Although, not too long ago, the
Flipped Learning Model of instruction was unknown, now it is gaining attention among teachers
and administrators throughout America.
In this model, the direct instruction is usually delivered outside the
classroom through videos or some other method of delivery. This allows students to use class time to
engage in hands-on activities, collaborate with their peers, and receive
one-on-one assistance from the teacher.
The whole idea is to shift from a teacher-centered classroom to a
student-centered learning environment.
As this style of teaching quickly
attracts the attention of teachers all around the country, many are looking for
research and resources that show that this innovation really improves
learning. The truth of the matter is
that quantitative and qualitative data on Flipped Learning is limited at this
time, but there is, however, a great deal of research supporting its ability to
engage students in the learning process.
As Goodwin and Miller (2013) state, “Absence of evidence is not evidence
of absence” (para. 14). Therefore, the
lack of evidence does not mean teachers should not flip their classrooms. Until they try it for themselves, they will
never know the benefits it could hold for their own students.
There have been several case studies
done that have displayed promising results.
One study was done with the ninth grade classes at Clintondale High
School in Detroit, Michigan. The failure
rate of its ninth grade math students dropped from 44% to 13%, the number of
discipline cases dropped by 74% over a two year period, and parent complaints
dropped from 200 down to seven. The
principal at this school made the decision to convert the entire school to the
Flipped Learning Model in 2011 (Flipped Learning Network, 2013; Goodwin & Miller, 2013).
Another case study took place at
Byron High School in Minnesota. This
school was originally a school in which less than 33% of the students passed
the state mathematics test yearly. Four
years after implementing the Flipped Learning Model, the school was named a
National Blue Ribbon School, with almost 74% of its students passing the test (Flipped Learning Network, 2013).
In a survey conducted involving 453
teachers who had flipped their classrooms, the results were reassuring. Nearly 67% of the teachers reported an
increase in student test scores, 80% reported an improvement in student
attitudes, and amazingly 99% stated they would most definitely flip their
classrooms again next year. Additionally,
teachers reported that their job satisfaction had improved after using the
Flipped Classroom Model, and they felt reinvigorated due to their increased
interactions with the students (Flipped Learning Network, 2013).
The Flipped Learning Network (FLN)
in conjunction with Pearson identified four elements associated with the Flipped
Learning Model. These two groups of
experienced educators came up with the acronym F-L-I-P, which stands for Flexible Environment, Learning Culture, Intentional
Content, and Professional Educator (Flipped Learning Network, 2013). Flipped Learning creates Flexible Environments in which the students "can choose when and
where they want to learn the material" (Flipped Learning Network, 2013, p.5).
The Learning Culture comes
into play because class time is used to explore topics in greater depth,
thereby allowing students to participate in and evaluate their own learning (Flipped Learning Network, 2013). Teachers decide what they should teach and
what students should explore on their own.
This use of Intentional Content
leads to a variety of instructional methods including peer instruction,
problem-based learning, and active learning strategies (Flipped Learning Network, 2013). Finally, the role of Professional Educators is important because they must be reflective
in their practice, connect with others, and accept constructive criticism,
while continually observing the students, providing relevant feedback, and
assessing students’ work (Flipped Learning Network, 2013) . In this model
of instruction, teachers become coaches who must identify students’ learning
needs and help guide them to higher levels of thinking and learning.
The Flipped Learning Model of
instruction is reported by most of the teachers who have used it as having
particular benefits for students in advanced placement (AP) classes as well as
the students with special needs. This is
due to the ability of students to pace their own learning according to their
needs. In a regular classroom setting,
the information may come too slowly for some students or cover what they have
already learned, whereas for others the information may come too quickly or
they may be lacking prior knowledge needed to understand the concepts. By implementing the Flipped Classroom
approach, students can watch lectures at home, while controlling the speed of
the lesson. They can speed the lecture
up if they are already familiar with the content or they can slow down, stop,
or review as necessary when they are having trouble comprehending the material (Flipped Learning Network, 2013).
As with most things, there are also
issues for concern with the Flipped Learning Model. Some critics argue that this model places too
much emphasis on lectures and homework, and basically just flips the order of
the two. Some are concerned that
flipping the classroom is a ploy to replace teachers with videos. Still others worry that this type of
instruction cannot be adapted to meet the needs of all the students in the
classroom. Concerns have also been
raised about students not having equal access to technology at home. Finally, some critics argue that this
instructional method will not work if all parents are not on board with the
idea (Flipped Learning Network, 2013).
Flipped Learning is not for everyone
or every grade for that matter. To date,
there is no scientific research base to suggest exactly how well the Flipped
Learning Model works, however, some preliminary nonscientific data suggests
that there are indeed benefits. The
Pearson Center for Educator Effectiveness collaborated with the Flipped Learning
Network as well as education experts at George Mason University to develop the
most comprehensive review of the literature available today. In order to make up your own mind, I suggest
you read the 21 page review at http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf
References
Flipped
Learning Network. (2013). Research on flipped learning. Flipped
Learning Network. Retrieved
October 16, 2013, from http://www.flippedlearning.org/research
Goodwin,
B., & Miller, K. (2013). Research says evidence on flipped classrooms
is still coming in. Educational
Leadership, 70(6), 78-80.
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