Actualizing Flipped Learning

The New England Board of Higher Education (n.d.) describes fourteen institutions that have implemented blended programming supporting developmental math. These schools have diverse programs based on their assorted student enrollments, staff, and interventions deemed essential; all incorporated a blending of instruction through utilization of the Khan Academy and their community/technical college. The models include a variety of instructional formats, including flipped classrooms, self-paced study, and traditional instructor-led developmental math courses. These blended courses specifically target college preparatory learning skills with particular courses created for adults returning to school, developmental math, intensive summer two-week college preparation programs, self-paced learning, traditional semester learning, high school/college partnerships, merging with established program

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:

During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.

The definition of blended learning has often been debated. A mixture of face to face teacher led instruction and self-paced online instruction defines blended learning. This fairly new instructional method takes place, in part, in a brick and mortar setting (Graham, 2005). Overall there are six blended learning models that may vary depending on a variety of factors. Each models implementation may look different based on an organization’s physical space, staffing model, delivery methods and scheduling (Graham, 2005). Many districts and school leaders are of the same belief as Arne Duncan

I have had two experiences with flipped learning, one positive and one negative. The bad experience was here at Clemson in a Linear Algebra course. It was exactly the Flipped Class 101 mentioned in the article.

Standard four states that teachers plan and deliver effective instruction that advances the learning of each individual student. But before our lesson plan, as a group, we emphasized on what the textbook definition of a flipped classroom. Which is “a model in which the typical lecture and homework elements of a course are reversed.”  Our example for the class was doing the homework together as a class and then at home the students would take notes on the lesson through a video at home. Our Instructional Variety came into play when we made everyone get up and choose side “yes” or “no”.  This was my part of the presentation, so I asked the class three different questions and they responded by choosing a side and then saying why they chose that side. The first question started with “How many of you have even heard of a flipped classroom before now?  The second question was, “picture yourself back in high school, as a student would you have preferred a flipped classroom?”  And lastly, “as a future teacher yourself, can you picture yourself teaching in a flipped classroom style?”  One challenge my group and I faced during the project was being able to make slides and present out project without putting the class to sleep. One thing I would have done differently would have been making a lesson plan for a flipped classroom. Writing out a half hour to an hour

As a future educator in the middle classroom most teachers are interested in finding new ways to introduce future lessons. This article in AMLE starts off with an argument as to why you should use a flipped classroom. It offers insight such as that it “creates an active, vibrant classroom and enhance student learning. It requires students to complete lower levels of cognitive work outside the classroom and focus on the application, analysis, evolution, and creation in the class”.

We are faced with many different learning experiences. Some of these experiences have made a better impact than others. We can attribute this to our learning style. A person’s learning style is the method through which they gain information about their environment. Research is going on all over the world to help explain learning styles. To me, it is our responsibility to learn about these different learning styles so we can appeal to every type of learner in our world. Howard Gardner has elaborated on the concept of learning style through what he calls “multiple

As humans, we use stories to recognize our experiences, craft our sense of self and realize our place in the world (Kroth & Cranton, 2014, p. 35). When we share our personal narratives with others we are doing more than simply recounting an event, we are creating and expressing our identities. According to Kroth and Cranton (2014), narratives are “small steps to transformative learning” (p. 29), because when we hear narratives we are drawn into unfamiliar experiences and realize different perspectives that present challenges to our own. Stories expose discrepancies between what is already known and what is newly discovered, creating a dilemma and prompting the process of transformative learning. Transformative learning can also occur when we share our personal narratives as it leaves our stories open to the re-interpretation of other’s, who through different perspective lenses can see our stories and provide alternative explanations and this can cause us to reflect and assess our stories, and our sense of self. (Kroth & Cranton,

Additionally, educating for a sustainable future aims to provide for future generations, improve health and well-being, avoid potential loss of species and resources, share resources and take less from the environment, find ways to avoid pollution and destruction, and provide individuals with a sense of appreciation and respect for the environment (Capra, 1996). It aims to combine mindscape and landscape, enabling individuals to observe nature with insight and live in harmony with their beliefs (Orr, 1992). This can be achieved through determinants of transformative learning including pedagogical drivers comprising of value driven, interdisciplinary and holistic outcomes, critical thinking and problem solving, and participatory decision making

This study will use a quantitative descriptive methodology. This type of study provides the opportunity to analyze data in the two groups, year one traditional instruction group and year two, blended learning instructional group. Descriptive statistics will be utilized to analyze differences in mean, median, mode, standard deviation, range and outliers between the two groups. The quantitative descriptive methodology is appropriate for this study because the selection allows the researcher to determine if blended learning affected students’ scores and provides appropriate foundations for the use of this methodology due to the comparisons between two groups (Morgan, 2016; Reale, 2014). Utilizing hard data gained from

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:

Instructional practices and there implementation are crucial to the success or failure of students. In order to achieve high-level learners based on a standardized curriculum, instructional practices must be examine and analyzed to ensure that all student’s needs are met. There are proven instructional practices that have led to higher level learning and student success that are engaging and allow students to be responsible for their own learning. By aligning these practices with a standard based curriculum, students can be successful at applying their learning to real world problem solving while passing

In Chapter 2 Ohler articulates some excellent categories that define how teachers think about digital stories. Review the qualities he describes in "Category 1: Story Type, Purpose, or Impact" and describe a classroom project or learning experience you are familiar with that made good use of one or more of these qualities in creating good learning.

Flipped classroom can be defined as (school work at home and homework at school) this means that students can do their school work and their study at home by using technology through computer or any other device by using Internet. Flipped classroom is considered a great instructional strategy and it is considered one of the types for blended learning that invert the traditional learning environment by delivering instructional contents online outside classroom.