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Released in May, the FLN and Pearson’s Center for Educator Effectiveness conducted a literature review on Flipped Learning, the first analysis done on the topic. With research support from George Mason University and the FLN’s Research Committee, this comprehensive review looks at the history, discusses implementations in Clintondale (MI), Woodland Park (CO) and Byron (MN), covers results in K-12 and higher education, and concludes with concerns. Separate sections were written for teachers, administrators and parents. PDFs of the entire Literature Review, an easy-to-digest White Paper, and two-page executive summary are available for free at flippedlearning.org (release date May, 2013.)
Instructors all over the globe are turning their students' worlds right side up by flipping their classrooms. In a flipped class, teachers typically move information coverage out of formal class meetings so that they can better leverage in-class time to address student difficulties or misconceptions. Flipped learning is much more than watching videos and doing homework in class. In this session, Dr. Julie Schell will introduce one research-based flipped method called Peer Instruction. A primary goal of Peer Instruction is to radically transform students’ in-class experiences. Originally developed for use in college physics at Harvard University, thousands of teachers currently use Peer Instruction in many disciplines with many different age groups, all over the world. Participants of this session will learn how flipped learning with Peer Instruction works, participate in a live demonstration, and test out different types of classroom response systems, from low-tech options to state-of-the art learning technologies.
This presentation will present results of the presenter’s doctoral dissertation. This quantitative research compared 5 sections of college algebra using the flipped classroom methods with 6 sections of traditional (lecture/homework) college algebra and its effect on student achievement as measured through common assessments. The study included over 300 students and 9 instructors. Results showed that students in the
We will be sharing how Byron High School sought to improve the flipped classroom model and found Eric Mazur’s Peer Instruction model he developed as a physics professor at Harvard. The model uses peer discussion around conceptual questions that you feel your students struggle with. A question is posted and the students work on it independently. The students then compare and share in a peer instruction model to improve each others conceptual understanding. Some thought must go into the questions being given and such a library takes time to create. We will take you through the do’s and don’ts of how to create such a library and how to most effectively use it.
The Open Educational Resources Research Hub Project is based at the Institute of Educational Technology (Open University, UK) and funded by the William and Flora Hewlett Foundation. We are collaborating with projects across four educational sectors (K12, community colleges, higher education and informal) in the U.S., India and the UK to validate (or not) a series of hypotheses related to the impact of openness in teaching and learning practices. Together with the Flipped Learning Network we are hoping to findevidence that open educational resources (OER) improve student satisfaction and performance; that open licensing is important in educational reuse; that use of OER leads educators to reflect on their own practice; and that use of OER encourages institutions to change their policies.
In April/May of this year we asked the Flipped Learning Community to complete a survey and help us find out about teachers’ attitudes, beliefs and behaviours towards free online resources. In this session we will present what we mean by open educational resources, share some of the results of the survey and engage participants in discussing the following: How open is flipped learning? Does openness matter in the flipped classroom? If so, how can flipped teachers be more open?
Bob Jones Academy conducted a pilot study this past school year in 8th grade Pre-Algebra class and in 9th grade World History and 9th grade Geography classes. The students were taught traditionally first semester and then “flipped” second semester. The Pre-Algebra class study had two control groups and two test groups to test the effects of the flipped model as well as students having provided devices (iPads). For the World History and Geography classes, the performance of previous classes formed the control data and this year’s students formed the test group. The effects on the students of the flipped model as well as a BYOD environment were evaluated. Standardized test as well as other achievement data along with quantitative and qualitative attitudinal data was collected from all the classes and will be presented along with the insights of the teachers involved.