FlipCon13 has ended

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2-Concurrent Sessions [clear filter]
Tuesday, June 18

10:45am CDT

6-Unveiling of the Literature Review on Flipped Learning

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.)

avatar for Kari Arfstrom

Kari Arfstrom

Executive Director, Flipped Learning Network
See you at FlipCon13!!
avatar for Troy Faulkner

Troy Faulkner

Mathematics Teacher, Byron High School
Troy Faulkner has been teaching mathematics for 25 years. Troy implemented the Peer Instruction Flipped Learning model three and half years ago and has a total of five years of experience in the flipped classroom. Troy and his department have had numerous national and international... Read More →

Katherine McKnight

Pearson’s Center for Educator Effectiveness

Tuesday June 18, 2013 10:45am - 11:45am CDT
Research - E 202 E202

1:15pm CDT

47-Flipping your classroom with Peer Instruction: How to turn your students' worlds right side up

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.

avatar for Julie Schell

Julie Schell

Senior Research Associate, Harvard University
Dr. Julie Schell is the senior educational researcher within the Mazur Group of the School of Engineering and Applied Sciences at Harvard University and an instructional designer at the Center for Teaching and Learning at the University of Texas at Austin. She studies innovative... Read More →

Tuesday June 18, 2013 1:15pm - 2:15pm CDT
Research - E 202 E202

2:30pm CDT

15-Research on Flipped Learning

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

avatar for Jerry Overmyer

Jerry Overmyer

MAST Institute, MAST Institute
Originally a high school mathematics teacher, Dr. Overmyer has been teaching college level mathematics for over 10 years. He is the creator of the FLN's Professional Learning Community, a flipping community with over 25,000 members. He gives frequent presentations on flipped learning... Read More →

Tuesday June 18, 2013 2:30pm - 3:30pm CDT
Research - E 202 E202
Wednesday, June 19

8:30am CDT

18-So you flipped your classroom...now what...Peer Instruction

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.

avatar for Troy Faulkner

Troy Faulkner

Mathematics Teacher, Byron High School
Troy Faulkner has been teaching mathematics for 25 years. Troy implemented the Peer Instruction Flipped Learning model three and half years ago and has a total of five years of experience in the flipped classroom. Troy and his department have had numerous national and international... Read More →

Rob Warneke

Math Teacher
Troy Faulkner & Rob Warneke and have been teaching math for more than 20 years. In 2010 we developed our own textbook free curriculum. We are in our third year of flipped learning with 1.5 years being the Peer Instruction model of flipped learning. We are always looking to change... Read More →

Wednesday June 19, 2013 8:30am - 9:30am CDT
Mastery Learning Plus- D206 D206

9:45am CDT

8-Flipped or flipped open? Using, creating and sharing free online resources in the flipped classroom

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?

Wednesday June 19, 2013 9:45am - 10:45am CDT
Research - E 202 E202
  2-Concurrent Sessions, Research

1:15pm CDT

5-A Research Team's Look Inside Elementary Level Flipped Classrooms
While the flipped classroom has received considerable attention the last several years, research into its effectiveness has been limited particularly at the elementary level. This presentation will provide an overview of the research design being used to study flipped primary classrooms in the Stillwater Area Public Schools. While results will not be fully available until later this summer, study design elements and glimpses of some early observations will be shared.

Wednesday June 19, 2013 1:15pm - 2:15pm CDT
Research - E 202 E202

2:30pm CDT

99-Flipping Your Class: Difference Maker or Just Different?

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.

avatar for Pam Litzenberger

Pam Litzenberger

BJA Middle School Pre-Algebra Teacher, Bob Jones Academy Middle School
After graduating with a bachelor’s degree from Bob Jones University in 1983, Pam began teaching at a small Christian school in south Georgia. This year marks her 26th year of teaching. Over that time she has taught every age group from 3rd grade up through 8th grade. Nineteen of... Read More →
avatar for Paul Litzenberger

Paul Litzenberger

Sr. Mgr. Research & Development BJU
Paul Litzenberger has been working in technology innovation for over 25 Years. Paul earned a Bachelor of Science Degree in Broadcast Engineering from Bob Jones University. After beginning his career in radio engineering, Paul moved into Telecommunications, where he spent over 6 years... Read More →

Wednesday June 19, 2013 2:30pm - 3:30pm CDT
Research - E 202 E202