Flipped Instruction Effectiveness by Olivia Beavers

Flipped Instruction Effectiveness by Olivia Beavers https://padlet.com/obeavers/8ht17gve0qhu Evidence of Flipped Instruction Effectiveness as an Instructional Tool en-us 2016-11-20 21:45:27 UTC 2025-10-01 19:25:42 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png The Flipped Classroom: Pro and Con obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138966957 Source: Popular
Summary: This is a great introductory article to learn what Flipped Instruction is. It says that it can be a very effective strategy to use because it is more of an individualized instructional method, students can easily catch up on missed work, and students can move at their own pace. However it also says that it can be ineffective due to internet and technology availability and that if everyone starts using the flipped lesson method, students will spend hours of their own time after school in front of a screen. Hertz weighs the pros and cons of using flipped instruction in the classroom giving insight to whether or not it could be an effective approach in your classroom.
Findings: 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
APA Citation:
Hertz, M. (2015). The flipped classroom: Pro and con. Retrieved 20 November 2016, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz]]> 2016-11-20 21:53:36 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138966957 How One School Turned Homework on its Head with ‘Flipped’ Instruction obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138969370 Source: Popular
Summary: This is an article from the news where they covered a story about an entire school using the Flipped Instruction method to try and turn their test scores around. This article shows that using Flipped Instruction made a huge impact on failure rates and standardized test scores. Clintondale is the nation’s first completely flipped school, meaning teachers record lectures for students to watch online outside of class, and what was once considered homework is now done during class time, allowing students to work through assignments together and ask teachers for help if they run into questions. In 2010, with more than half of the school’s ninth graders failing math, science and English, principal Greg Green decided to adopt the flipped approach, a blended learning model that also relies heavily on outside videos like the popular Khan Academy and Ted Talks.
Findings: Clintondale ranked among the worst 5 percent of all schools in the state of Michigan prior to the flip. But since then, the principal says failure rates for students have declined from 52 percent to 19 percent, and standardized test scores have risen steadily.
APA Citation:
Fritz, M. (2013). How one school turned homework on its head with ‘flipped’ instruction. Retrieved 20 November 2016, from http://www.pbs.org/newshour/rundown/what-does-a-flipped-classroom-look-like-2/]]> 2016-11-20 22:31:50 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138969370 Flipping the Classroom obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138970932 Source: Practitioner
Summary: This article is to show the positive effect that Flipped Instructions has an effective strategy. Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was “flipped,” with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment 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 “flipped” 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 flipped classroom model.
APA Citation:
Brame, C. (2013). Flipping the Classroom. Retrieved 20 November 2016, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

]]> 2016-11-20 22:55:19 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138970932 Blending Face-to-Face and Flipping obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138971298 Source: Practitioner
Summary: This article gives some advantages and drawbacks of both the flipped and face/flip 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/flip 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 flipping the classroom when needed.
APA Citation:
Ruffini, M. (2014). Blending face-to-face with flipping -- THE Journal. THE Journal. Retrieved 20 November 2016, from https://thejournal.com/articles/2014/09/03/blending-face-to-face-and-flipping.aspx]]> 2016-11-20 23:02:02 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138971298 Measured Results Demonstrate Enhanced Learning Outcomes in the Flipped Classroom obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138974706 Source: Practitioner
Summary: This article is to show the positive effect that Flipped Instructions has an effective strategy. While an administrator at a rural secondary school district in America, with the poverty level at about 65% free and reduced lunch this article discusses teachers who implemented a flipped classroom with materials they designed and created. Research was performed at that rural school to compare the effectiveness of the two delivery models of Algebra II/Trigonometry. Data was collected during the first term of the 2010-2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students).
Findings: At the end of second semester the students in the podcasting delivery method had a GPA in their math class of 3.2/4, a B average. The students in the traditional delivery method had a GPA of 2.52/4, a C+ average. The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.
APA Citation:
Szoka, J. (2013). Measured results demonstrate enhanced learning outcomes in the flipped classroom. Retrieved 20 November 2016, from http://www.emergingedtech.com/2013/05/measured-results-demonstrate-enhanced-learning-outcomes-in-the-flipped-classroom/]]> 2016-11-20 23:56:20 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138974706 What Does Research Say About Flipped Teaching obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138975255 Source: Popular
Summary: This blog gives both sides of Flipped Teaching as a good instructional strategy and a bad instructional strategy. This blog gives lots of extra links to research using Flipped Technology and practice that provides more information on the side saying that Flipped Teaching is .
Findings: Popular Sources may not
involve a study and may not include findings.
APA Citation:
Seery, M. (2015). What does research say about flipped teaching? Retrieved 20 November 2016, from http://www.rsc.org/blogs/eic/2015/11/flipped-teaching-higher-education

]]> 2016-11-21 00:05:52 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138975255 The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138981727 Source: Professional
Summary: This article is to show the positive effect that Flipped Instructions has an effective strategy, however there are no significant changes compared to traditional teaching. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. Changes in the student participants' perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis.

Findings: Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model ofinstruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instructionstudents and those taught in a traditional classroom environment.
APA Citation:
Clark, K. R. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal Of Educators Online, 12(1), 91-115.

]]> 2016-11-21 01:27:13 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138981727 Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138984164 Source: Professional

Summary: This article examines the flipped classroom approach in higher education (to see if it would work as students get older) and its use in a library for writing a research paper and finding sources. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model instruction where 90% of students indicated that the pre-assigned videos were helpful, but 45% of students preferred using class time to learn new concepts instead of watching videos. Students from two sections of the same course participated in this study. One section received one-time information using a flipped approach where they were provided videos before the instruction in the library, while the other section received traditional one-time instruction in the library. A pre- and post-test was given to both sections to see the difference before and after instruction.

Findings: No difference was found between the two groups on a pre- and post-test analysis; however, an analysis of students' final papers from the flipped section showed more bibliography citations to scholarly journal articles. In addition, a survey was conducted showing the majority of students preferred the flipped approach.
APA Citation:
Brooks, A. W. (2014). Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions. Communications In Information Literacy, 8(2), 225-235.

]]> 2016-11-21 01:54:02 UTC https://padlet.com/obeavers/8ht17gve0qhu/wish/138984164 The Perceived Effects of Flipped Teaching on Knowledge Acquisition obeavers https://padlet.com/obeavers/8ht17gve0qhu/wish/138984737 Source: Professional
Summary: This article is to show the negative effect that Flipped Instruction has as an effective strategy.This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. Undergraduate students indicated positive effects of flipped teaching and students' perceived learning improved as time spent using learning management systems increased.

Findings: While knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.
APA Citation:
Newman, Galen, Jun-Hyun Kim, Ryun Jung Lee, Brandy A. Brown, and Sharon Huston. 2016. "The Perceived Effects of Flipped Teaching on Knowledge Acquisition." Journal Of Effective Teaching 16, no. 1: 52-71. ERIC, EBSCOhost (accessed November 20, 2016)..

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