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Flipping the Classroom: An Action Research StudyDonna H. Howell, Ed.D.
For complete list of resources referenced in thisPresentation, visit my website:
www.scienceiskool.com
Agenda
• Background of Study• The Study
• My Flipped Classroom Model
• Data/Results• Future Study
• Resources• Questions
The Problem
• In a 21st Century marketplace, a highly qualified workforce is needed for the U.S. to be competitive, with future employees skilled in math and science.
• Producing graduates skilled in the areas of math and science seems to be the greatest failure of the U.S. educational system.
Rising above, 2010
Rising above, 2010
The Problem
• Today’s students see science as a means to an end (graduating), and this may be due to how they are being taught science.
• Students are still being taught with traditional methods, and are memorizing facts instead of what to do with the facts.
• Only 28% of high school graduates are ready for college science.
Ferris-Berg, 2008Price, 2008
One Solution
• Many educators are experimenting with the flipped classroom model as a means of classroom reform.
• In the flipped model, students are enabled via technology to view lectures outside of class, and inside class, teachers can use the extra time for inquiry type activities and homework.
TPCK Framework
• The TPCK Framework emphasizes the synthesized knowledge that lies at the intersection of the three areas: technology, pedagogy, and content knowledge.
• Effective technology integration depends on how well teachers intertwine the three.
http://www.tpack.org
The Learning Cycle Model• I chose to use the 4MAT
learning cycle model of instruction for BOTH classes because it is a research-based model aligned with the National Science Teachers’ Association’s mandate for inquiry-based instruction.
• 4MAT model has been shown to increase post-test scores significantly over traditional method of instruction.
• Effects of flipping within this method has not been researched.
Tatar & Dikici, 2009
4MAT Learning Cycle Model
• Learning cycle was first systematic attempt to outline a sequence of learning events for students to promote understanding of science.
• Inquiry-based model where students have more authentic learning experiences
• Helps students make sense of scientific ideas, improve scientific reasoning, and increase engagement in class.
Songer & Ho, 2005Turkmen, 2006
Brown & Abell, 2006
4MAT Learning Cycle Model
• Based on Kolb’s learning cycle model, 4MAT has 4 quadrants each lesson should progress through that engages both sides of the brain:
http://usergeneratededucation.wordpress.com
Purpose of Study• To compare the effects
of two models of instructional delivery, the traditional delivery model and the flipped delivery model, on the achievement of 9th grade Physical Science Honors students, within the 4MAT Learning Cycle Model.
• To assess the perceptions of the students, their parents, and the instructor about the effectiveness of the flipped teaching format.
The Research Questions
• RQ1: Within the 4MAT model of inquiry-based instruction, what are the effects of a flipped instructional model of delivery on achievement of students compared to traditionally-delivered model?
• RQ2,3,4: What are students’, parents’ and instructor’s perceptions of flipped delivery model?
Quadrant 1
• Students began with an inquiry activity that introduced the topic, and wrote in their journals about what they learned.
• I was able to assess prior knowledge, as well as any misconceptions students had, of the subject being studied.
Quadrant 2
• This is where the “flip” took place. Lecture screencasts were assigned to introduce the students to the new material.
• These were to be watched at home, and the next day at the beginning of class, a “One Minute Response” was given.
• This held them accountable for watching the video.
The Screencast
• A screencast is a digitally recorded playback of computer screen output, with narration:– Hardware: I used a Mac
computer, a Blue Snowball Ice microphone, and Bamboo Wacom tablet
– Software: I used Microsoft PowerPoint, and Camtasia for Mac
– Other: I posted videos on: www.scienceiskool.com
Sugar et al., 2010
Quadrant 3
• Students complete practice worksheets/problems in class to reinforce the videos.
• Students were then to complete an inquiry activity (usually a lab), that further reinforced the videos.
• All homework review, pre-lab instruction, and extra help occurred at home via screencast video.
Quadrant 4
• Tests occurred in this quadrant first.
• Then, to tie everything together and allow student time to reflect on their new knowledge, they completed a synthesis activity, and presented their findings to the class.
Pre-training Effect
• When presenting new material, if some material can be presented in advance, it reduces the tendency of a learner to be overwhelmed when learning other information.
• This happens twice in the flip:
– Quadrant 1- Quadrant 2– Quadrant 2 - Quadrant 3
Mayer, 2009
Benefits of Flipping• Offsets lecture to home setting,
opening up in-class time for more teacher-student interaction.
• Provides an electronic resource bank students can revisit as many times as they like.
• Pre-training effect takes place twice
• Allows homework to be done in class so it can be monitored by teachers and mistakes/misconceptions corrected as they occur.
• Opens up class time to be used for more in-depth inquiry activities.
• Makes class more FUN and RELEVANT for students!
Sample Lesson Plan
Energy Transformations
The Lesson Plan – click here
Pirate Ship ActivityRube Goldberg Project
The Data• The following data were
gathered over the course of a semester:
– Pre-post test results– Student survey & focus
group– Parent survey– Instructor reflective
journal
RQ1: Post-Test Results
–No statistically-significant difference in post-test results between the control and experimental groups.
RQ1: Post-Test Results
*Note that although the average gain was NOT significant, the experimental class, for both units, did have a higher average gain than the control class.
RQ1: Post-Test Results
–Within each group, no statistically-significant difference in post-test results due to gender, race/ethnicity, nor lunch status.
RQ2, 3, 4: Stakeholder Perceptions
6 major themes emerged:
1. Accountability
2. Accessibility
3. Technical
4. Comprehension
5. Pedagogy
6. Overall preference
Accountability
Accountability refers to whether or not the students accept responsibility for watching the videos on their own as part of their homework assignment
Accountability– Data indicated that accountability
was a problem for ninth-grade students
– Students and parents acknowledged that self-discipline (accountability) was a problem for some ninth graders, and that they must treat the video assignments like they would any other homework and make sure to view them.
– I felt it was a problem because of One Minute Response scores and the type of questions that were asked the next day
Accessibility
Accessibility refers to whether
or not the student has reliable
access to the technology
needed to watch the videos, or is
able to depend on the functionality of the technology in
all circumstances
Accessibility
– Biggest student and parent-reported problem was that internet was occasionally down, which put kids at a disadvantage
– Most students had access to videos– All felt that having computers issued to students would
have been more fair and equitable– School blocked YouTube and other sites students needed
Technical
The technical theme encompasses the actual technology students use to view the videos (computer, phone, etc.), the technical components of the videos themselves (length, quality of audio and video, etc.), and the amount of time students spent viewing video
homework.
5-10 minutes
Technical
– Most students felt homework took less time when flipping
– Pictures/animations aided in understanding of material
– Videos relatively easy to make and didn’t take much time
Comprehension
Comprehension refers to the level of understanding students
had of the material during and after watching the videos, and includes activities of students
during the videos, levels of understanding of different types
of videos, level of difficulty in class after viewing videos, level
of preparedness of class after watching videos, and what
strategies students felt were most effective in helping them
learn the material.
Comprehension
– Easier understanding the video after doing the Quadrant 1 discovery activity
– Easier performing the Quadrant 3 activity after viewing the video the night before, indicating that the pretraining effect was occurring twice in the learning cycle.
– Parents wanted students to be able to ask more questions
– Students would prefer more elaboration than the video gives for new material
– Students felt more empowered when working in small groups because they could help each other
– Perhaps a guided note-taking sheet would benefit students as they watch videos
Pedagogy
– The theme of pedagogy covers the method of teaching and how effective it is.
– Includes what students used video for, and method of instruction they preferred to receive.
Pedagogy
– Parents felt kids benefited more from hands-on work
– More relaxed classroom atmosphere
– Instructor felt Quadrant 4 was not as helpful as 1-3
– 4MAT cycle helped students with inquiry skills: less scaffolding required as semester progressed
Overall Preference
– 39% of parents noticed a positive change in their child’s attitude toward science due to flipping
– Instructor recommends either issuing a 3G computer to all students, or using a hybrid method
– Some students at a disadvantage with technology
Resources• I have posted
ALL resources mentioned on my website, including a page of internet links that might be helpful.
• Please see the end of the Dissertation for the complete bibliography.
www.scienceiskool.com/
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