Flipped Instruction - Jill Johnson by Jill Johnson https://padlet.com/jsjohnson1/oxz9wiiw6x9s Made with swagger en-us 2016-11-17 15:44:08 UTC 2016-11-21 14:06:02 UTC hello@padlet.com 16 Flipped Learning Uses in K-12 and College Classrooms jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138951889 Source: Popular
Abstract: This article provides a brief overview of how flipped instruction has allowed for a reconstruct of a traditional classroom setup. The author explains that 2 Colorado teachers began expirmenting with video instruction back in 2008 and provided a pathway for students to work on their own outside of the classroom which, in turn, allowed for more in-depth classroom instruction. Classroom instruction could now be devoted to enriching the knowledge and facilitating activities to connect the learning objectives for students. The article then provides 16 ideas for using flipped instruction. These ideas provide a range of topics and grade levels and provides a narrative of how each idea was implemented with a brief description of the 16 ideas.

My favorite idea is the digital media design classroom where the teacher explains that in a flipped environment, the focus is not necessarily on WHAT the students learn, rather in HOW they learn. He mentions the use of a learning management system that is being utilized by this school and provides students and teachers a system for communication and collaboration.
Findings: not applicable
APA Citation
Riddell, R. (n.d.). 16 flipped learning uses in K-12 and college classrooms. Retrieved November 20, 2016, from http://www.educationdive.com/news/16-flipped-learning-uses-in-k-12-and-college-classrooms/74311/

]]> 2016-11-20 18:28:59 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138951889 The Teacher's Guide to Flipped Classrooms jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138954539 Source: Popular
Abstract:  Edudemic's guide to the flipped classroom is an excellent article in that the authors provide a definition section, a visual depiction section, and an example section. This article is in a nutshell a "one-stop" shop for flipped instruction information. The definition section states that flipped instruction started in an attempt to keep absent students up-to-date with classroom lessons. Students were given the opportunity to review information at home and when they return to class the teacher provided interactive activities to reinforce the information in the videos. Now we know that flipped instruction transforms the learning from group learning to individual learning.

The visual depiction section shows diagrams about how the flipped classroom looks with various models and graphs showing a theoretical framework. More diagrams show how the flipped classroom came into being and what underlying princliples are driving the movement. Lastly, in the depiction section, there is a section showing the results of flipping instruction and how this method is working for students.

The example section provides benefits of this instructional method stating that students stay more engaged while teachers are allowed to provide more personalized attention to the individual learner. Lastly there were several examples provided for implementing the flipped classroom design.

This article is very informative and provides substantial information to explain and guide a teacher to engage in the practice of a flipped instruction.

Findings: Before the flip more that 50% of freshmen failed English and 44% of freshmen failed math and there were 736 discipline reports in one semester. After the flip, 19 % of freshmen failed English and 13% failed math and there were 249 discipline cases in one semester.

APA Citation
The Teacher’s Guide To Flipped Classrooms. (n.d.). Retrieved November 20, 2016, from http://www.edudemic.com/guides/flipped-classrooms-guide/]]> 2016-11-20 19:09:04 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138954539 Design Tips for Flipping the Virtual Classroom jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138963455 Source: Popular
Abstract: This article explains how a virtual classroom can be flipped through two components. One component requires pre-work on the learner, a primer, if you will. The second component is the interactive learning designs to provide interactive learning at higher levels. The author encourages the virtual teacher to search methods to delivery instruction and change up the medium through which information is communicated to students. Virtual teachers are encouraged to maintain a welcoming tone throughout the course and facilitate learning through synthesis and consistent feedback.
Findings: not applicable
APA Citation
Howles, D. (2015, June 10). Design Tips for Flipping the Virtual Classroom by Diana L. Howles: Page 2 : Learning Solutions Magazine. Retrieved November 20, 2016, from https://www.learningsolutionsmag.com/articles/1721/design-tips-for-flipping-the-virtual-classroom/page2]]> 2016-11-20 21:04:23 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138963455 Research Says/Evidence on Flipped Classrooms is Still Coming In jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138966668 Source: Practitioner
Abstract: The authors begin with a discussion of the classroom lecture and how this method has become a hit-or-miss practice in today's classroom. Students appear bored and thus, teachers are encouraged to change their model for instruction delivery. Enter the notion of the flipped classroom. At the time this article was written, there was little formal research but the authors believe that shouldn't stop teachers from implementing flipped strategies. Early advocates of the flipped classroom believe that this type of practice improves student-teacher interaction and provides teachers with the ability to truly tailor lessons to the needs of each student. Flipped instruction can foster purposeful student engagement and allow for more chances to provide feedback to the students. Flipped instruction allows students to work at their own pace as the work should be more meaningful and relevant to the learner.
Findings:  not applicable
APA Citation
 Goodwin, B., & Miller, K. (2013, March). Technology-Rich Learning, 70(6), 78-80. Retrieved November 20, 2016, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx ]]> 2016-11-20 21:48:58 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138966668 Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138975731 Source: Practitioner
Abstract: A market research firm called Technavio reported that flipped classroom instructional tools is expected to show a 35% annual growth between 2016 and 2020. This learning method offers students unlimited access to video content as long as an internet connection is available. Students using flipped classroom resources will be able to learn at their own pace while having the option to pause and replay as much as needed to master the concepts of each lesson. 
Findings: Study found that their is a 35% expected increase in the flipped classroom instruction model
Factors contributing to growth are: "Leveraging devices and infrastructure; availability of online content; and student retention."
APA Citation
Chang, R. (2016). Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years -- THE Journal. Retrieved November 20, 2016, from https://thejournal.com/articles/2016/11/01/report-flipped-classroom-market-in-north-america-to-grow-35-percent-over-next-4-years.aspx]]> 2016-11-21 00:12:59 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138975731 New Program Delivers First Certified Flipped Educators jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138977384 Source: Practitioner
Abstract: The flipped learning model is catching on around the nation. The Flipped Learning Global initiative has developed a training program that offers a certification for flipped educators. The training is a level 1 certification that is geared toward providing people with foundational knowledge of how a flipped classroom should work. The training is broken down in videos, articles, and quizzes that cover multiple facets of the instructional concept. The training is offered for a very moderate price through an online provider.
Findings: not applicable
APA Citation
Schaffhauser, D. (2016). New Program Delivers First Certified Flipped Educators -- THE Journal. Retrieved November 20, 2016, from https://thejournal.com/articles/2016/10/18/new-course-delivers-first-certified-flipped-educators.aspx]]> 2016-11-21 00:39:01 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138977384 Flip this Classroom: A Comparative Study jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138980885 Source: Peer-Reviewed 
Abstract: For this mixed method study, a matched sample of 12 sixth- through 12th- grade teachers within a large suburban school district in southeastern Texas were selected to participate. Of the 12 chosen to participate, 6 were flipped model teachers and 6 teachers were using a traditional classroom model. All participants were chosen based on years of teaching experience, grade level, subject area, and student demographics. Of the participating teachers 50 % were male and 50% were female and were majority White, representing 91.7% of the sample. Teacher participation represented all core subject areas and were responsible for teaching a total of 849 students. The demographic makeup of the students consisted of 48.3% White, 42.9% Hispanic, and 20.3% classified as economically disadvantaged. 


The Technology and Teaching Efficacy Scale (TTES) was developed and piloted during a 3-year longitudinal study. The purpose was to assess teacher ability and confidence to implement technology. The TTES was a 25-item survey using a 5-point Likert Scale that assessed teacher confidence in technology implementation in relation to student success. The Technology Comfort Scale (TCS) was developed to measure comfort levels with technology resources that teachers could use in their classrooms. The TCS was an 11-item survey using a 5-point Likert scale to measure the level of apprehension teachers had with using technology in the classroom. The Frequency of Involvement (FITS) was used to assess how often technology was a part of the basic functions of a teacher. This survey was a 16-item survey using a 5-point Likert scale. The Attitude Toward Technology Scale (ATTS) was a 31-item survey with a 5-point Likert scale used to evaluate teacher attitudes with technology in the classroom. Six of the 12 teachers were chosen to participate in an interview as well as all 12 teachers participated in each survey mentioned above. The interview was semistructured and lasted approximately 30 minutes with each teacher answering questions about experiences and those things shaped their perception of the impact on student engagement. Also, two 45-minute observations were conducted for each teacher in the study for the purposes of triangulation. All surveys were evaluated with a two-tailed independent t test to determine the statistical significant mean difference is accurate between the flipped model classrooms and the traditional model classrooms. 
Findings: Flipped classroom model teachers perceived an impact on student engagement through perseverance in class work and an increase in engagement with the instruction. The level of engagement is perceived to increase among students due to the increased level of individual attention given by the instructor. However, the findings show that technology alone does not improve the engagement levels of the students. In the flipped classroom, students are more likely to persevere through a difficult assignment or concept due to the confidence that they have in the teacher and knowing they will not be left alone if they encounter difficulty in comprehension. Traditional classroom model teachers perceived that technology use in the classroom is both positive and negative in terms of student engagement.

The study shows that the flipped classroom exhibit higher levels of technology and teaching efficacy. Flipped teachers measure higher levels of frequency of involvement of technology. Flipped teachers demonstrated more positive outlook toward technology. Both classroom models demonstrate that the use of technology increases student engagement. Teachers in both models of classes express that technology can’t be the only catalyst used to promote student engagement. Furthermore, teachers in the flipped classroom described the extra time to help individualize instruction was perceived to be meaningful for the students and thus promoted perseverance in their learning and work ethic.
APA Citation
Unruh, T., Peters, M. L., & Willis, J. (2016). Flip This Classroom: A Comparative Study. Computers In The Schools, 33(1), 38. doi:10.1080/07380569.2016.1139988
]]> 2016-11-21 01:18:16 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138980885 Middle school students' flipped learning readiness in foreign language classrooms: Exploring the relationship with personal characteristics and individual circumstances jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138991630 Source: Peer-reviewed
Abstract: This study surveyed 387 students from 14 7th grade middle school classes in Taiwan. The randomly selected participants who agreed to the consent/assent of the study were 50.6% male and 49.4% female. The researcher design a Flipped Learning Readiness scale to measure the participants' flipped learning readiness. The survey consisted of 27-items measuring 5 dimensions: learner control and self-directed learning, technology self-efficacy, motivation of learning, in-class communication self-efficacy, and doing previews (using technology to read or watch learning material). 
Findings: The flipped readiness ranged from slight above neutral to below-neutral. The study results suggest that technological competency must be considered when attempting to use flipped instruction in the classroom. The study also showed that even though students were neutral readiness levels for self-directed learning, they have a lower score in their self-efficacy of previews. This, in turn translates in the concept that technology integration required during flipped instruction requires that the students have the competence and knowledge to use the technology to complete the assignments.
APA Citation
Hao, Y. (2016). Full length article: Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers In Human Behavior, 59295-303. doi:10.1016/j.chb.2016.01.031]]> 2016-11-21 03:38:59 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138991630 An Experience of a Three-year Study on the Development of Critical Thinking Skills in Flipped Secondary Classrooms with Pedagogical and Technological Support jsjohnson1 https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138993748 Source: Peer-reviewed
Abstract: This study was conducted with 124 high school juniors who participated in a 3-year trial. During the 3 years, the students will participate in a trial-teaching experience, they will take 7 tests and participate in 5 interviews. This study tracked critical thinking among the students throughout the 3 year time frame. Flipped classroom models were new to all teachers who participated in the study. The teaching periods were broken down into 3 trial periods each year, each trial focusing on a particular topic delivered in mobile-technology supported flipped classrooms. The trial periods lasted around 10 weeks each and were broken into three parts; a per-lesson, in-class domain knowledge learning, and post-lesson learning consolidation. The teaching strategies were monitored closely to ensure compliance with the specifics of the study. 
Findings:  Over the 3 year study time frame, the students statistically showed a significant improvement in their critical thinking skills. The students report that the flipped classroom enhanced their learning about specific subjects as well as skill development. The teachers report that the e-learning programs and Good Docs played an essential role in the functionality of the flipped classroom.  Students improved in competencies through the five dimensions of critical thinking skills. Also, one implication of the study is that students are now using their own critical thinking skills and skill development through enhanced individual learning by engaging in flipped classroom lessons.
APA Citation
Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 8916-31. doi:10.1016/j.compedu.2015.08.017]]> 2016-11-21 04:07:33 UTC https://padlet.com/jsjohnson1/oxz9wiiw6x9s/wish/138993748