https://padlet.com/bcalton/j877x5m3maua Research Articles & Abstracts from Popular, Practitioner, and Peer-Reviewed Sources en-us 2016-11-17 15:28:46 UTC 2023-06-04 13:06:28 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138445338 Source: Popular
Abstract:  This blog post discusses five key reasons parents should be thrilled and excited that their child's teacher uses a flipped classroom approach to teaching and learning. Here are the five reasons Mr. Begmann believes parents should be excited. 1) Flipped classes increase student-teacher interaction. 2) Flipped classes help you help your child. 3) It will decrease the anxiety of your child over homework. 4) Your child will be able to pause and rewind their teacher. 5) Flipped classes lead your child to deeper learning. Mr. Bergmann argues that we have been doing school backwards this whole time. Send students home with the hard stuff, expect them to solve problems with what they learned in class without help.
Findings: Popular sources may not involve a study therefore may not include findings.
APA Citation:
Bergmann, J., (2016). 5 reasons parents should be thrilled their child is in a flipped class. Flipped Learning Simplified with Jon Bergmann. Retrieved from http://www.jonbergmann.com/five-reasons-parents-should-be-thrilled-their-child-is-in-a-flipped-class/




]]> 2016-11-17 15:44:42 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138445338 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138448604 Source: Popular
Abstract: This article discusses the pros and cons of a flipped classroom. Some teachers use it for every lesson, while others only use it for one or two lessons. Some of the pros consisted of helping kids who did not understand the material the first time around, helps kids who were absents, can attach other documents/pics to help with comprehension. Some of the cons consisted of not getting direct feedback from the students (raising hands, facial expressions, etc.), not being sure of how much the videos are being watched, and not making the videos interesting enough so the students will actually want to watch them. The idea of a flipped classroom is not the absolute answer for all classroom lessons. There will always be issues with access and ability. The bottom line is that educators our goal is to create learners who can learn for themselves, by themselves whether that be through a video or direct face-to-face teaching styles.
Findings: Popular sources may not involve a study therefore may not include findings.

APA Citation:
Goble, D., (2009). Pros and cons of the flipped classroom. Digital Media in the Classroom. Retrieved from http://www.teachhub.com/pros-and-cons-flipped-classroom]]> 2016-11-17 15:51:03 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138448604 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138452230 Source: Peer-Reviewed
Methods: Quantitative (pretest, posttest, post interviews, quizzes)
Findings: This peer-reviewed article is a study of an international school of 19 high school students between grades 11 and 12. There were 14 females and 5 males that participated in this study. In year 1 (grade 11) and from September through December of year 2 (grade 12) all students were taught using the traditional lecturing style of teaching. Then from December through March the students were taught using the flipped version of teaching, were they watched videos outside of class time instead of listening to lectures in class. The videos were uploaded to YouTube and the students watched them at home, formulated any questions or concerns, and those questions were used to stimulate classroom discussions. The study showed an increase in content knowledge by 58% in content vocabulary. There was an increase on quiz grades from 85% to 92% on Topic 4 of their studies. They also participated in formative and summative assessments and showed an increase from 70% to 77%. Post interviews were done with the students and one stated that she believed her increased quiz score was because she enjoyed using the flipped version. She stated that she could go back and re-visit the lectures and pause and take notes before any tests/quizzes. Other students who did not do well stated that if they had gone back and taken notes that they feel like they would have done better. After the second quiz, after going back and taking notes during lectures students reported more positive feelings. Also, the stress level decreased since using the flipped classroom approach. The reported level of stress in one of the classes was a 2 out of 5. This was compared to the 5 out of 5 in the other courses not using the flipped method. Students were not as stressed using the flipped method. The students who showed the greatest increase was the low-performing students. This was due to the excess opportunities of small group work and one-on-one, face-to-face interactions with peers and teachers. Overall, this study showed that the different approach of using the flipped classroom approach of teaching was successful among these high school juniors and seniors.

APA Citation:
Marlowe, C., (2012). The effect of the flipped classroom on student achievement and stress. Scholar Works: Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1]]> 2016-11-17 15:58:16 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138452230 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138452609 Source: Peer-Reviewed
Methods: Quantitative  (pretest, posttest, surveys, teacher journal data, district exams, control and treatment groups)
Findings: This peer-reviewed article is a study of 54 students in 7th and 8th grades. This study was to see if the flipped version of teaching would help students solve linear equations. There was a total of 25 students in the treatment group and 29 students in the control group. The control classroom followed a "business-as-casual" method of teaching. This type of instruction included 10-15 minutes of direct instruction by the teacher followed by guided notes to help students organize their thoughts. In the treatment group, the students followed the flipped classroom approach of teaching. Direct instruction was given through videos at home. It was the same content as the control group, only difference was the form of delivery of instruction. The guided notes were also given but were completed at home. They both completed in collaboration activities such as gallery walks, investigation/inquiry problems. Only difference is the treatment group had more time in class to complete these than the control group. The results were calculated with Mean, Standard Deviation for covariates and dependent variable of the control and treatment groups. They were tested with the pre and post analyzing, modeling and solving of linear equations. Using the flipped classroom approach all areas (analyze, model and solve) had increased versus the students in the control group. The control class had a mean score  0.123 on the post-analyzing of linear equations, where as the flipped classroom had a mean score of 0.179. That is an increase of 0.056 in the mean score of the flipped classroom. The post model of linear equations in the control group had a mean score of 1.162 and the flipped classroom had a mean score of 1.267. This is an increase of 0.105 of the mean score when using the flipped classroom to teach linear equations. Finally, the solving portion of linear equations using a flipped classroom approach increased as well. The control group had a mean score of 0.284 and the flipped classroom had a mean score of 0.402 in solving linear equations using the flipped method. This was an increase of 0.118 in the mean score. Students in the control group commented about the control group methods of teaching the lecturing style. They said they felt like there were so many methods and steps to solving these problems that it would be very easy to mess up or take a wrong turn. Their homework was done at home after the material had already been taught. The students in the treatment group who underwent the flipped classroom method watched the videos at home before coming to class. They used a worksheet to guide their thinking and take any notes they wanted. Questions and notes were discussed in class the next day fostering team work and class collaboration. Since the initial information was presented through the videos, the students had time in class to do enrichment activities, group work, comparing notes, and just working together in teams. Overall, as you can see the students gained a significant amount of learning on all three variables of this study.

APA Citation:
Kirvan, R., & Rakes, C., & Zamora, R., (2015). Flipping an algebra classroom: Analyzing, modeling, and solving systems of linear equations. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 32 (3-4). Retrieved from http://www.tandfonline.com.ezproxy.una.edu/doi/pdf/10.1080/07380569.2015.1093902?needAccess=true

]]> 2016-11-17 15:59:02 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138452609 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138452961 Source: Practitioner
Abstract: This article is from THE Journal and discusses the journey of the flipped classroom at Byron High School in Minnesota. In this classroom, lectures are homework and class time is for problem solving with the teacher, Mr. Faulkner. This particular school, all math teachers worked together as a team to make math videos. They uploaded them to YouTube for all the students to watch.
Findings: With the flipped classroom approach in full swing at this high school, teachers were able to move around the room watching students problem solve. They were able to work with those who were having trouble and encourage others. They were able to help the students right away rather than them sitting at home stuck on a problem they did not know how to figure out. The students loved the fact that this means one less book they would have to lug around. They liked that the videos were short and they could go back and re-watch them if needed. Also, parents could watch the videos as well and actually re-learn content so they in-turn would be able to help their child. It's a win-win!

APA Citation:
Fulton, K., (2012). Inside the flipped classroom. THE Journal. Retrieved from https://thejournal.com/Articles/2012/04/11/The-flipped-classroom.aspx?Page=1]]> 2016-11-17 15:59:43 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138452961 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138453275 Source: Practitioner
Abstract: This article was mainly about how to use a flipped learning approach in the elementary grade levels and figuring out if the flipped classroom is for you and your students. Most teachers say that "it's not about the videos! It's the change in classroom interactions that is most important". Many of the flipped classrooms are middle school, high school, and college level classrooms. However, this article talks about how each teacher and each classroom is different. You (the teacher) have to figure out if the flipped learning would be beneficial to your particular students.
Findings: The author encourages teachers to test out the flipped method to see if it works for your students. It may work for some and not for others. The only way to find out is to give it a try.

APA Citation:
Overmeyer, J., (2012). Flipped classrooms 101. Principal Magazine . Retrieved from https://www.naesp.org/sites/default/files/Overmyer_SO12.pdf]]> 2016-11-17 16:00:23 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138453275 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138453733 Source: Peer-Reviewed
Methods: Quantitative (pretest, post test exams, questionnaires)
Findings: This peer-reviewed article is a study of 82 high school students between the ages of 14 and 15 years old. The study lasted for six weeks. There was an experimental group and a control group with 41 students per group and mixed genders. The experimental group underwent a lesson on trigonometry using the flipped classroom. The control group did a similar lesson but using the conventional lecturing teaching methods. The experimental group began by watching pre-recorded videos before coming to class. Class time was spent problem solving the material watched together and remedial assistance from the teacher with face to face support. While the control group listened to a lecture style lesson for about 50 minutes and did problems from the textbook for the remaining class time. At the end, both groups were given a post test to collect data. The statistical results showed that the experimental group who was involved in the flipped classroom outperformed the control group who was involved in a lecture style lesson. This means that the flipped classroom approach improved learning achievement of the students in the experimental group. The pre and post test also showed that the flipped classroom helped the low achievers in each group tremendously because they were able to get one-on-one help with problem solving from their teacher during class time, not just lectured.
APA Citation:
Bhagat, K., & Chang, C., & Chang, C., (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology and Society, 19 (3). Retrieved from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?sid=f45021ff-4e35-4856-9953-77900123d5fc%40sessionmgr4006&vid=7&hid=4111]]> 2016-11-17 16:01:29 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138453733 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138454030 Source: Practitioner
Abstract: This article was actually an interview between the writer and a school district in Texas instructional technology director. He describes why he decided to start flipping the classroom, how he went about creating his learning materials and concerns/benefits from this approach. He described kids as "digital natives" and why not use what they are used to using in their life outside of the school, inside the classroom as an effective learning tool! Teachers created their videos, students watched them outside of school and showed up "pre-taught" about the lesson. Some teachers were concerned that students would have trouble accessing the materials due to lack of internet access and not being able to slow down the videos.
Findings: The students were given a poll, and found out that most students did have internet access, computers, and the ability to slow down/pause the videos. Here the benefits outweighed the concerns.

APA Citation:
McCrea, B., (2013). Honing the Flipped Classroom. THE Journal. Retrieved from
https://thejournal.com/Articles/2013/09/25/Honing-the-Flipped-Classroom.aspx?Page=1]]> 2016-11-17 16:02:10 UTC https://padlet.com/bcalton/j877x5m3maua/wish/138454030 bcalton https://padlet.com/bcalton/j877x5m3maua/wish/138456680 Source: Popular
Abstract: This article provides information on what a flipped classroom is and offers a variety of strategies to demonstrate if it actually works. This article suggests that the flipped classroom offers deeper student engagement, collaborative environment, and more time for teachers and students to work together. The author shares several technology strategies that could help when conducting a flipped classroom such as animatron, edmodo, poll everywhere, and scribble just to name a few. The author states that teachers need not to use the flipped version too much and get carried away with too many videos. Kids will be kids and they need that face-to-face interaction. However, a good balance can be very beneficial to student engagement and learning.
Findings: Popular sources may not involve a study therefore may not include findings.

APA Citation:
Bedrina, O., (2016). The flipped classroom: Does it really work? Animatron. Retrieved from https://blog.animatron.com/2016/05/27/the-flipped-classroom-does-it-actually-work/

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