https://padlet.com/smile_2_u/uavnqj0gqxn Popular, Practitioner, and Peer-reviewed Sources en-us 2016-11-14 03:59:11 UTC 2016-11-21 04:01:54 UTC hello@padlet.com smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137268001 Source:  Practitioner Journal
Method: Quantitative - Teacher surveys

This quantitative study surveyed 58 teachers, elementary through high school grade levels, with varied years of teaching experience.  Only 3 teachers of the 58 teachers were using flipped classroom instruction.  Each of the three teachers used the flipped classroom strategy in varied ways due to technological restraints.  A high school math teacher used an online site to assign videos, quizzes, and interactive sites that provided her with immediate assessments.  She then used the feedback to guide her instruction the next day.  Students also came to class with questions that the teacher was immediately able to begin working on with the students.  Students in a Social Science class were able to submit questions they had outside of class and the teacher was ready to help the students as they entered the classroom. 
Findings: The flipped classroom involves a great deal of additional work for the teacher and may be limited by technological resources, but the flipped classroom improves student engagement and student learning.
APA Citation
Schmidt, S., Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research, 9(1), 1-6.
Retrieved 13 November 2016, from
http://files.eric.ed.gov/fulltext/EJ1087603.pdf

]]> 2016-11-14 05:24:36 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137268001 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137603917 Source:  Peer-Reviewed
Method: Quantitive (pre-assessments, student reports of videos, post-assessments, student surveys)

Four 6th grade math classes were studied for 22 days. Students watched a video lesson, took notes and answered questions each night and discussed the materials the following day in class, as well as participating in numerous other tiered activities. Students took a survey at the end of the 22 days in which they answered questions and provided feedback and suggestions. The surveys helped to identify strengths and weaknesses of the flipped classroom. 
Findings: The study shows that teachers had more time with students, student understanding of concepts was enhanced, and student achievement grew.  While the flipped classroom still faces challenges, technology partnered with face-to-face instruction enhances student achievement and success.
APA Citation
Peterson, K. (2016). A blended learning approach to increasing student achievement in a sixth grade mathematics classroom using flipped classroom with tiered activities. Masters of Arts in Education Research Papers. Paper 164

Retrieved 14 November 2016, from
http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1171&context=maed&sei-redir=1&referer=https%3A%2F%2Fscholar.google.com%2Fscholar%3Fq%3Dflipped%2Bclassroom%2Bapproach%2Bin%2Bmiddle%2Bschool%26btnG%3D%26hl%3Den%26as_sdt%3D1%252C1%26as_ylo%3D2016#search=%22flipped%20classroom%20approach%20middle%20school%22


]]> 2016-11-15 03:03:08 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137603917 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137943577 Source: Peer-Reviewed
Method: Quantitative (pretest, posttest, course interest survey, mathematics achievement test)

82 high-school students participated in this quasi-experimental study.  The purpose of the study was to determine the impact of flipped classroom instruction on high-school math students.  A control group and an experimental group were used in the study. Each group contains sub groups of low achievers, average achievers, and high achievers.  The experimental group participated in lessons using the flipped classroom instructional method, while the control group participated in a traditional learning experience.  The study was conducted over a period of six weeks.  Both groups took a pretest and a posttest for the study.  A Mathematics Achievement Test(MAT) was used to measure student performance, and a Course Interest Survey(CIS) was used to measure student motivation.  The study showed that low achievers benefitted more from the flipped classroom instruction than high achievers.
Findings: This study shows that low and average achievers benefitted more from the flipped classroom instruction than high achievers. High achievers showed very little difference in either group.   The study suggests that low and averages achievers benefit more from the flipped instruction due to more teacher time.
APA Citation
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19 (3), 134–142.
Retrieved 15 November 2016, from
https://www.researchgate.net/publication/286047548_The_Impact_of_the_Flipped_Classroom_on_Mathematics_Concept_Learning_in_High_school

]]> 2016-11-16 00:02:20 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137943577 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137952820 Source: Peer-Reviewed
Method: Quantitative (teacher journal data, district-mandated unit exams, pretest, posttest)

This study involved 54 seventh and eighth grade students that were assigned to either a control group or an experimental group by random coin toss.  The control group received traditional instruction that consisted of brief direct instruction, collaborative learning, investigation, and various activities.  The experimental group was engaged in the same activities but since they received direct instruction at home through videos, the experimental group had much more time, nearly the entire period, to be actively engaged in the other learning activities. The control group focus was on lectures with guided and individual practice, while the experimental group focus was on engaging activities of exploration and practice.

Findings: This flipped classroom study showed that this type of instruction allows for better time management, which provides more time for student engagement. However, flipping a classroom requires greater teacher preparation time, but the payoffs include increased student engagement, meaningful dialogue, students willing to take risks, student responsibility for learning, more teacher time for differentiated instruction, and better attitudes towards learning.
APA Citation:
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra alassroom: Analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 32, 201-223. doi:10.1080/07380569.2015.1093902
Retrieved 15 November 2016, from
http://www.tandfonline.com.ezproxy.una.edu/doi/full/10.1080/07380569.2015.1093902

]]> 2016-11-16 01:30:59 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137952820 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137958228 Source: Practitioner Journal
Abstract: Students in the flipped classroom are participating in the lower levels of Bloom's taxonomy outside the classroom and participating in the higher levels in the classroom.  There are variations of a flipped classroom, but there are four key elements of the flipped classroom.
Findings: Data illustrates that students in a flipped classroom showed significant learning gains. Some students gained two standard deviations higher.
APA Citation
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. 
Retrieved 15 November 2016, from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.]]> 2016-11-16 02:22:00 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137958228 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137958606 Source: Practitioner Journal
Abstract: Instructors participated in a Flipped Class Competitive Grant proposal as a result of low student grades. Instructors documented their instruction approaches and used flipped instruction approximately every other week. Qualitative and qualitative assessments were used.  Final grades in the flipped classrooms were compared to grades in classroom where instructio was not flipped. 
Findings: A questionnaire revealed that the majority of students liked the flipped instruction.  Students had better learning results and improved attitudes.  The author recommends that teachers start small and keep it simple.
APA Citation
Nwosisi, C., Ferreira, A., Rosenberg, W., & Walsh, K. (2016). A study of the flipped classroom and its effectiveness in flipping thirty percent of the course content. International Journal of Information and Education Technology, 6(5), 348.
Retrieved 15 November 2016, from
http://search.proquest.com/openview/6ffbcd3061dfc3616ab00d154ee3e5a2/1?pq-origsite=gscholar]]> 2016-11-16 02:26:16 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/137958606 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/138886473 Source: Popular
Abstract: Teacher Shelley Wright began using flipped classroom instruction to allow her classroom to become more student-centered and less teacher-centered.  As this teacher and students made the shift to student-centered learning, students began to do their own research and began teaching each other.  Wright says that her students 'learned how to learn'.  As students learned to find and share their own resources, she no longer needed to spend time creating lecture videos for outside the classroom because students were doing all the research and learning on their own in class. 
Students progressed from learning everything from the teacher, to learning from flipped instruction, to taking almost complete ownership of their own learning. 
APA Citation 
Wright, S. (2012). The flip: End of a love affair. Powerful Learning Practice.
Retrieved 19 November 2016, from
http://plpnetwork.com/2012/10/08/flip-love-affair/]]> 2016-11-19 17:14:46 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/138886473 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/138895144 Source: Popular
Abstract: Tyler Johnstone, an algebra teacher in Folsom, CA, integrates the flipped model into his classroom by posting videos for his students to watch each week. Students watch the videos and practice
a few problems at home and then most of the actual work is done in class. Johnstone's students often re-watch the videos and even get their parents to watch the videos. Mike Kaspar (NEA) cautions about expecting videos to be a cure-all for direct instruction and that lectures, even though in video form, should not be heavily relied upon. Kaspar states that "a lecture is still a lecture". Johnstone acknowledges some challenges to flipped instruction such as internet issues and time management. However, Johnstone has seen increased parental involvement at home and believes the instruction works for his students.
APA Citation   
Graham, E., Walker, T. (2013). What flipped classrooms can and can't do for education.  neaToday.
Retrieved 19 November 2016, from
http://neatoday.org/2013/03/29/what-flipped-classrooms-can-and-cant-do-for-education/]]> 2016-11-19 20:08:10 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/138895144 smile_2_u https://padlet.com/smile_2_u/uavnqj0gqxn/wish/138897473 Source: Popular
Abstract:
Daniel Nemerow started using online videos for substitute plans in his high school math classes but then decided he could make his own videos. His videos did not solve the problem of his math students giving up when they could not solve a problem. Data from student surveys confirmed that his students were quitting when they could not solve a math problem. That is when Nemerow decided to flip his classroom. Students took notes from videos Nemerow created and spent time in class working problems that would normally be homework. Nemerow emphasizes the need to be consistent in the procedures that are followed. He does not show videos in class. He reserves that time for practice and has learned not to be bothered by the fact that some students do not watch the videos. Nemerow says that they either get on board, get embarrassed for not being prepared, or get behind, but they spend class time practicing no matter what. He states that within a few weeks of flipping his classroom his students were attempting more math problems than ever before. Flipping allows him to provide differentiated instruction and allows his students to move at their own pace. His students are performing better on all testing methods including standardized tests. He had several students score personal bests on state assessments.
APA Citation
Nemerow, D. (n.d.). The flipped classroom: One teacher's reflections on an innovative idea. Flippedclass.com.
Retrieved 19 November 2016, from
http://flippedclass.com/newsroom/recent-coverage/the-flipped-classroom-one-teachers-reflections-on-an-innovative-idea/

]]> 2016-11-19 21:09:36 UTC https://padlet.com/smile_2_u/uavnqj0gqxn/wish/138897473