Flipping the classroom in freshman English library instruction

Rivera, E. (2017). Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review Of Academic Librarianship, 23(1), 18-27. Retreived from http://p9003-sfx.calstate.edu.libaccess.sjlibrary.org/sanjose/cgi/core/sfxresolver.cgi?tmp_ctx_svc_id=1&tmp_ctx_obj_id=1&service_id=1000000000003009&request_id=4898436

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Summary: This study examines the affect of flipped classroom model on an English library instruction class. In the study, 6 sessions of the lesson was taught (3 sessions using the traditional lecture model and 3 sessions using a flipped classroom model). All session were taught at the same school by the same teacher librarian. The, the students’ work cited papers on their final paper was assessed by a rubric on the authority, timeless, and variety of sources cited. While all the teachers participated in the study had high hopes on the potential of flipped classrooms, students from the traditional lecture model actually scored higher on the assessment. While Rivera does address the limitations and conclusion of this particular study, she also notes it finding are congruent with other mixed result studies on flipped classrooms. Students may just be too used to traditional lecture models.

Review: This was the first article I found that didn’t present flipped classrooms as a holy grail. It realistically looks at the way the flipped classroom model make a lot of intuitive sense, but the results don’t always back up these notions. This study is also apt in noting that creating video lectures is often more time and effort for teachers than the traditional model (which is only worth it if the results support the methodology).
[by Stephannie Tornow]

Turning education upside down

Rosenberg, T. (2013, October 13). Turning education upside down. New York Times, p. 12. Retrieved from libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=90678618&site=ehost-live&scope=site.


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Summary: This New York Times article examines the trend of flipped classrooms, where students watch lectures at home and complete assignments in class. The article presents some “studies” i.e. examples from within classrooms to show the possibility of flipped classrooms and the benefits it has provided for specific schools. It shows how flipped classrooms have improved student assessments/grades, specifically for students who were under-performing.  The article provides viewpoints from different educators (and different types of educators) on flipped classrooms, such as the opinion that not watching a lecture impacts student less than not doing an assignment.  However, it would seem the article demonstrates the potential of flipped classrooms for a layman audience through purely anecdotal evidence.


Review: While the article is a good overview of flipped classrooms, it presents flipped classroom as the end-all-beat-all. It does not discuss any drawback to flipped classroom or potential obstacles in making this model work. There are many obstacles and extra consideration for flipped classrooms. Rosenberg also makes the claim flipped classrooms allow for more individualized and self-directed learning, and while this is certainly true, she does so with no claims to back this up. The article does not go deep enough into the role of the teacher as a support system within this model.

[by Stephannie Tornow]

Grant Lichtman at TEDxDenverTeachers

[TEDx Talks]. (2013, March, 20). What 60 schools can tell us about teaching 21st century skills: Grant Lichtman at TEDxDenverTeachers. [Video file]. Retrieved from https://www.youtube.com/watch?v=UZEZTyxSl3g


IL, ET

Summary: This lecture looks at the changes within classrooms to structure them as creative spaces. It presents an overview of the current industrial model of education and a suggested shift to thinking of education as an ecosystem i.e. students flourish under the same conditions that allow ecosystem to flourish. The main conclusion of this lecture considers how education already knows what works for students (Montessori, Waldorf, etc.– we have plenty of educational theories that have shown progress) but changes have not occurred. Lichtman suggest there are several reasons the teaching model has not changed… from teachers wanting to maintain authority in the classroom to education governing boards which focuses content rather than context. Breaking down these barriers allows for innovation and student learning, and Lichtman the outcomes from students and schools who have focused on this type of education.


Review: Being a TED Talk, this lecture is rather general, and focuses more on inspiration/ motivation than information. While the depth of information is not there, it is good overview by a compelling speaker. The section on self-evolving learning presents an interesting look on education’s place in an off-campus, online, and collaborative environment. This lecture looks at the methodology of change. Essentially, in a time of rapid technological change, it is useless to try to teach students concepts and skills. Learning needs to shift to teaching students HOW to learn new concepts and skills, and be ever adaptive and learning as adults.
[by Stephannie Tornow]