Flipped Instruction by Anna Shirley https://padlet.com/annakayshirley/x9u51m2cp6za Research abstracts from Popular, Practitioner, and Peer-Reviewed Sources en-us 2016-11-17 03:16:17 UTC 2025-05-12 23:32:25 UTC hello@padlet.com Flipping the Elementary Classroom annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138299180 Source:  Popular
Abstract:  Alison Doubet, a first grade teacher, decided to do an "in-class flip" lesson by teaching via a 5 minute screencast. The first grade teacher decided to have her students create a lesson in Wixie, a program students used daily. The teacher gave direct instruction through a screencast for students to view.  Doubet divided up the lesson into small video screencasts, and students had to present their lessons at the end of the week to a kindergarten tech buddy. 
Findings: The teacher found the "in-class flip" to be very easy to plan and teach since the students were familiar with the Wixie program and use of devices. Students were able to apply knowledge to a teach a younger audience (kindergartners), take control of their own learning, and the flipped instruction allowed the teacher more time for small group and one-on-one time with students.
APA Citation:
Doubet, A.  (2016).  Flipping the elementary classroom.  Retrieved 16 November 2016, from http://www.thecreativeeducator.com/2015/articles/In-Class-Flip]]> 2016-11-17 03:20:55 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138299180 The Flipped Classroom: Pro and Con annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138598830 Source:  Popular
Abstract:  In this article by Mary Beth Hertz, the author analyzes the flipped classroom instructional method by giving definition and details about this strategy being used in the classroom.  The author gives brief descriptions of what flipped instruction is and is not, why it works and doesn't work, and why it's nothing new yet why it matters for educators to implement within classroom instruction. 
Findings:  The author defines that flipped instruction isn't a specific program for educators to pour money into in order to flip a classroom.  She states a flipped classroom should be presented using several different approaches like face-to-face instruction, develop good quality videos students can follow, and align with state and national standards.  Hertz points out that this online strategy can have advantages over fact-to-face lessons; however, if students have limited internet access, the strategy may not benefit all students.  The author hasn't fully formed an opinion on the strategy.  With any new trend, educators should always be reflecting on what and how they are reaching students.   
APA Citation:  Hertz, M.B.(2012).  The Flipped Classroom:  Pro and Con.  Retrieved 16 November 2016, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz]]> 2016-11-18 01:45:47 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138598830 5 Reasons Why Elementary Teachers Should Flip Math First annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138603961 Source:  Popular
Abstract: Jon Bergmann, a K-8 technology facilitator, tells elementary teachers to not necessarily flip a classroom but to flip a lesson.  Bergmann believes a flipped math lesson is the easiest to implement as a new teacher incorporating flipped instruction.  He gives 5 reasons why elementary classroom teachers should flip math first:  1. Math is sequential, 2. Math needs greater differentiation, 3. Flipped Math videos are easy to make, 4. Math can be broken up into bite-size lessons, and 5. Many elementary teachers incorporating flipped instruction began with Math. 
Findings:  This source did not include a study or findings.
APA Citation: Bergmann, J.  5 reasons why elementary teachers should flip math first.  Retrieved 17 November 2016, from http://www.jonbergmann.com/flipping-the-elementary-classroom/]]> 2016-11-18 02:42:13 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138603961 Four Keys to Success Using Blended Learning Implementation Models annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138606946 Source:  Practitioner
Abstract: In this article, the author highlights key factors for successful blended instruction using digital resources.  She identifies the four models of instruction typically implemented in schools today: Rotation Model (including the flipped classroom), Flex Model, A La Carte Model, and Enriched Virtual Model. Educators need to 1. Consider the digital tool used to fit the needs of the learner, 2. Use an instructional program that records student data, 3. program data should benefit the educator for personalized student instruction , 4.  Select instructional tools that support teacher-led instruction to bridge student learning gaps.
Findings:  When blended instruction uses digital tools and adaptive resources, provides progressive monitoring, and customizes instruction to help meet student needs, teachers can become more efficient using blended instruction though online sources and face-to-face methods to increase student achievement. 
APA Citation:  Brooke, E.  (2015).  Four keys to success using blended learning implementation models.  Retrieved 18 November 2016, from http://www.lexialearning.com/resources/white-papers/blended-learning-four-keys]]> 2016-11-18 03:28:03 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138606946 How I Flipped My Classroom without Homework annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138843384 Source:  Practitioner
Abstract:  This article discusses the strategy of one a fourth grade teacher using flipped instruction in his math class.  He creates a video every morning, shares it with students as a warm up, then assigns and engaging activity while he rotates for one-on-one instruction.  The students view the video again and collaborate about what they have learned. 
Findings:  The author believes his flipped classroom is easy to implement, allows him to manage his student's learning, and gives him more time to plan lessons and interact with students.
APA Citation:
Donnelly, M. (2014). How I flipped my classroom without homework. Retrieved 17 November 2016, from https://www.sophia.org/school-of-thought/how-i-flipped-my-class-without-homework]]> 2016-11-18 21:51:59 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138843384 From Passive to Active: The Impact of the Flipped Classroom through Social Learning Platforms On Higher Education Students' Critical Thinking annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138845145 Source:  Peer-Reviewed
Methods:    This study targeted the impact of flipped classroom on students’ creative thinking in terms of students' novelty, flexibility, and fluency. The study also examined the overall student perception of inverted class instruction, its impact on creativity, and difficulties  incorporating this approach. This Quasi-experimental design included two groups of college students attending a Saudi Arabian University: 1. Conventional group- blended instruction including lecture-style direct instruction incorporating some digital tools (Powerpoint, blogs, etc.). 2. Flipped Classroom:  Students engaged in pre-class video lessons and in-class discussions and problem-solving activities. "These activities were designed to enhance students’ learning, especially high-order thinking skills such as creativity."
Findings: " There were significant differences in the scores in favour of the flipped classroom."  The flipped classroom promoted higher student  novelty, fluency, flexibility, and overall creativity according to the study.  The research also suggested that students felt the flipped classroom impacted them the most in their ways of thinking and application of new ideas.  "From another perspective, the students noted several difficulties associated with the implementation of the flipped classroom. They mentioned not being adequately prepared for this strategy, that the flipped classroom required more effort than conventional lecture-based classes."
APA Citation:  Al-Zahrani, A.M.  (2015.)  From passive to active:  The impact of the flipped classroom through social learning platforms on higher education students' critical thinking.  British Journal of Educational Technology, 46 (6), 1133-1148.  Retrieved 18 November 2016, from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?sid=6b632ebd-e4f6-4eb1-a23e-ebf16b8b2eed%40sessionmgr102&vid=50&hid=104]]> 2016-11-18 22:13:24 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138845145 I Flipped My Classroom: One Teacher's Quest to Remain Relevant annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138847671 Source:  Practitioner
Abstract:  John Gunyou was not reaching the majority of his students, and began to rethink his teaching methods. He realized he was most valuable as an educator with personal mentoring, which was lacking in his lecture-style classroom and the best learning style imitates the world.  Gunyou decided to incorporate flipped instruction.  His flipped classroom consisted of four main strategies: flexible learning with assigned reading/online quizzes, active learning in small groups, case studies, and presentations, tutoring available with office hours and online discussions, and individual assessments. 
Findings:  Individual assessments averaged 93% with the flipped classroom, compared with 86% over the four previous terms,  student engagement was significantly higher using flipped instruction rather than traditional methods.   "It is abundantly clear that flipped classrooms successfully blend the best of both traditional lecture and online worlds by introducing learning flexibility, while retaining and improving the efficacy of direct instructional contact."
APA Citation:  Gunyou, J. (2015). I flipped my classroom: One teacher's quest to remain relevant. Journal of Public Affairs Education, 21(1), 13-24.  Retrieved 18 November 2016, from http://www.naspaa.org/JPAEMessenger/Article/VOL21-1/03_Gunyou.pdf]]> 2016-11-18 22:54:38 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138847671 The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138853851 Source:  Peer-Reviewed
Methods: A qualitative study conducted with 42  ninth grade students (18 boys and 24 girls) between the ages of 13 and 15 in an Algebra 1 class.  This study sought to further research the effectiveness in terms of student performance, motivation, and engagement using flipped instruction.  "Quantitative data included a pre- and post-survey and a teacher-created unit test; qualitative data included student interviews, a focus group session, and notes documented in the researcher’s journal. A mixed methods study provided an opportunity to explore factors that contributed to the impact the flipped model of instruction had on student engagement and performance in the secondary mathematics classroom."     
Findings:  " Eighty-eight percent of the students surveyed stated they actively participated in all aspects of the flipped classroom compared to 76% in the traditional classroom environment."  As far as student performance, there was no significant difference among students taught using flipped instruction and those with traditional teaching.  However, the students preferred flipped instruction over traditional methods. 
APA Citation:  Clark, K.(Jan 2015).  The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom.  Journal of Educators Online, 12 (1), 91-115.  Retrieved 18 November 2016, from https://eric.ed.gov/?q=%22flipped+instruction%22&pr=on&ft=on&id=EJ1051042]]> 2016-11-19 02:42:53 UTC https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138853851 Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning annakayshirley https://padlet.com/annakayshirley/x9u51m2cp6za/wish/138855029 Source:  Peer-Reviewed
Methods: This case study focused on three fundamental questions:
1. How do teachers incorporate technology to enhance learning and how does this align with how students learn?
2. How do circumstantial factors impact the implementation of successful digital strategies?
3. What are the benefits of implementing technology in the classroom for both teachers and students? Seven school sites were selected based on diverse student populations across the nation and the  various periods of use and broad range of technology already implemented within these schools. These sites included innovative schools that used technology driven instruction, schools that had existing instructional models that incorporated technology, and schools in which educators voluntarily implemented technology within their own teaching styles.
 Findings:  Five different roles of technology emerged from this study, based on instructional methods, contextual factors, perceived impact on learning, and supportive data. Overall, implementing  technology, such as the flipped instructional model, within the classroom benefited the learner and teacher by allowing educators to teach using current content and tailor instruction to individual student needs.  The students were engaged in more active, learner-centered instruction. The 5 roles aligned with the SAMR model for technology use and student enhancement. "Our findings reinforce that schools should attend to the combination of contextual factors, not the technology itself, to be successful in improving teaching and learning via technology. Our findings emphasize attention on supportive leadership, ongoing, teacher-driven PD and technology infrastructure" (210).
APA Citation:
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M.K., Franey, J.J., & Bassett, K.(2016).  Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48 (3), 194-211. Retrieved 18 November 2016, from http://www.tandfonline.com.ezproxy.una.edu/doi/full/10.1080/15391523.2016.1175856?scroll=top&needAccess=true
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