Citation
Bergmann, J. Flipping the elementary classroom.
Retreived from http://www.jonbergmann.com/flipping-the-elementary-classroom/

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Source: Practitioner
Abstract:  After giving a brief history of the flipped classroom model of instruction, this article shares the benefits many teachers have seen from using this model. Students are more engaged and have a better attitude toward their learning, more material is covered in the same amount of time, and differentiation happens in a more natural way because students are able to pause and rewind video lessons and work on assignments with the teacher present.

APA Citation
Finkel, E. (2012). Flipping the script in k12. District Administration, 48(10), 28. Retrieved from http://eric.ed.gov/?redir=http%3a%2f%2fwww.districtadministration.com%2farticle%2fflipping-script-k12

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Making Heads or Tails of Classroom Flipping

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Making Heads or Tails of Classroom Flipping

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Source: Practitioner
Abstract: A brief history of the flipped classroom pedagogical model is given in this journal article. In 2014, a national survey showed that 25% of school districts using classroom flipping as a teaching model. With the incorporation of technology into many classrooms, this model is gaining popularity. Students are given more choice in their learning. The article provides steps and examples for implementation and the benefits of the model along with strategies and resources for implementing technology with flipped instruction.

APA Citation
Hodges, T. A., & Weber, N. D. (2015) Making heads or tails of classroom flipping. Kappa Delta Pi Record, 51:2, 57-63, DOI: 10.1080/00228958.2015.1023135. Retrieved from http://www.tandfonline.com/doi/full/10.1080/00228958.2015.1023135

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An Inquiry into Flipped Learning in Fourth Grade Math Instruction 

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An Inquiry into Flipped Learning in Fourth Grade Math Instruction 

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Source: Peer-Reviewed
Methods: Classroom observations, teacher reflections and surveys from parents and students.  This study focused on a fourth grade math class in a socioeconomically disadvantaged area.
Findings: Flipped learning created a more engaging environment for the students.  Students felt they were given the opportunity to take more responsibility for their learning through the flipped learning method.
APA Citation
D’addato, T., & Miller, L. R. (2016).  An inquiry into flipped learning in fourth grade math instruction.   Canadian Journal of Action Research, volume 17, Issue 2, 2016, pages 33-55. Retrieved from http://journals.nipissingu.ca/index.php/cjar/article/view/261.

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The Flipped Classroom:A Twist On Teaching

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The Flipped Classroom:A Twist On Teaching

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Source: Peer-Reviewed
Methods: Secondary & elementary classroom teachers were surveyed.
Findings: 58 responded to the survey.  99% of the teachers that incorporated the flpped classroom planned to continue using it, while 67% saw growth in student performance and 80% reported improvement in student engagement.
APA Citation
Schmidt, S. M., & Ralph,  D. L. (2016).  The flipped classroom: A twist on teaching.   Contemporary Issues in Education Research, volume 9, number 1. Retrieved from http://files.eric.ed.gov/fulltext/EJ1087603.pdf

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A Study of the Flipped Math Classroom in the Elementary Grades

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A Study of the Flipped Math Classroom in the Elementary Grades

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Source:  Peer-Reviewed
Methods: Observations of instruction, online student survey, small group discussions with students, and teacher interviews.  Fourth and Fifth grade math classes were  studied by researchers from the University of Mennesota to find to what extent are the differences in how teachers provide instruction in the traditional classroom and in the flipped classroom model and what are the differences in student experiences between the two different models of instruction.
Findings:  Students in flipped classrooms had more time to work on assigned problems with the teacher present. Differentiation occurred more in the flipped classroom than in the traditional classroom. Students worked in collaborative groups more effectively in the flipped classroom. Also teachers reported that they were able to challenge higher level students with the flipped model and the students are able to do more math-related projects.
APA Citation
Ingram, D., Wiley, b., Miller, C. & Wyberg, T. (2014). A study of the flipped math classroom in the elementary grades.  Saint Paul, MN: University of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement.
Retrieved from https://www.isteconference.org/uploads/ISTE2015/HANDOUTS/KEY_94297144/FlippedClassroomReportMarch212014.pdf