Flipped Instruction by Samantha Frederick https://padlet.com/slmichael/d4obti80jsfj Research Abstracts from Popular, Practitioner, and Peer-reviewed Sources en-us 2016-11-16 00:12:35 UTC 2016-11-20 20:16:15 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/File.png What Flipped Classrooms Can (and Can't) Do For Education slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137945087 Source: Popular
Abstract: Algebra teacher Tyler Johnstone says his students are actively watching the instruction videos each night and many times watching them more than once. High school teacher Daniele Massey, says flipped instruction allows for greater individualization of instruction and allows her students with military families to remain up to date on their school work even when prolonged absences occur. Massey also says that once parents watched the videos and understood the material they realized
Findings: No study included/no findings
APA Citation: Graham, E., & Walker, T. (2013). What flipped classrooms can (and can't) do for education. Retrieved 15 November 2016, from http://neatoday.org/2013/03/29/what-flipped-classrooms-can-and-cant-do-for-education/ ]]> 2016-11-16 00:20:21 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137945087 10 Published Results Supporting the Benefits of Flipped Learning slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137947073 Source: Popular
Abstract: Ten different sources provide concise summaries or findings supporting various positive outcomes of flipped learning. A Montana State graduate student said flipped instruction leads to lower student stress levels, greater differentiation, and increased academic success. Flipped instruction led to greater academic success, increased personalization and differentiation, reduction of failing grades and withdrawals, greater interest with less boredom, and enriched learning experiences for students.
Findings: 7th Space Interactive found that students' self-perceived knowledge increased after flipped instruction. Weinstein found that students in flipped instruction courses had grades that were 10 percent higher than students that were in traditional classrooms. James Szoka found that 11 percent more students made a grade of A when in flipped instruction classrooms than in traditional classrooms.
APA Citation: Emerging EdTech. (2014). 10 published results supporting the benefits of flipped learning. Retrieved 15 November 2016, from http://www.flippedclassroomworkshop.com/results-studies-supporting-benefits-of-flipped-classroom/]]> 2016-11-16 00:44:18 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137947073 Study Assesses Effectiveness of Flipped Classroom Approach slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137950876 Source: Popular
Abstract: Pearson and other George Mason University researchers conducted case studies to determine the effectiveness of flipped instruction. Benefits of flipped instruction include increased class time for one-on-one and group instruction, and broader methods of instruction. Overall the majority of schools saw increased student achievement when utilizing flipped instruction compared to traditional lecture.
Findings: Kilmer and Ventry found that 12 percent more students passed the Regents exam and 21 percent more students achieved mastery after the implementation of flipped instruction. The study at Ashland Middle School found that with flipped instruction 98 percent of students were completing their homework compared to only 79 percent in traditional classrooms. Roshan found a greater percentage of increase of students receiving 4s or 5s on the AP exams.
APA Citation: Granata, K. (2014). Study assesses effectiveness of flipped classroom approach. Retrieved 15 November 2016, from http://www.educationworld.com/a_curr/case-studies-effectiveness-flipped-learning-classroom.shtml]]> 2016-11-16 01:15:37 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137950876 Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137958634 Source: Practitioner
Abstract: A survey of 403,000 educators, administrators, students, and parents about flipped instruction yielded results of flipped instruction having a major impact on teaching and learning. The biggest barrier to flipped instruction is student access to internet and technology when not on school property. An increasing number of educators are interested in utilizing flipped instruction to increase student interest and academic success.
Findings: 25 percent of administrators identified flipped instruction as having a major effect on teaching and learning, compared to educational games and apps. 16 percent of teachers regularly record videos for their students for flipped instruction. 75 percent of high school and middle school students believe that flipped instruction would benefit their learning.
APA Citation: Meyer, L. (2014). Report: Interest in flipped classrooms surpasses other digital learning trends -- THE Journal. THE Journal. Retrieved 15 November 2016, from https://thejournal.com/articles/2014/03/21/report-interest-in-flipped-classrooms-surpasses-other-digital-learning-trends.aspx]]> 2016-11-16 02:26:37 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137958634 To Flip or Not to Flip? slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137960597 Source: Practitioner
Abstract: Jeff Dunn says flipped instruction has made his students happier while also increasing academic success in his math classroom. Utilizing flipped instruction allows the students to be teaching one another which opens up opportunities for him to actually listen to their discussions and customize learning. Flipped instruction created an overall environment of positivity and support.
Findings: Dunn's students' scores have increased both for in-class assessments and on AP exams. In just the first year of flipping instruction, the average AP score was up over half a point from the school's highest recorded average previously. Roshan found a greater percentage of increase of her students receiving 4s or 5s on the AP exams.
APA Citation: Dunn, J. (2012). To flip or not to flip? -- Edudemic. Edudemic. Retrieved 15 November 2016, from http://www.edudemic.com/to-flip-or-not-flip-your-classroom/]]> 2016-11-16 02:51:17 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137960597 Determining Useful Tools for the Flipped Science Education Classroom slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137961643 Source: Practitioner
Abstract: This is a 3-year study on the perceived utility of supplying elementary science teacher interns tools to create flipped lesson plans. The research accessed qualitative and quantitative measures to sample intern reaction to the notion of a flipped classroom. Overall the implementation of the four resources in a flipped classroom mode resulted in at least 10% better grades on the first lesson by comparison to the 2 years before flipped instruction.
Findings: The implementation of the four resources in a flipped classroom mode resulted in at least 10% better grades on the first lesson by comparison to the 2 years before flipped instruction.
APA Citation: MacKinnon, G. (2015). Determining useful tools for the flipped science education classroom -- CITE Journal. Contemporary Issues in Technology and Teacher Education, 15(1). Retrieved 15 November 2016, from http://www.citejournal.org/volume-15/issue-1-15/science/determining-useful-tools-for-the-flipped-science-education-classroom]]> 2016-11-16 03:03:48 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137961643 An Inquiry Into Flipped Learning in Fourth Grade Math Instruction slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137961712 Source: Peer-Reviewed
Abstract: The purpose of this qualitative action research project was to gain understanding of the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of 27 students through a gradual process with the first quarter being traditional instruction, the second quarter with partial flipped instruction, and the third quarter with flipped instruction. Data was collected in the form of classroom observations, teacher reflections and surveys from both parents and students. 
Findings: The study found that flipped
learning shifted the role of the teacher to that of a classroom facilitator. There was a reduction of missing or incomplete work assignments from 2.35% in the first quarter to 1.35% in the third quarter. 84.63% of students reported on the final survey that they enjoy practice activities during class time and anecdotal records supported increased student engagement. Flipped learning created an engaging instructional environment, which gave students the opportunity to experience a greater responsibility over their own learning process.  Parents overall reported positive changes in their children as a result of the flipped instruction.
APA Citation: D'addato, T., & Miller, L. (2016). An inquiry into flipped learning in fourth grade math instruction. Eric.ed.gov. Retrieved 15 November 2016, from http://journals.nipissingu.ca/index.php/cjar/article/view/261/128
]]> 2016-11-16 03:04:31 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137961712 The Flipped Classroom: A Twist on Teaching slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137961777 Source: Peer-Reviewed
Abstract: The purpose of this qualitative research was to review and provide research on the implementation of the
flipped classroom. It also provides implementation methods and tools to be utilized in a flipped classroom. 58 teachers were surveyed with 21 brand new teachers, 13 teachers that had 2-5 years experience, and 24 teachers that had more than 5 years experience. Of those 58 teachers only 3 implemented flipped instruction.
Findings: All three teachers that utilized flipped instruction reported increased student engagement, improved student scores, and fewer incomplete assignments. Teachers reported their students experienced less frustration over assignments and felt that they received more support. Flipped instruction requires additional work and is dependent upon technological resources available for teachers and students.
APA Citation: Schmidt, S., & Ralph, D. (2016). The flipped classroom: A twist on teaching. Eric.ed.gov. Retrieved 20 November 2016, from http://files.eric.ed.gov/fulltext/EJ1087603.pdf]]> 2016-11-16 03:05:23 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137961777 The Effects of the Flipped Model of Instruction on Student Engagement and Performancein the Secondary Mathematics Classroom slmichael https://padlet.com/slmichael/d4obti80jsfj/wish/137961836 Source: Peer-Reviewed
Abstract:  The purpose of this quantitative and qualitative research study was to make improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction. 42 students, 18 boys and 24 girls. ranging in age from 13 to 15 in two algebra one classes participated in this study. These students were evaluated though pre- and post- surveys, teacher created unit test, random interviews, and a focus group. The researcher also documented observations, thoughts, experiences, and insights on flipped instruction daily.
Findings: There was not a
significant difference in performance between those students taught using the flipped model of instruction with an average being 80.38 and those who were in the traditional classroom environment with an average being 80. These results suggested similar performance abilities between the traditional and flipped classrooms on the content covered on the unit test. All of the students in the focus group session mentioned how they experienced an increase in classroom participation when compared to class time prior to the flipped model of instruction intervention. A large amount of days in which the students were actively participating in the classroom activities and enthusiastically involved in all aspects of the classroom were documented. Eighty-eight percent of the students surveyed stated they actively participated in all aspects of the flipped classroom compared to 76% in the
traditional classroom environment. The students thought the flipped model of instruction was more effective and applicable because of the variety of teaching practices incorporated within this approach.
APA Citation: Clark, K.(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.  Eric.ed.gov. Retrieved 20 November 2016, from http://files.eric.ed.gov/fulltext/EJ1051042.pdf]]> 2016-11-16 03:06:06 UTC https://padlet.com/slmichael/d4obti80jsfj/wish/137961836