Innovation or Speculation? Research-based Insights into Flipping
the ELA Classroom
Innovation or Speculation? Research-based Insights into Flipping
the ELA ClassroomCarl A. Young & Clarice M. Moran NC State
UniversityNatascha Brooks & Hannah WeaverWake County Public
SchoolsNCTE CONFERENCE 2015Minneapolis, MN -- Friday, Nov. 20th
Clarice Moran () - See previous slideClarice Moran () - This is
like the after slides. Just put up the positive "after" student
quote and then say these commentsClarice Moran () - Same as
previous slide. Note these comments when you read the negative
student quote on the after slide.Clarice Moran () - We will push
'play' at this point and let Hannah's video run here. If she has a
video with the info on her slides, then I think we should cut her
slides from this presentation and let her video stand alone.Its a
small, flat world...
Dr. Carl A. Young, Associate Professor, English EducationNC
State University ~ former Middle and HS English ELA
Teacher@carl_youngDr. Clarice M. Moran, Postdoctoral Scholar,
English EducationNC State University~ former English
teacher@ClariceMoranNatascha Brooks, 6th grade English teacher,
Raleigh, NC@MsBrooksMPMSHannah Weaver, 7th grade English
teacher,Apex, NC@hannahmw27
Some background...Teaching and research interests tied
tointegrating digital technologies in ELA~ eps & inquiry-based
learning, social media, digital video, etc.The transition to a
focus on flippingResponses to our research findings on flipping the
ELA classroom
An Important Lens: Literacy instruction in the brave new world
of technology (McKenna, PDK, 2014)#1. Technology is now
indispensable to literacy development.#2. Technology requires new
skills and strategies.#3. Technology can support those who
struggle.#4. Technology can transform writing [/ learning].#5.
Technology offers a means of motivating students.#6. Waiting for
research is a losing strategy. ~ This does not mean, however, that
research cannot inform technology use! It definitely should! Our
research efforts aim to develop best practices for flipping the ELA
classroom!
Article written in response to the slow and tentative
integration of technology in the English language arts. He refers
to these as important insights to have going forward. Important
lens in general, but also in considering flipped learning.
What is itexactly?
Flipped ClassroomBaker (2000) campus-wide Intranet.Lage, Platt,
& Treglia (2000)- inverted classroomKing (2003) guide on the
sideAccess to technology was the KINDLING
Bakers (2000) flip. Used with permission.
Flipped Learning DefinitionFlipped Learning is a pedagogical
approach in which direct instruction moves from the group learning
space to the individual learning space, and the resulting group
space is transformed into a dynamic, interactive learning
environment where the educator guides students as they apply
concepts and engage creatively in the subject matter.- Flipped
Learning Network, 2014
The Research Plusses +Leans on active learning strategies and
peer work (Bergmann & Sams, 2012)Some aspects connected to
Dewey (Nagel, 2013)Teacher may have increased one-on-one time with
students (Fulton, 2012)
The Research Deltas Students in flipped college courses
expressed dissatisfaction with the course (Strayer, 2007)Student
engagement decreased among secondary students in language arts
flipped classrooms (Moran, 2013; Moran & Young, 2014)Johnson
(2006) found that humanities-based courses may not be appropriate
for flipping
High School Study on FlippingParticipants: Two sections of an AP
English class, grade 11, public school. 49 participants.How: Two
flips. Used Jing screencasting software.Survey/Other: Computer
Attitude Questionnaire (Knezek, & Christensen, 1996); two focus
groups
Results of High School StudyI like the flipped method. I prefer
traditional classes. The flip is impersonal. The flip is not good
for English class. School is school. I dont care.
Middle School Study on FlippingParticipants: 183 7th grade
language arts students; 2 early-career teachersHow: Three-week unit
on poetry. 3 teacher-made videos.Survey/Other: Motivated Strategies
for Learning Questionnaire (Pintrich & DeGroot, 1990); 6 case
studies
Results of Middle School StudyFour subscales of MSLQ indicated
that overall student engagement went down during flipped unit.
Pacing is an issue.I like the flipped method. I dont like the
flipped method.I enjoy having less homework with the flipped
method. I dont care. School is school.
Tales from the Front LinesNatascha Brooks and Hannah Weaver7th
Grade ELA classes in Wake County Public Schools, NC
Natascha Brooks _ Staff - MillsParkMS () - look for new
imageCarl Young () - That is an AWESOME SLIDE! :)Natascha Brooks _
Staff - MillsParkMS () - used screen shots from our actual videos
as images..does that work? also, minor thing but are slanted images
okay or should I straighten to make it more professional?Before the
FlipDeciding what to flipConcrete vs. Abstract
Deciding when to flipBeginning vs. End of YearDeciding how to
flip
Deciding how to flipVideo toolsAssessment/Monitoring tools
Video ExamplesPoetic Form (Powerpoint/ Jing)Annotation Video
(Doc Cam)How-to Comment (Screencast)Argument Writing (Educanon)
Brooks present this slideNB: Deciding what to flip. Concrete
vocabulary/terms. Not abstract or discussion based. Original study:
Poetry/plot terms. Since the original: EOG Review, Modeling (like
how we modeled the annotation). Serious limitations on what we
would flip: wouldnt flip literacy strategies, class discussions,
speaking/listening standards, writing
Videos: Show videos (doc. Camera and ppt slides videos2 minutes
of each).
NB: creating the videos. Doesnt take a lot of time after youve
worked out the kinks. Research which software tool is best for you.
We like using our document cameras and Quicktime (Apple). While
they watched the videos, they had to fill out notes sheets that we
had created.
HW: Creating stations. Time consuming. Has to be
self-explanatory because kids cant be bothering you with questions
about the activities while youre trying to conference with kids.
Requires a lot of advanced planning. Entire unit has to be totally
done before you start. BUTthen youre done!! Put materials together
in labeled bins so students could get them on their own. Example of
station.15
During the FlipModeled how to learn through a videoUnit of
study: term-heavy poetry unitStructure of the ClassVideos for
Homework: Notes/ Assessment tool--several days to watchWhat does
the class look like if you arent teaching?Asynchronous Independent
Practice (original study) Group Practice (Stations)Student/teacher
conferencesInteractive ActivitiesStudents were instructed that with
a question, they should: 1: rewatch video2: ask a peer3: ask a
teacher
-Modeling: took a class period to explain what flipping is,
watch sample video and show them how we want them to pause, rewind,
and rewatch, and take notes during the video. Discussed what having
the videos available would offer to the students, and how they
would be responsible for their own learning-Homework: several days
to watch 5 minute video (watch on device, at home, during study
hall), and completed notes while watching. As we will discuss
later, we found that there might be better ways to assess if
students watched/understood the video-Chose vocab heavy poetry unit
to flip-Originally had asynchronous independent practice, and we
conferenced with each student as they worked--sounded like a good
idea, but did not quite work outIf students had a question, they
should rewatch the video, ask a peer, or ask a teacher (did not
work)16
After the Flip: Student PerspectivesPositives:Fun, interactive
way to learn
Self-paced and self-regulated learning
At school, we have to get it done in a certain amount of time.
But at home, I get as much time as I need. Also, at school, there
are a lot of distractions...but at home...I can concentrate and I
get better scores.
Brooks presentNB: As a whole, many of the kids like it. Saw the
words fun and engaging pop up many times on our survey. Many
students were very reflective about their best learning
environment, and enjoyed learning in the comfort of their home at
their own pace.
17
After the Flip: Student PerspectivesNegatives:No real-time
assistance
When I came to a point when I had a question to ask, there was
no one to ask it to.
Stressful to keep up
Tech issues
Brooks present thisNB: Several students noted that they did not
like the flip because there was no one there to assist them when
they needed it. They noted that they like have the teacher, and
their classmates, around to ask if they needed something.Stress
came from educanon questions interrupting the videoTech issues such
as internet, app crashing, limited access to computer18
After the Flip: Teacher PerspectivesPositives:More engaging use
of class timeStudents enjoy it (overall)Simple (once you get the
hang of it)With the right assessment tool, you have great formative
assessmentGood to use videos for review
Brooks present thisNB: As a whole, many of the kids like it. We
liked it to a certain extent also, but mainly as a change-up from
the normal routine. We like speaking with kids individually (wish
we had more time). For many of the kids, I liked the added
responsibility to be self-guided.
HW: Things that didnt work: Some kinds of thinking were
difficult/impossible for students to do without teacher support.
Alliteration example, teaching the same lesson 120 times. Kids who
do well in anything did well with the unit. Kids who dont do well
didnt. Added stress on families and working around technology at
home.
NB: What would we do again? My biggest frustrations were
accountability and assessment efficiency. Mastery connect and
Educanon?? Hybrid model where part of the class is them working on
the stations and we do some guided activities together for the
other part of the class, so they dont have to attend to the same
task for 60 minutes straight.
HW: Hybrid model with more structure?? Using it in moderation or
as a different teaching strategy. Neither of us would totally flip
our classrooms for the whole year.19
After the Flip: Teacher Perspectives
Negatives:Hard to find the right unit to flip: review or new
concepts?What if students dont watch?Tech complicationsCant reach
each student each day (Isnt that a goal of flipping?)Age/maturity
of studentsWould I flip again?
Brooks present thisNB: As a whole, many of the kids like it. We
liked it to a certain extent also, but mainly as a change-up from
the normal routine. We like speaking with kids individually (wish
we had more time). For many of the kids, I liked the added
responsibility to be self-guided.
HW: Things that didnt work: Some kinds of thinking were
difficult/impossible for students to do without teacher support.
Alliteration example, teaching the same lesson 120 times. Kids who
do well in anything did well with the unit. Kids who dont do well
didnt. Added stress on families and working around technology at
home.
NB: What would we do again? My biggest frustrations were
accountability and assessment efficiency. Mastery connect and
Educanon?? Hybrid model where part of the class is them working on
the stations and we do some guided activities together for the
other part of the class, so they dont have to attend to the same
task for 60 minutes straight.
HW: Hybrid model with more structure?? Using it in moderation or
as a different teaching strategy. Neither of us would totally flip
our classrooms for the whole year.20
Natascha Brooks _ Staff - MillsParkMS () - hide slide in ppt
versionFollow-up: What Weve ChangedNeither of us completely flip
classrooms; both use elements from flipped model as an
instructional strategy.
How can we be sure students have watched the video? What do we
do about students who havent?How can we increase student engagement
and on-task time in class with the flipped model?Given our large
class sizes, how can we get to each kid, each day?How do we decide
what to flip?
Question 1: 0- 2:54Question 2: 2:54- 4:35Question 3:
4:35-6:35Question 4: 21
Guidelines for Flipping the ELA Class (based on our research
findings)1. Discuss and model the flip process for students (be
proactive about discussing the process, including strategic
note-taking, active video-viewing, demonstrating understanding, as
well as competency with the technologies involved)2. Choose
appropriate content for flipping (content that can be taught and/or
modeled directly rather than more complex or abstract material is
recommended; e.g., literary terms, poetic devices, genre forms,
background information on authors or texts, revision and editing
strategies, etc.)3. Flip content on a regular basis but not
exclusively (students need practice with the strategy, but not all
ELA content necessarily lends itself to flipping; be purposeful in
terms of when and what you decide to flip)4. Create engaging and
varying opportunities for students to demonstrate what theyve
learned and how to apply it (students should be accountable for the
work they do in the flipped context, both in terms of viewing and
also processing the viewing experience; collaborative activities
seem to work best for demonstrating mastery; include opportunities
for reflection on both the flip process as well as the content
learned)5. Take a proactive approach to classroom organization and
management (be proactive in planning how to organize the flip
approach and how to manage collaborative work in terms of what
students do outside of the classroom and also what they do
afterwards inside of the classroom)
May be better to remove the annotations and just keep the
headings. Ive included them now as placeholders.
Tested Tools for Flipping
More Tools for Flipping
Natascha Brooks _ Staff - MillsParkMS () - Is doceri a flipped
resource? I have seen it used and it flips the teacher iPad to the
computer screen but I haven't seen it used with video homework.
Just wondering in case we need to explain this toolQuestions?