Flipped Instruction by Barry Wiginton https://padlet.com/barry_wiginton/5lpx74ehu560 Research abstracts from Popular, Practitioner, and Peer-reviewed Sources en-us 2016-11-13 15:57:59 UTC 2017-12-07 22:24:48 UTC hello@padlet.com Inside the Flipped Classroom barry_wiginton https://padlet.com/barry_wiginton/5lpx74ehu560/wish/137199570 Source: Practitioner
Abstract: Byron High School faced a dilemma with new state math standards, outdated math textbooks, and no money to purchase new textbooks. The solution was for teachers to create their own curricular content. Teachers soon found that they could not simply pull content from the web and began creating their own instructional videos.
Findings:"Math mastery at Byron High has jumped from 29.9 percent in 2006 to 73.8 percent in 2011, according to the Minnesota Comprehensive Assessments. ACT scores have risen from an average composite score of 21.2 (on a scale of 36) in 2006 to 24.5 in 2011. This school year, 86.6 percent of Byron's seniors will have completed four or more credits of math."
APA Citation
Fulton, K. (2012). Inside the Flipped Classroom -- THE Journal. THE Journal. Retrieved 13 November 2016, from https://thejournal.com/Articles/2012/04/11/The-flipped-classroom.aspx?Page=3

  
]]> 2016-11-13 16:14:20 UTC https://padlet.com/barry_wiginton/5lpx74ehu560/wish/137199570 Teachers see Improvements from Flipped Classroom barry_wiginton https://padlet.com/barry_wiginton/5lpx74ehu560/wish/137200793 Source: Popular
Abstract: Byron High School math teacher,  Troy Faulkner, says that his students take more ownership of their learning and are more engaged. Instead of passively listening, they are actively applying mathematics.
At Clintondale High, a social studies teacher conducted an experiment comparing traditional and flipped classes. Students in the flipped class outperformed students in the traditional class and no student in the flipped class scored below a C grade.
Findings:
All of Byron's math classes are flipped. According to math teacher, Troy Faulkner's unscientific analysis,  student proficiency in calculus rose 17.7%; Pre-calculus rose by 12.4%; and Algebra 2 rose by 15.1%.
APA Citation
Stolle, M. (2014). Teachers see improvements from flipped classroom. Retrieved 13 November 2016, from http://www.postbulletin.com/news/local/teachers-see-improvements-from-flipped-classroom/article_70f329c4-5ab3-53c8-9940-edf4d05bde4a.html]]> 2016-11-13 16:29:58 UTC https://padlet.com/barry_wiginton/5lpx74ehu560/wish/137200793 Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models barry_wiginton https://padlet.com/barry_wiginton/5lpx74ehu560/wish/209950409 Source: Peer-Reviewed
Abstract: In a quasi-experimental study of 16 public school teachers and their students, researchers sought to determine if there were any significant difference in student learning gains between flipped and traditional instruction in mathematics, science, ELA, and social studies classrooms. In order to make comparisons, each participant teacher created video lessons for one class and used traditional lecture methods for a second class. Students were given a pre-test to determine prior knowledge and a post-test to determine learning gains. Participant teachers and students were given surveys to determine their perception of flipped instruction.
Findings
The researchers found that in the 19 classrooms; 10 flipped classrooms scored significantly higher than the traditional classroom; 1 traditional classroom scored higher than the flipped classroom, and 5 classrooms showed no significant difference. Data suggests that flipped instruction is as effective, or more effective than traditional lecture in a wide range of subjects. Qualitative data (surveys) also indicate that the majority of students were satisfied with the new flipped learning model.
APA Citation
Unal, Z. and Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), pp.145-164.
http://files.eric.ed.gov/fulltext/EJ1155632.pdf ]]> 2017-11-24 16:11:27 UTC https://padlet.com/barry_wiginton/5lpx74ehu560/wish/209950409