Creating the Flipped Classroom

Kolling, Kathleen

Educational Theory & Practice

Citation

Bergmann, J., & Sams, A. (2012). Chapter 1. Our Story: Creating The Flipped Classroom. Retrieved August 1, 2018, from http://www.ascd.org/publications/books/112060/chapters/Our-Story@-Creating-The-Flipped-Classroom.aspx

Summary

FLIP teaching stems from the idea that students don’t need to just hear teachers give content all day; they can get content on their own. Students need teachers the most when they get stuck and need the teacher’s individual help. A teacher can record themselves giving a lecture, assign the video for homework, then spend class time helping students with the concepts they don’t understand. This is a great tool for students who have missed class, and students who want to review concepts. This leaves class time open for students to explore personalized learning through inquiry projects.

Evaluation

I loved hearing what Bergmann and Sams did at their school. Filming their lessons became a great way to get the most use out of class time, give lessons to students who had missed class, allow students a chance to review lessons if needed, and let them focus their school days on differentiated inquiry. Saving these videos from year to year would also allow teachers to reuse the videos, and focus their lessons, instead, on the needs of their new group of students each year.

Flip your Students’ Learning

Galang, Johnny

ET

Sams, A. & Bergmann, J. (2013, March). Flip your students’ learning. Educational leadership. 16-20. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students’-Learning.aspx

This article takes a deeper look at the flipped classroom and provides some nuance to the basic idea that the flipped classroom simply involves students watching videos at home. It highlights some of the benefits of flipped learning including improved differentiation, increased content mastery, creating time for project-based learning, and putting learning at the center of teaching practice.

In addition to providing theory, this article gives some practical information, such as how to make a screencast. Combining practical and theoretical makes this a very useful article.

Hip-Hop Education and 4 Other Approaches to Teaching and Learning

Zepnick, Jaclyn
ET

Emdin, C. (2014). 5 New Approaches to Teaching and Learning: The Next Frontier. Retrieved from http://www.huffingtonpost.com/christopher-emdin/5-new-approaches-to-teaching-strategies_b_4697731.html 

Famed professor and pedagogy in the hood expert, Christopher Emdin, explores five different ways teachers can engage students in a more effective and exciting manner. Examples include: Hip-Hop Education, Reality Pedagogy, and the Flipped Classroom.

The first video especially lured me in as I have never heard of a science teacher using hip-hop and rap to entice students to learn about photosynthesis. It is inspiring to see new ways of teaching that actually make students want to come to class and engage. Christopher Emdin in himself is inspirational. 

Knewton Infographic – Flipped Classroom

I’ve never heard of a flipped classroom, until this semester. So in my research to find out more I ran across this very cool infographic explaining what a flipped classroom is and it compared a high school before it flipped and after. Very interesting results. As far as I know classroom flipping is not used in my school district. I feel this method of instruction would benefit many students especially the students who learn better by active learning or learning by doing rather than teacher-centered instruction.
Knewton Infographic – Flipped Classroom 

Projects with Technology Do Good Things

Post by Lora Poser-Brown

ET

Kingston, Sally and Lenz, Bob. “Blending Technology into Project Based Learning.” Partnerships for 21st Century Learning. Jan. 21, 2016. http://www.p21.org/news-events/p21blog/1832-blending-technology-into-project-based-learning

Overview: This article discusses many ways to incorporate projects and technology in regular instruction. In addition, justification is given for more projects with evidence that doing so increases attendance, scores, engagement, social skills, and more.

Analysis: The article was a quick read with great concrete examples for teachers. Furthermore, the ideas given can easily be adapted for different ages and subjects. The article makes project based learning seem less daunting for those new to the teaching style.
Cover, Sara
ET
MADDrawProductions. (2012, May 27). The flipped classroom model [Video file]. Retrieved from https://www.youtube.com/watch?v=ojiebVw8O0g
Summary:
This animated YouTube video shows the basics of the flipped classroom method of teaching.

Evaluation:
The brevity (the video is just under three minutes long) and simplicity of the video makes it perfect for introducing the flipped classroom method of teaching. This can be used as an introduction to the flipped method for faculty who have never heard of it before, or those that just need a brief refresher. The video can be shown at the beginning of a workshop or meeting exploring the flipped method, and then used as a springboard for discussion and implementation.
Cover, Sara
ET
PBS News Hour. (2013, December 11). What a ‘flipped’ classroom looks like [Video file]. Retrieved from https://www.youtube.com/watch?v=G_p63W_2F_4
Summary:
This short YouTube video from PBS news hour details what a flipped classroom actually looks like in practice. The video shows a school that has completely flipped every classroom, so that the students do the legwork for homework (reading, researching, studying, etc.), and then come to class prepared to discuss, have questions answered, clarify, etc.

Evaluation:
This is an excellent example of what a school could look like should they choose to adopt this method of teaching, or a taste of what a flipped classroom looks like if one or two classrooms within a school choose to try this teaching method. In addition, the video is under eight minutes long, so it would be good to show at workshops, faculty meetings, or other events where you want to introduce the flipped teaching model.

The Flip: End of a Love Affair

Wright, S. (2012, October 8). The flip: End of a love affair. [Weblog post]. Powerful Learning Practice. Retrieved from http://plpnetwork.com/2012/10/08/flip-love-affair/

Summary: This Weblog post discusses a teacher’s experience using the Flipped Classroom and its effect on instruction and education. Wright references a previous post where she describes implementing the flipped classroom and how she enjoyed this method of instruction. The author still holds by everything in her previous post but reflects that the flipped classroom did not provide the “transformative learning experience” she wanted for her students. With a shift from a teacher-centered to a student-centered classroom, Wright’s students took more and more control over their learning. Over time, her role changed and her classroom became one of inquiry and problem based learning.

Evaluation: Wright’s experiences in the flipped classroom are comprehensive and enlightening. It would be beneficial if she expressed how she guided the class (if at all) towards its new manifestation or provided some guidelines on how to shift a class from flipped class to a problem based learning class. Wright could better explain how students took ownership of their own learning. Further, did this effect occur with only one cohort or subsequent classes? This post led me to wonder if Wright’s experiences are common or not or if the flipped classroom is just a step towards something else entirely, rather than an ending point for instruction. 

7 Things You Should Know About a Flipped Classroom

Boyer, Allison
ET
7 things you should know about a flipped classroom. (2012). Educause. Retrieved from https://net.educause.edu/ir/library/pdf/eli7081.pdf
Summary: This is more of a brochure set-up, but it still offers a lot of information in a short space.  Educause released this to detail 7 important facts about a flipped classroom, which is when the instruction and the the homework is reversed.  With this method of instruction, the teacher (and/or teacher librarian) prepares video lectures (either original or compiled from other sources) for students to view on their own.  This way, classroom time is devoted to hand-on, practical, active learning activities.  With this, students are responsible for their own learning.
 

Review: While this isn’t exactly an article, this brochure gives an excellent and quick debriefing on flipped classrooms.  The seven points are clearly defined and explained.  The layout makes it easy and quick to read.  The scenario they use as an example is also beneficial to understanding the idea of a flipped classroom.  It gives a “real life” example of how to use this method of instruction. The 7 facts contain both the positives and downsides to flipped classroom, which gives a fair representation.

Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

Nadine Loza
ET, IL

Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools, 33(1), 1-10. 
This article is an evaluation of current research on the “flipped classroom” strategy.   The author points to the lack of research done on how teachers of  EFL (English as a Foreign Language) students would benefit from using the flipped model.  The article also offers recommendations and technology tools that could be used and adapted in the EFL classroom.  The flipped classroom is a technique where the teacher uses online video tools to present information to students as homework.  Class time would be used for interactive and engaging activities such as discussions, labs, and group projects.  Recent research conducted on flipped classrooms in K-12 and university have shown positive learning outcomes for students.  Mehring is interested in understanding how English language learners could benefit from this teaching strategy, and offers free technology tools that teachers could use to help adapt their classrooms into a “flipped” model.
In order to truly understand the benefits of the flipped model, more research must be done.  The article points to benefits, however, he focuses on university students in Japan who are studying English as a foreign language.  Mehring should include research on using technology in English language learner classrooms.  The article should also include additional instructor voices on using the flipped classroom.  For example, does it add to their workload?  How many schools and students are equipped with the technology needed for the flipped classroom to be successful?  Overall, the article give a good overview on the flipped strategy and offers free tools that most teachers would find useful.