Flipped Instruction by Lacey Sewell https://padlet.com/lsewell3/odjlfemppb0v Research abstracts from Popular, Practioner and Peer-Reviewed Sources en-us 2016-11-15 22:47:47 UTC 2026-02-08 05:42:33 UTC hello@padlet.com DIFFERENTIATED INSTRUCTION: THE NEWEST TRENDS TO INCREASE INCLUSION lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138142545 Source: Popular
Abstract: This blog discusses the importance of inclusion and differentiated instruction from a flipped classroom approach. Flipped instruction is suggested for use by allowing students to work at their own pace at home using videos and websites to help them with assignments. Also differentiation is discussed when considering project based learning, and use of technology tools. Flipped instruction would allow for students to work in individual levels using technology tools to fit their learning styles and completing projects with groups of the same learning styles. Levy concludes that differentiated instruction with a flipped classroom allows for all students to have their individual needs met. This article provided a wealth of suggestions on projects and tools to use to differentiate and flip your classroom.
Findings:  Their were no findings to report from this article.
APA Citation:
Levy, Leah (2016). Differentiated instruction: The newest trends to increase inclusion. [Web log post]. Retrieved from
https://www.odysseyware.com/blog/differentiated-instruction-newest-trends-increase-inclusion

 ]]> 2016-11-16 16:27:37 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138142545 “Fliperentiated” Instruction: How to Create the Customizable Classroom lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138246564 Source: Practitioner
Abstract: Hirsch (2014) gives insight to the importance of flipped instruction by justifying the importance of student center learning. Students can have more success with meeting their learning styles while teachers can become more effective facilitators. The author converges flipped instruction with differentiated instruction to explain how children at different levels benefit more from individualized instruction where the teacher helping/supporting the students instead of directing them. Hirsch gives a step by step model of creating this type of classroom. Having a goal oriented plan, formative assessments and taking ownership of facilitation is the key to successful differentiation in a flipped classroom.
Findings: The author concluded that flipped instruction increase student engagement, promote collaboration among classmates, and individualize instruction in a way students can learn smarter and faster.
Citation:
Hirsch, J. (2014). "Fliperentiaed": Instruction:: How to create customizable classroom. Edutopia. Retrieved November 15, 2017 from:
https://www.edutopia.org/blog/fliperentiated-instruction-create-customizable-classroom-joe-hirsch


]]> 2016-11-16 20:22:54 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138246564 Flipping the Classroom for Students With Learning Disabilities lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138530032 Source: Popular
Abstract: Wiesen (2014) purposes that flipped classrooms are than just a video that students watch before coming to class. While that is a good component this author suggested that flipping a classroom manages instruction time more efficiently and effectively. Videos extend the learning day for students who need to re-watch and get more practice. Other benefits of teacher instruction are more time for teachers to individualize as well as allowing for a level playing field when everyone has had the opportunity to master skills and do projects together. The author defended challenges such as lack of technology or school support by saying that teachers can overcome these by educating the stakeholders. Finally, the aspect of utilizing general education and special education teachers to flip a classroom is explained .
Findings: Popular source had not findings to report
Citation:
Wiesen, N. (2014, February 11). Flipping the classroom for students with learning disabilities. [Web log post]. Retrieved from:
http://www.scilearn.com/blog/flipping-the-classroom-for-students-with-learning-disabilties

]]> 2016-11-17 19:08:53 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138530032 Can Special Education Students Benefit from Flipped Classrooms? lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138559918 Source: Popular
Abstract: Herron presented a blog post explaining flipped instruction and reviewing a book  (Flip Your Classroom: Reach Every Student in Every Class Everyday) by Aaron Sams. Herron identifies the need for special education teachers to consider using similar technologies that general education is introducing into their classroom in order to flip instruction using videos for direct instruction and the classroom is the "home" for project work and individualized learning.
Findings: Popular source did not have findings but opinions.
Citation:
Herron, K. (2013, June 20). Can special education students benefit from flipped classrooms?. [Web log post]. Retrieved from:
http://remakelearning.org/blog/2013/06/20/can-special-education-students-benefit-from-flipped-classrooms/


]]> 2016-11-17 20:38:39 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138559918 5 Best Practices for the Flipped Classroom lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138772318 Source: Practitioner
Abstract: Miller (2012) challenges us to consider that flipped classroom aren't necessarily solving all education problems, but instead a step in the direction of pushing teachers to think outside teh box. He believes first teachers must engage students before their structure can change. Miller believe that the following things must be considered to use a flipped classroom effectively and "correctly": know your students are watching videos, create classroom projects that asses instruction taught in videos, use technology correctly, make students and teachers reflect upon instruction, and make sure their is a time and place for the implementation and success.
Findings:  Their were not actual statistical findings and the piece is subjective, but the author concludes by saying that flipped classroom can be extremely useful if teachers take the time and energy to truly engage students while also changing their instructional practices.
Citation:
Miller, A. (2012). 5 best practices for the flipped classroom. Edutopia. Retrieved November 18, 2016 from:
https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller]]> 2016-11-18 17:20:45 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138772318 The Flipped Classroom: Pro and Con lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138785649 Source: Practitioner
Abstract: Hertz re-evaluates her thoughts on flipped instruction by reflecting on past experiences and describing the work of Aaron Sam and his book. She defines the flipped classroom and gives benefits of this type of instruction. Allowing students to work at their own pace was the biggest pro, while teachers negative attitudes is the most obvious con. Flipped instruction isn't completely new because the end result is helping students master content.
Findings: This article was originally written in 2012 however after more practice was put in place ad more research was conducted the author felt compelled to add more insight. She concluded by saying this type instruction inspires teachers to rethink instruction and challenges students to reach further than they believe they could.
Citation:
Hertz, M.B. (2015). The flipped classroom: Pro and con. Edutopia. Retrieved November 18, 2015 from:
https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

]]> 2016-11-18 17:58:59 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138785649 Content Planning and Delivery in a Flipped Classroom: A qualitative Appraoch lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/138795740 Source: Peer-reviewed
Abstract:
The research problem this qualitative study addressed was the lack of a model for flipping all content planning and instructional delivery methods for elementary classrooms.  The researcher used this as a project for her doctoral dissertation in order to develop a model for an elementary flipped classroom. The researcher used qualitative methods to survey, interview and question 11 teachers. The following suggestions were given when using the flipped classroom approach in elementary classrooms: 1) plan units in long increments, 2) develop flexible student small groups, 3) identify which lessons can be videoed to provide reinforcement and inform parents of content, 4) use more formative assessment and assess each step of the way to determine mastery over time and 5) teachers must facilitate instead of direct instruction.
Method: Qualitative
Findings:
Flipped instruction can be successful for all levels of students. It can challenge higher level students while providing reinforcement for strugglers. These teachers saw a rise in students engagement, achievement and better collaboration with adults at home. 
Citation:
Oyola, M (2016). Content planning and delivery in a flipped classroom: A qualitative examination. (Doctoral dissertation). Retrieved from ERIC (ED567924).
https://goo.gl/fu6KNq


]]> 2016-11-18 18:27:46 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/138795740 The Flipped Classroom: A Twist on Teaching lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/139155686 Source: Peer- Reviewed
Method: Case Study/Qualitative method of survey
Abstract: The researchers in this article intended to define flipped classroom, review the research and implementation of the flipped classroom across multiple settings as well as provide techniques and strategies for successful implementation of this type of instruction. A case study was conducted where teachers were provided a survey regarding their use or lack of use of flipped instruction. Of teh 58 teachers, 21 novice teachers (1-2 years), 13 (2-5) and 24 (5+ years) participated by responding to the survey. Surprisingly only 3 of teh teachers actually used the approach: one high school math, one high school social studies and one elementary. All used flipped instruction in different ways but all agreed they saw a rise in student engagement and test scores.
Findings:  The flipped classroom is still somewhat new and will continue to need more research. However, those who have implemented this approach seem to meet great success from kindergarten through the graduate coursework level. Once more data is available to see how much it effects student engagement then these authors believe the more teachers will get on board.
Citation
Schmidt, S,. Ralph, D.L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Educational Research, 9(1`). 1-6. Retrieved from ERIC (EJ1087603) on November 20, 2016.
http://files.eric.ed.gov/fulltext/EJ1087603.pdf ]]> 2016-11-21 17:05:05 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/139155686 AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE MATH INSTRUCTION lsewell3 https://padlet.com/lsewell3/odjlfemppb0v/wish/139156177 Source: Peer-Reviewed
Method:  Qualitative with observations, reflections and surveys
Abstract: This was an action research project conducted to see the impacts of flipped instruction in a fourth grade math classroom of students with low socioeconomic statuses. The researcher used a qualitative approach of reflections, observations and surveys. the participants were teh researcher (as teh teacher), 27 students and their families who completed teh surveys (18 responded). Positive changes were reported regarding student engagement, higher student responsibility, parental involvement in learning and teacher facilitation.
Findings:  This research concluded that this experience in using flipped instruction led to more student engagement including more enthusiasm and intrinsic motivation. Also their was a rise in technology use in homes for educational purposes. Finally peer collaboration and home to school collaboration rose which helped with classroom climate.
Citation:
D"addato, T & Miller, L.R. (2016). An inquiry into flipped learning in fourth grade math instruction. Canadian Journal of Action Research, 17(2). 33-55. Retrieved from ERIC (EJ1113472) on November 21, 2016.
http://journals.nipissingu.ca/index.php/cjar/article/view/261]]> 2016-11-21 17:06:42 UTC https://padlet.com/lsewell3/odjlfemppb0v/wish/139156177