Clintondale High School was named one of the worst schools in Michigan in 2010.  The principal decided to “flip the classroom”. He says that the idea of the flipped classroom came out of a discussion with students about what needs they had. He says that “It’s simply about the amount of support and how much activity you do with the kids in class.”

In just one year, the freshman failure rate at Clintondale was reduced by 33% in English, 31% in math, 22% in science, and 19% in social studies, and after two years college admission rates rose from 63% to 80%.

Zapata,K. (2016). This struggling school “flipped” the classroom ----and grades have never  been better. Retrieved on 13 November 2016, from
https://www.babble.com/parenting/clintondale-high-school-flips-classroom-to-improve-grades/

Students at Carroll High School give good reviews to the flipped classroom.  Students watch a video lesson for homework and use class time to practice what they’ve learned. Students say that homework is more engaging and that they have learned much more in math. 

No findings

 

 

Engelland, S. (2016). In Carroll’s ‘flipped’ classrooms, lectures become homework. Retrieved  on 13 November 2016, from 
http://www.star-telegram.com/news/local/community/courier journal/article108931287.html#0

Honeycutt discusses how the flipped classroom relies heavily on students being prepared and ready to engage in the learning activities. If students are unprepared, then it limits what they can do, how deeply they can engage with the material, and how meaningfully they can connect with other students. Honeycutt recommends 5 recommendations to motivate your students.  

No Findings

Honeycutt, B. (2016). Five Ways to Motivate Unprepared Students in the Flipped Classroom.  Retrieved on 13 November 2016, from 
http://www.facultyfocus.com/articles/blended-flipped-learning/five-ways-to-motivate-
unprepared-students-in-the-flipped-classroom/

Mary Beth Hertz attended an ISTE conference where the hot topic was the flipped classroom.  Mary Beth says there are both pros and cons to the flipped classroom.  She says that a pro of the flipped classroom is that it has truly individualized learning for students.  A con she says is that all students do not have access to technology needed for the flipped classroom.

No findings available 

Hertz, M.B. (2012) The flipped classroom: pro and con. Retrieved 13 November 2016, from 
https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

Bill Tucker discusses Jonathan Bergmann and Aaron Sams and how the flipped classroom flips the common instructional approach. Tucker discusses how “flipping” is a mainstream topic and how the idea behind flipping is not brand new.

No findings

Tucker, B. (2012). The flipped classroom. Retrieved on 13 November 2016, from
http://educationnext.org/the-flipped-classroom/

 

Jon Bergmann discusses the biggest hurdle that teachers need to overcome in order to flip their classrooms. He says that teachers need to step back from the old model and begin allowing students to control their learning. Bergmann encourages teachers to rethink their class time and flip their thinking.

No Findings

Bergmann, J. (2013). The biggest hurdle to flipping your class. Retrieved on 13 November 2016, 
from https://www.edutopia.org/blog/biggest-hurdle-flipping-your-class-jon-bergmann

Mr. Riggs planned 4 activities for flipped instruction.

1. Web Quest for background information (a note page for students to complete while they work on a Web Quest linked on the teacher’s webpage)

2. Google Docs quiz for Chapter 1 (a link to the document on the teacher’s webpage)

3. Blog response (questions posted on the teacher’s webpage)

4. Vodcast about the theme of The Great Gatsby (a link on the teacher’s webpage)

Findings
Mr. Riggs found that students were able to understand themes and more difficult concepts associated with the book due to the classroom time that flipping created. The flipped classroom created more time for discussion of the text. Mr. Riggs discussed how some technology that was needed was not available so he had to improvise. He also stated that the flipped classroom improves discourse among students.
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Steps for immediate implantation for a flipped classroom

1. Start small. Choose a small unit you already use that could be enhanced by flipped classroom activities.

2. Find three or four activities within the unit that you can flip. The following activities may be a starting place:

• Lectures or PowerPoint presentations

• WebQuests

• Discussion

3. Find out which resources/skills are needed and what is already available, such as these: 

• Access to blogs

• Videos or voice-over programs

• School district website

4. Train students to use the technology.

5. Create rubrics.

6. Implement the unit.

7. Prepare to adjust the timeline as students learn the new expectations

Shaffer,S. (2016). One high school english teacher on his way to a flipped classroom. Journal of  Adolescent & Adult Literacy, 59(5), 563-573.

This article is a Quantitative case study of the flipped classroom. It reviews and provides research on the implementation of the flipped classroom. Classroom teachers were surveyed regarding the flipped classroom. 58 teachers responded to the survey. Of the 58 teachers 21 were brand new teachers with 1-2 years experience. 13 teachers had 2-5 years of experience and 24 teachers had more than 5 years of teaching experience. One class was high school math, one class was a high school Social Science, and one class was an elementary classroom. Each of the 3 classes used the flipped classroom in a variety of ways, including homework help and emailing questions about the lessons the night before class. 

All of the teachers reported increased student engagement, improved student scores, and less incomplete assignments. Teachers felt that it was a lot of extra work and technology would not always work, but they were glad with the improvement from students.  Students felt more support with the flipped classroom method.

Schmidt, Stacy M. P.; Ralph, David L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research, 9(1), 1-6.
http://files.eric.ed.gov/fulltext/EJ1087603.pdf 

This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. The class was randomly divided in two groups of 51 and 52 students. For the first group, a traditional methodology was followed. The flipped classroom methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students’ achievements and a post-task survey was also conducted to know the students’ perceptions. 

According to the results, better outcomes were achieved when the flipped model was followed. The percentage of students passing the subject in the same year for the first time increased in more than 10 %. Regarding the final exam, students’ grades in the flipped model were significantly higher than the grades obtained by the students in the traditional setting. Students found the flipped model useful and found themselves more engaged. Students felt that flipped activities were more student oriented than traditional activities. 

APA Citation

González-Gómez, D., Jeong, J.S., Airado Rodríguez, D. (2016). Performance and perception in  the flipped learning model: an initial approach to evaluate the effectiveness of a new
teaching methodology in a general science classroom. Journal of Science Education and
Technology, 25(3), 450-459.
https://goo.gl/MmuiWe