Flipped Instruction by Jessie Glaze

Flipped Instruction by Jessie Glaze https://padlet.com/jessie_glaze/567tv59566ct Research abstracts from Popular, Practitioner, and Peer-reviewed Sources en-us 2018-12-07 17:28:23 UTC 2026-01-30 23:06:16 UTC hello@padlet.com Is Flipped Learning Really that Effective? You Might Be Surprised. jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312335198 Source: Popular
Abstract: 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.
Findings: 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.”
APA Citation: Guymon, D. (2014, March 31). Is Flipped Learning Really that Effective? You Might Be Surprised. Retrieved December 7, 2018, from https://www.gettingsmart.com/2014/03/flipped-learning-really-effective-might-surprised/ ]]> 2018-12-07 17:37:20 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312335198 'Flipped classrooms' may not have any impact on learning jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312374901 Source: Popular
Abstract: Four professors at Harvey Mudd College in Claremont, Calif. who are studying the effectiveness of a flipped classroom have bad news for advocates of the trend: it might not make any difference. During this pilot, each professor taught two sections of the same course — one "flipped" and one traditional, using the same material as much as possible. Though their official research is just beginning, the professors flipped their STEM classrooms as a pilot during the 2012-2013 academic year and gathered some first impressions on the matter.
Findings: Students reported in anonymous surveys that they either loved or hated the new model, and some said they felt the flipped classroom had a heavier workload since it required students to set aside time to watch the lengthy lecture videos. Professors, too, had to spend considerably more time making and editing the videos and crafting engaging, hands-on sessions for their classes, she says. Given these drawbacks, the fact that the actual learning outcomes seemed unaffected by the switch suggested that it might not be worth the hassle, Lape says.
APA Citation: Atteberry, E. (2013, December 05). 'Flipped classrooms' may not have any impact on learning. Retrieved December 7, 2018, from https://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-effectiveness/3148447/

]]> 2018-12-07 18:59:55 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312374901 Speak Up 2013 National Research Project Findings: A second year review of flipped learning jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312381581 Source: Popular
Abstract: During the fall of 2013, over 403,000 K-12 students, parents, teachers, administrators and community members participated in the 11th annual Speak Up online surveys facilitated by the national education nonprofit organization, Project Tomorrow© in conjunction with the Flipped Learning Network™. The national data findings from the surveys were released in early 2014. For the second year in a row, specific questions were asked of students, educators and administrators on flipped learning and use of videos in the classroom. Teachers and school administrators were asked to comment on their current or planned implementation of this innovative strategy.
Findings: Of the over 180,000 middle and high school students who participated 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.
APA Citation: Speak Up 2013 National Research Project Findings A second year review of flipped learning. (2014). Retrieved December 7, 2018, from https://flippedlearning.org/wp-content/uploads/2016/07/Speak-Up-2013-Survey-Results-Flipped-Learning-Network.pdf]]> 2018-12-07 19:13:35 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312381581 The Flipped Classroom: Pro and Con jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312727425 Source: Practitioner
Abstract: "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." For instance, they state that the flipped classroom is NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
Findings: Most of the blog reflections I have read and the conversations I have followed point to the way that the flipped classroom has truly individualized learning for students. Teachers describe how students can now move at their own pace, how they can review what they need when they need to, and how the teacher is then freed up to work one-on-one with students on the content they most need support with. They also point to the ability for students to catch up on missed lessons easily through the use of video and online course tools like Edmodo or Haiku Learning. In addition, a 2009 meta-analysis done by the Department of Education showed that in many cases, online learning has some advantages over face-to-face learning.
Our students just don't have the access required for the model to really work. I've had people tell me, "They can use the public library." To which I explain that there are usually three computers available and there is usually a 30-minute limit per user. Another tough sell for me is the fact that if everyone starts flipping their classrooms, students will end up sitting in front of a screen for hours every night as they watch the required videos. And as many teachers can tell you, not everyone learns best through a screen.
APA Citation: Hertz, M. B. (2012, July 10). The Flipped Classroom: Pro and Con. Retrieved December 9, 2018, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz ]]> 2018-12-09 22:29:51 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312727425 The Teacher’s Guide To Flipped Classrooms jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312737712 Source: Practitioner
Abstract: “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.”
Findings:
1. Flipped learning keeps students more engaged.
2. Teachers provide more personalized attention.
3. Students can work at their own pace.
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.
APA Citation: The Teacher's Guide To Flipped Classrooms. (n.d.). Retrieved December 9, 2018, from http://www.edudemic.com/guides/flipped-classrooms-guide/]]> 2018-12-10 00:11:32 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312737712 Video Becoming the Norm in Education jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312738836 Source: Practitioner
Abstract: It's a YouTube world. Video is becoming as ubiquitous in classrooms as laminated periodic tables and whiteboards. The use cases abound. The most popular use in K-12 right now is for the showing of video in classrooms (cited by 73 percent of respondents in a recent survey). That's followed by student assignments (58 percent), as supplementary lesson material (48 percent) and flipped classrooms (40 percent). But video is also gaining steam in teaching skills and recording students as they practice them (32 percent), in library media collections (31 percent) and recording school events for on-demand viewing.

Findings: One respondent, a teacher, finds great value in lecture capture, which hasn't gained much traction at the K–12 level yet. "I think that the ability to record lecture sessions and allow students to consume the material at their own pace will drastically increase student engagement and can also decrease teacher burnout and attrition." Then there are the benefits of having students themselves create the video content and for schools to share video with their communities. As another K–12 teacher pointed out, "Students will continue to use their personal devices to record events that they are experiencing in the classroom — the recording of chloroplasts in the cells of water plants being viewed through a microscope, for example. Teachers are taking video of the happenings within their classrooms and sharing with [administration] or on Twitter, so I see video being used in conjunction with social media to promote student achievements and public relations."
APA Citation: Schaffhauser, D. (2017, September 19). Video Becoming the Norm in Education. Retrieved December 9, 2018, from https://thejournal.com/articles/2017/09/19/video-on-its-way-to-becoming-education-norm.aspx

]]> 2018-12-10 00:24:20 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312738836 THE PEDAGOGY OF FLIPPED INSTRUCTION IN OMAN jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312740542 Source: Peer-Reviewed
Abstract: “Flipping the classroom”, or reverse instruction has been hailed the new pedagogical approach for preparing students for the 21st century. The idea behind this method is relatively simple. Instead of structuring class work to deliver direct instruction from the teacher in class and giving homework to students to practice outside of class, the sequence is reversed, or “flipped” to provide content instruction as homework and practice or application in the classroom. This paper focuses on the pedagogy of flipped instruction and the experiences of the flipping method with graduate students in Oman.
Findings: All the data was collected and analyzed during the spring of 2013. Participant surveys, unit reflections, journal observations, and focus group interviews provided the summation of data. Results from the surveys, reflections, interview, and observations were analyzed using coded classification to identify patterns, connections, and emerging themes.
APA Citation: Lane-Kelso, ILT HOD, D. (2015). THE PEDAGOGY OF FLIPPED INSTRUCTION IN OMAN. The Turkish Online Journal of Educational Technology,14(1), 1-8. Retrieved December 9, 2018, from https://files.eric.ed.gov/fulltext/EJ1057339.pdf.]]> 2018-12-10 00:36:06 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312740542 "Just Don't Bore Us To Death" jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312754537 Source: Peer-Reviewed
Abstract: This mixed methods study aimed to assess student engagement during the flipped model of instruction in two seventh-grade English language arts (ELA) classrooms. Implementation of
the flipped model required students (n=183) and teachers (n=2) to use digital technology via a website and teacher-made videos. It compared student perceptions during a flipped unit to those same students’ perceptions during a traditionally taught unit. A hybrid embedded design and case study interviews were used to assess students’ cognitive, emotional, and behavioral
engagement. Data analysis revealed that overall student engagement decreased in the flipped unit and that students were divided in their reactions to the flipped method with one student poignantly writing on the survey, “Just don’t bore us to death.” This work is significant in that it
is among the first to examine whether course content matters when utilizing the flipped method and whether student engagement in the traditional ELA curriculum is unique due its emphasis on discussion and holistic assessment.
Findings: The findings also support previous research that indicates girls tend to be more engaged than boys in ELA classes in general (Sadker, 2002;
Osler & Vincent, 2003). However, most surprising was the quantitative finding that indicated African-American and Hispanic students could be the ethnoracial groups most
engaged by the flipped method. Although the sample size was very small and generalization would be difficult, the finding corroborates
research indicating that African Americans and Hispanics benefit from collaborative learning. In addition, the findings support Engagement Theory, which posits that students learn best in a technology environment when the
tasks are collaborative. However, the work of some other researchers indicates that all students benefit from collaborative learning within a technology environment, so it is inconclusive to point to the flipped method as a single, silver bullet that
could engage students of color.
APA Citation: Moran, C. M. (2018, April 5). "Just Don't Bore Us To Death": Seventh Graders' Perceptions of Flipping a Technology-Mediated English Language Arts Unit. Retrieved December 9, 2018, from https://scholarworks.uvm.edu/mgreview/vol4/iss1/5/]]> 2018-12-10 02:28:11 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312754537 Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors jessie_glaze https://padlet.com/jessie_glaze/567tv59566ct/wish/312756563 Source: Peer-Reviewed
Abstract: There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in “traditional” settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to
extend existing flipped classroom research by assessing behavioral engagement in flipped and non-flipped settings using observational instruments in three precollege
settings. Contrary to widely-reported results, this study found an increase
in engagement in only one of the three observed settings. Analyses of the classroom contexts and teachers’ actions in the three settings suggests that student engagement is not solely a function of instructional strategy (flipped versus non-flipped), but is also affected by student characteristics and teachers’ skill and expectations.
Findings: Research suggests that student engagement is directly related to students’ ownership of the class content and learning. Given this established finding, it is not surprising that engagement in flipped classes in the Moderate Engagement setting was greater than in the non-flipped classes.
APA Citation: Hodgson, T.R., Cunningham, A., McGee, D., Kinne, L.J., & Murphy, T.J. (2017). Assessing
behavioral engagement in flipped and non-flipped mathematics classrooms: Teacher abilities and other potential factors. International Journal of Education in Mathematics, Science and
Technology (IJEMST), 5(4), 248-261.]]> 2018-12-10 02:45:06 UTC https://padlet.com/jessie_glaze/567tv59566ct/wish/312756563