Flipped Classroom Summary

Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

They encourage the students in the learning process and to take more responsibilities, such as watching the math videos in the flipped classroom. They treat students respectfully and differentiate instruction to meet all students’ needs. Teachers use whole class, small groups and cooperative learning strategies. They use a variety of activities to engage all kinds of learners, such as hands-on (labs), posters, projects, etc. Teachers develop critical thinking skills through the activities and strategies they use in the classroom. The Reading Lab Teacher had on the board the word antidisestablishmentarianism. The students had to guess what the word means. After that, they had to break down the words in multiple parts, which help figure out the meaning of this word. As a fun activity, the students had to create as many small words as possible from this word. The students shared their results with the class.

I am looking forward to reading the article you shared by Annie Murphy. I think it’s great when educators share strategies that are effective and help support students learning. I plan to implement many of the strategies that you shared from Murphy in your initial post. For instance, one of them was to start with a question instead of the answer. True open-ended question genuinely invite authentic reflection and discussion (CEA, 2016, para. 20). As we ask open-ended questions this is a way to elicit discussion, brainstorm solutions to a problem, or create new opportunities. Also, the quality of student response will increase if, they know the teacher is seriously interested in their input, plans to discuss the results with them, and is willing

The inverted classroom – The flipped classroom model began over 15 years ago in higher education and spread to k -12, it allows for more interactive learning in the classroom.

One example from the book covers “Conquering the Blank Page” which begin by setting goals or why do you want to flip this lesson. Initially, the authors explain that their goal is to meet the needs of every learner in their classroom. However, not every writer is at the same place in the process, so based on an observed need, a flipped lesson is created. Technology can often be the barrier, but Sonja and Dana take you through a step-by-step approach with checklist, forms and a video example to begin the process. Reasons for using a flipped lesson include:

As I read the O'Flaherty & Phillips (2015) “The use of flipped classrooms in higher education: A scoping review”, there were a few things that I found intriguing, although raised questions. The flipped classroom could be very economical and potentially effective, but would it be effective for everyone. O'Flaherty & Phillips (2015) did not comment on the different types of learning styles and personality of the individuals in the study. Additionally, how did the students feel about not having the ability to get immediate feedback for any questions they may have while viewing the videos outside of class.

This sounds like a great idea but, will every student really have time or access to watching these videos? I don’t think it really said anything about this in the article. That’s a concern of mine. The Flipped Classroom really is a fantastic idea. I just don’t know if every student would really watch the videos all the time. It’s sometimes hard to do some homework at night. And if their parents weren’t involved in their child’s education they wouldn’t push them to watch those videos. I guess they could just have the videos for when students need to see a lesson again. But, I feel like teachers would use it as a thing to just teach the students so they had more class time to work on things.

Sams. Bergmann and Sams are founders of the Flipped Leaning Network, which is a nonprofit

Advances in technology have made it possible for the instruction to move beyond teacher delivered material in class followed by a review of the material by students in the form of homework (Steed, 2012). In theory, if the students are in control of the pace of their learning, their outcomes will be better. Students, who are able to absorb new material at home, will come to class prepared to put the knowledge into practice and thus reinforce the new material. The flipped classroom (Bergman & Sams, 2012; Bull, et. al., 2012) involves the presentation of the new material via a video lecture which students will watch at home prior to coming to class. Time in the classroom can then be dedicated to putting the material into use, creating an environment of understanding by doing. Although success with this format has been reported in some subject areas by some teachers, the concept has not been widely studied over a long enough period of time to give conclusive data on student learning using this method (Herreid & Schiller, 2013; Moran, 2015). The review of literature was conducted in an effort to answer the following questions regarding the flipped classroom:

I would like to think that in the flipped classroom it is possible that the instructor can fail in a given day, but can ensure that all topics are covered? This might be a way for the instructor to be in control of the overall learning experience while allowing the students to guide the learning process.

Calculus I is the first university mathematics class many of our students have to take, our goal is to teach them not only math content but also train them to become independent and skilled problem solvers in those problems that require the techniques and concepts of calculus. The idea of inverted classroom is that the students learn best when they are actively working on a task rather than passively listening to the lecture. This approach to doing class is sometimes called the "flipped classroom" because we are flipping the traditional roles of in-class and out-of-class work, and there is a growing body of experiences and research (need some citations here) that shows that this way of doing class helps you not only to learn the material better but also to learn how to learn. This will help them become an independent learner who can acquire the basics of new material on their own, which is an essential skill for a university education. Equation~(\ref{eq:01})

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find

One example of why it could be a convenient strategy to use is that the teachers have the ability to adjust the pace of instruction to students needs. Despite the fact that those against this strategy of teaching “...question whether or not this

By utilizing the flipped classroom model, the teacher is integrating technology into the classroom by assigning at-home learning assignments with technology in mind. This encourages diverse learners as they control the at-home material and are offered more guided learning within the classroom. As homework is essentially completed in the classroom with the teacher present, the students have access to individual help when

Summary of Study: The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class.