Taylor Mali YouTube
Ken Robinson TED Talk
The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions College
McLaughlin, Jacqueline E. PhD, MS; Roth, Mary T. PharmD, MHS; Glatt, Dylan M.; Gharkholonarehe, Nastaran PharmD; Davidson, Christopher A. ME; Griffin, LaToya M. PhD; Esserman, Denise A. PhD; Mumper, Russell J. PhD
The article deals with the flipped classroom method using college students in a pharmaceutical program. A first year course was used as the test group. The goal was to increase critical thinking, written communication, and complex reasoning skills. Lack of these skills lead to higher unemployment rates, higher debts, and lower lifestyle satisfaction.
The lectures where put online and students completed them at their own pace. In class students were expected to have covered the material prior to class. The class time was used to master the material like collaborative work, labs, mini student lectures, and reviews.
The study concluded average attention spans in a traditional classes is 15-20 minutes and material retention was less than 20%. Active classes engaged students more and made better use of the student’s time. Student-centered learning engaged students in class by be putting the student in control of the content that mastered prior to class.
Overall the article was good. It highlighted a current issue in the way students learn. The flipped classroom has its merits and may be the future of education. The study was also conducted by professionals in the educational world. The article was also backed up by other studies.
There were some questions and issues I had with the article. The sample size was narrowed to one group that was all the same class and major. I would have liked to see a more diverse group. The study was also not repeated. The study also didn’t directly connect back to critical thinking, written communication, and complex reasoning skills. Student achievement was defined in overall grades.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N. P., Davidson, C. A., Griffin, L. M., . . . Mumper, R. J. (2014). The Fipped Classroom: A Cousre Redsign to Foster Learning and Engagement in a Health Profesionals School. Jornal of The Association of American Medical Colleges, 236-243.
Flipped Classroom in College Article Full Text
Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework
Caroline E. Parker, Cathlyn D. Stylinski, Christina R. Bonney, Rebecca Schillaci & Carla McAuliffe
The article compares professional development and classroom implementation of technology. The study compared ITEST (Innovative Technology Experiences for Students and Teachers) program and no professional development. The other part of the study was to categorize technology so that it could determine what type’s teachers used and how they effected students.
The study was made up of 59 test teachers, 24 with ITEST training and 35 without. They focused on one class and completed scoop portfolios, reflections, and post interviews. The data was ranked by the types of technology they used and how often. The categories of technology were STEM workplace, ubiquitous, and instructional. They aligned the types to science and math standards. The data was coded sing multiple methods and ranked.
The finds showed that there was minimal differences in the groups. The data should there were similar result in both groups in using technology and to what extent. The most successful teachers used all types of technology and especially STEM workplace technology. The lowest scoring teachers only replaced regular classroom activities with instructional types.
The article did a good job of setting up what they wanted to learn. The defined the types of technology to be used and how that effected students. It also relied on multiple sources for input, like teachers, students, and STEM industry professionals. The article also covered the importance career connections in education. The authors all were respected professionals that relied on past research. I also like that they try to examine what teachers think technology is.
The negatives of the article were a lack of examples for the teacher evaluations. A sample of work would be helpful. For concrete examples of the technology types the defined would also be helpful.
Caroline E. Parker, C. D. (2015). Examining the Quality of Technology Implementation in STEM Classrooms: Demonstrating of an Evaluative Framework. Journal of Research on Technology in Education, 105-121.
STEM Article Full Text
Credited: Art LaMan
Flipped Learning Model Yields Higher Grades in High School Math Course
While an administrator at a rural secondary school district in America, with the poverty level at about 65% free and reduced lunch (an indicator of the level of poverty in the United States school systems), I observed teachers who implemented a flipped classroom with materials they designed and created. Over 250 video podcasts were made district-wide to provide content instruction. Visiting the classrooms of teachers who had flipped their classes, I saw groups of students working together on real world problems, reviewing or being re-taught as needed, and students who were well ahead of the others in their classes regarding the content they had acquired.
We performed research at that rural school to compare the effectiveness of the two delivery models of Algebra II/Trigonometry. There was a large enough sample of students to compare in a lecture delivery model and the flipped classroom model. Data was collected during the first term of the 2010-2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students). At the end of second semester the students in the podcasting delivery method had a GPA in their math class of 3.2/4, a B average. The students in the traditional delivery method had a GPA of 2.52/4, a C+ average. The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.
Out of the 20 students in the flipped learning class, 4 students did not cover the same amount of content as did those students in the lecture delivery model. These students were given a mark of ‘Incomplete’ for the term and were required to complete the minimum amount of work that had been determined by the teacher. These students were targeted by the teacher during the next term to improve their completion rate. This non-completion rate in a specified amount of time may provide evidence for the student’s behavior towards this model and the ‘depth versus breadth’ concern. It should be noted that the students who had not completed the material in the ‘required time’ did eventually finish. The term grade differential for the majority of the class would seem to reinforce the argument that the flipped classroom model seemed to allow for deeper understanding of topics but not necessarily coverage of all topics for all students.
One Week of Flipped Delivery at the University of British Columbia Yields Huge Performance Gain
A similar research study was done at the college level. In the magazine, The Economist (The Economist, 2011), it was reported that a paper had recently been published in “Science.” A professor at the University of British Columbia, Louis Deslauriers, studied 850 undergraduate science students taking a required physics course.
At the beginning of the term, students were placed in two groups. Both groups for the first 11 weeks of the course received instruction in the typical lecture delivery format by competent and well regarded instructors. At the 12 week mark, students in group 1 received instruction in a flipped classroom manner. Class time was spent on problem solving and discussion and content acquisition was left to be done by the student outside of the classroom with reading assignments. This delivery method was called “deliberate practice” in the article rather than a “flipped classroom,” but the similarities are striking.
Students in group 2 continued in the typical lecture delivery format for the 12th week. At the end of the 12th week, all students were given a test to determine their acquisition of content for the 12 week period.
The test was scored on the correct out of 12 and the results are pictured above. Group 2 using the lecture delivery method had an average score of 41% and Group 1 had an average score of 74%.
According to Dr. Deslauriers and his team, their result is the, “biggest performance boost ever documented in educational research, making the new teaching style more effective even than personal, one-to-one tuition(sic)—although measuring the effect immediately after the experiment, rather than waiting for end-of-term exam results (as other research often has), may have inflated the number somewhat. Attendance in the experimental group rose by 20% over the course of the week that deliberate practice was used, and three-quarters of the group 1 members said that they would have learned more had the entire course been taught in the same way (The Economist, 2011).”