https://padlet.com/cmcdaniel41/ekh1vi8hdewm Research from popular, practitioner, and peer-reviewed articles en-us 2016-11-17 00:19:55 UTC 2016-11-21 01:14:32 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Diskette.png cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138284034 Source: Practitioner
Abstract:  Daniel Nemerow is a teacher who noticed his students enjoyed discussion in the classroom. He started making instructional videos to aid his students with their homework. He believes the first step to make a flipped classroom successful is to get student buy-in. Daniel discuss the importance of staying consistent with execution and continuing to make videos to strengthen instruction.
Findings: Nemerow explains that positive results came quickly. He noticed his students were doing more work than ever before. Even his difficult students who did not buy in immediately, joined the crowd because there was no way out of class work time. He feels that he can reach the needs of every student by putting the instructional video in their hands.
APA Citation: Nemerow, D. The Flipped Classroom: One Teacher’s Reflections on an Innovative Idea. Flippedclass.com. Retrieved from http://flippedclass.com/newsroom/recent-coverage/the-flipped-classroom-one-teachers-reflections-on-an-innovative-idea/]]> 2016-11-17 00:30:51 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138284034 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138550697 Source: Practitioner
Abstract: Stacey Roshan teaches upper grade math and has experimented with the flipped classroom model for many years. She believes one of her main roles as a teacher is to "create a calm, excited, inspiring atmosphere to stimulate true learning" and flipping her classroom instruction has created that.  The instructional videos are watched at home and give students clear expectations. In class, students work problems with resources available to them such as their classmates.
Findings: Roshan noticed the confidence her students had with the material increased along with their desire to dig deeper into the topic. She saw a major decrease in the amount of student anxiety thanks to this method. The videos take the pressure of failing away and allow students to learn from mistakes and not dwell on them.
APA Citation: Roshan, S. (2012, May 23). Reflecting on the flipped class through student feedback. Retrieved November 17, 2016, from http://www.thedailyriff.com/articles/reflecting-on-the-flipped-class-932.php]]> 2016-11-17 20:04:15 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138550697 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138554885 Source: Practitioner
Abstract:  Barbi Honeycutt PhD and Sarah Egan Warren describe their flipped classroom as being "busy, collaborative, and social place". They discuss how flipped classrooms especially appeal to the extroverted learners because of the heavy amount of group work. To support the other learning styles, the teachers mention how important it is to have individual reflection time in class. Activities like Think, Write, Share  helps students who prefer to be nonvocal while insecure no opportunity for opt out. Writing Prompts can also help with different learning styles. This article discusses the importance of having both active and reflective experiences in the flipped classroom.
Findings: The teachers stated that they were able to design a learning experience that engaged students in higher level thinking and problem solving during the class time. " It’s about creating, evaluating, synthesizing, and analyzing together." By adding reflection time the teachers found that the lesson appealed to more learning styles resulting in high student buy in.
APA Citation: Honeycutt, B., & Warren, S. E. (2014, February 17). The Flipped Classroom: Tips for Integrating Moments of Reflection. Retrieved November 17, 2016, from http://www.facultyfocus.com/articles/instructional-design/flipped-classroom-tips-integrating-moments-reflection/

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Methods: This article tells the insights gained by professors who have used the flipped classroom model. Students complete the lower level cognitive learning at home allowing class time to be used for the deeper level thinking activities. These deeper level thinking activities involve "application, analysis, synthesis, and evaluation". Along with student engagement, team building skills should be increased thanks to the flipped classroom.
Findings: They found that the flipped classroom was more fun for both students and teachers. Class discussion allowed students to build on what they learned independently. Teachers found that they were able to cover more material with this method. Students were able to refer back to their materials to support their group work and discussion. A negative finding on this method was more work for both students and teacher mostly because of the time it takes to make instructional videos. Technology issues also had a negative impact on this type of instruction. The biggest issue this article found is that some students were not completing the out-of-class work putting them even further behind and taking time and attention away from students who were prepared for class.
APA Citation: Hall, A. A., & DuFrene, D. D. (2016). Best Practices for Launching a Flipped Classroom. Business & Professional Communication Quarterly, 79(2), 234-242. doi:10.1177/2329490615606733]]> 2016-11-17 20:56:24 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138564615 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138564846 Source: Popular
Abstract: This article divides the flipped classroom into four pillars. The first pillar is flexible environment. The flipped classroom allows for students with varying learning styles. Teachers have to be flexible with how students learn and timelines for work to be completed. The second pillar is learning culture. This pillar describes the learner-centered approach to teaching. Teachers have to allow the loss of power and let students drive the instruction. Intentional content is the third pillar. Maximizing class time is crucial with this model. The fourth and final pillar is professional educator. This role can be more demanding than the traditional lecture method of teaching. Observing students and reflection are key to being successful with the flipped classroom model.
APA Citation: : Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™ Retrieved from: https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf ]]> 2016-11-17 20:57:23 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138564846 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138973887 Source: Peer-Reviewed
Methods: This article focuses on the cooperative learning aspect of the flipped classroom. The author's used project-based learning with cooperative learning activities to observe the changes made when students work together on material they had previously learned independently. The flipped classroom is describes as having "active learning, student engagement, hybrid course design, and course podcasting.".
Findings: Research showed the students voted the flipped classroom strategy as being extremely valuable. Students also learned technology skills through this method. The videos helped the class understand management strategies. Combined with collaborative learning, flipped classroom leads to an increase in student learning.
APA Citation: Kuan-Chou, C., & Keh-Wen "Carin", C. (2016). BUILDING A COOPERATIVE LEARNING ENVIRONMENT IN A FLIPPED CLASSROOM. Academy Of Educational Leadership Journal, 20(2), 8-15.]]> 2016-11-20 23:42:40 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138973887 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138974583 Source: Peer-Reviewed
Methods: The author defines the goals of the flipped classroom model as to "increase student engagement with content, increase and improve faculty contact time with students, and enhance learning". With the help of the instructional videos, students should come to class knowledge about the material and ready to put what they know to work. This article divides the flipped classroom into three categories: pre-class, in class, and post-class. Team-based learning is involved in the in class step of the flipped classroom.
Findings: Students need time to adjust from the traditional lecture method. Some students may be overwhelmed with the added workload and have the feeling that students are teaching themselves the material. Most students enjoy the more hands-on and project-based activities that go hand and hand with the flipped classroom model. Communication between both students and instructors are increased and made more comfortable for discussion and assistance.
APA Citation: Rotellar, C., & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American Journal Of Pharmaceutical Education, 80(2), 1-9. ]]> 2016-11-20 23:54:07 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138974583 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138978511 Source: Popular
Abstract: Flipped classroom is define as a classroom where the classwork and homework are reversed with the help of instructional videos. Restructuring class time allows for more student engagement, hybrid course design, and hands-on activities that give students an opportunity to apply their learning. Teachers change roles and become more of a coach or mentor during the class period. Group discussion may be organized by the instructor, but is driven by students. The ability to rerun the material proves better than the traditional lecture method. Apply the skills in class gives the teacher a chance to correct any misunderstandings quickly in order to clear up future issues. The main complaint of the flipped classroom is the workload it puts on both teachers and students. The flipped classroom puts more responsibility on the students forcing students to be accountable for their own learning.
APA Citation: 7 Things You Should Know about Flipped Classroom. (2012, February). Retrieved November 17, 2016, from https://net.educause.edu/ir/library/pdf/eli7081.pdf ]]> 2016-11-21 00:49:57 UTC https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138978511 cmcdaniel41 https://padlet.com/cmcdaniel41/ekh1vi8hdewm/wish/138979597 Source: Popular
Abstract: This site provides links to additional resources that explain and support flipping classrooms. The first step is to make an instructional video. In the video, the teacher need to be engaging while setting clear expectations for the video. Mostly, these videos serve as an introduction to material or explanations of the next steps with the skill. The videos need to be made to meet the students independent learning levels. After making the video, it is time to share it with the students. This website offers tips for technology and how to introduce new topics via the instructional video platform. The last step is to spend class time differently. Because they have already completed the instructional video, class time should be spent :applying that knowledge in engaging, practical, collaborative ways". This source also includes teacher reflections and instructional videos on how to flip the classroom. Ask the expect is another resource on this site that gives educators a chance to ask questions and receive feedback.
APA Citation: How to flip your classroom. (2016). Retrieved from http://flippedinstitute.org/how-to-flip

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