https://padlet.com/emily_auten/3d97szyuvv70 Research abstracts from Popular and Practitioner sources en-us 2017-11-20 17:51:44 UTC 2017-11-20 18:29:15 UTC hello@padlet.com emily_auten https://padlet.com/emily_auten/3d97szyuvv70/wish/208826748 Source: Popular

Abstract: The flipped classroom inverts traditional teaching methods, delivering instruction online outside of class and moving "homework" into the classroom. Educational technology and activity learning are two key components of the flipped classroom model. They both influence students learning environments in fundamental ways. Classroom ip uses educational technology that provides opportunity for learning through activity, which influences the learning environment. Influencing the learning environment is the goal of Flipped Instruction.

Findings: Poor learning outcomes are driving Flipped Instruction. In this study before the ip, +50% of freshmen failed English and 44% of freshmen failed math. After the ip, only 19% of freshmen failed English and 13% of freshmen failed math.

APA Citation:
Strayer, J. F. (2011). Flipped Classroom Infographic | Knewton. Retrieved November 20, 2017, from https://www.knewton.com/infographics/ipped-classroom/ ]]> 2017-11-20 18:00:18 UTC https://padlet.com/emily_auten/3d97szyuvv70/wish/208826748 emily_auten https://padlet.com/emily_auten/3d97szyuvv70/wish/208827689 Source: Popular

Abstract: In this article the authors give a description of what a Flipped Classroom is. They describe it as a model that is not about the videos , but is about the learning that is taking place in the classroom.  The authors make good points on the pros as well as cons. 

Findings: The author states that the flipped classroom isn't just about the money but about appealing to the different learners. Hertz talks about all the different approaches that can be taken. Hertz hasn't formed a firm opinion on the strategy or method of teaching but states that is does make teachers take a look at what they are doing to impact student learning.

APA Citation: 
Hertz, M.B. (2012).  The  Flipped Classroom: Pro and Con.  https://www.edutopia.org/blog/ippedclassroom-pro-and-con-mary-beth-hertz ]]> 2017-11-20 18:02:27 UTC https://padlet.com/emily_auten/3d97szyuvv70/wish/208827689 emily_auten https://padlet.com/emily_auten/3d97szyuvv70/wish/208827765 Source: Popular
 
Abstract: When ipping a classroom on thing we must consider is creating a exible learning environment. In this Edutopia article it is discussed how exible classrooms give students a choice of what kind of learning space works best for them.  We want to develop through our classroom environment spaces that increase student engagement and collaboration.  The authors discus how ipped classrooms that are exible classrooms give students a choice in what kind of learning space works best for them and helps them work collaboratively, communicat, and engage in problem solving.

Findings:  Since implementing esxible classroms that are also ipped classrooms Albemarle County Public Schools have found that: Their students' grades have improved.  Their students seem happier and more engaged.  Their students are participating more and having more invigorating conversations.  
APA Citation:  
Crosby, A. (2014) Blended and Flipped Models in the Primary Classroom.   http://www/edutopia.org/school/albermarie-county-publicschools ]]> 2017-11-20 18:02:39 UTC https://padlet.com/emily_auten/3d97szyuvv70/wish/208827765 emily_auten https://padlet.com/emily_auten/3d97szyuvv70/wish/208827830 Source: Practitioner

Abstract: This article gives some advantages and drawbacks of both the ipped and face/ip approaches. Flipped teaching enables instructors to become facilitators of learning and minimize the sage-on-a-stage teaching approach, and it can be integrated across almost any curriculum.

Findings: The face/ip model is an alternative to the Flipped model, in that it retains real-time lectures, uses screencasts as supplemental resources, and incorporates class activities by ipping the classroom when needed.

APA Citation:
Ruffini, M. (2014). Blending face-to-face with Flipping -- THE Journal. THE Journal. Retrieved 20 November 2017, from https://thejournal.com/articles/2014/09/03/blending-face-to-face-and-flipping.aspx

]]> 2017-11-20 18:02:51 UTC https://padlet.com/emily_auten/3d97szyuvv70/wish/208827830 emily_auten https://padlet.com/emily_auten/3d97szyuvv70/wish/208827896 Source: Practitioner

Abstract: "Try it! You might like it!" is not a sufficient reason for initiating flipped instruction. Flipping has become a hot topic among both educators and school leaders. But there are some legitimate concerns. A major one is the rationale for selecting the flipped method in the first place, which might displace other valuable, technology-based instructional strategies. Some initial questions educators have are: How does flipping work? Would it be appropriate for all to use instructional video as homework?

Findings: Only time will tell if it is "really hip to flip." For the moment, the bottom line is: Each educator must decide when and where best to include instructional video. It all depends on your learners, their needs, and the desired results of instruction. Ask the right question.

APA Citation: Deube, P.  (2013). Is It Really Hip to Flip? -- THE Journal. Retrieved November 15, 2016, from  https://thejournal.com/articles/2013/01/16/is-it-really-hip-to-flip.aspx]]> 2017-11-20 18:03:03 UTC https://padlet.com/emily_auten/3d97szyuvv70/wish/208827896 emily_auten https://padlet.com/emily_auten/3d97szyuvv70/wish/208827969 Source: Practitioner

Abstract: This article shows the positive effect of Flipped Instruction and its effective strategies. The authors compared two sections of large-enrollment physics classes. Prior to the experiment, the use of teaching the classes via interactive lecture showed no significant difference. One section of the class was "flipped" during the twelfth week of school, where students were exposed to the new material before class time. They were also given reading assignments, quizzes, and small group class time to communicate their findings.  The instructor supported small group feedback, but no formal lecture was included in the experimental group. The other class section was simply encouraged to read the same assignments prior to class, but were not intentionally engaged in active learning exercises during class.
Findings: At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the “ipped” classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the ipped classroom model.

APA Citation:
Brame, C. (2013). Flipping the Classroom. Retrieved 20 November 2017, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/


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