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Research, Reports & Studies / Research, Reports & Studies

Research, Reports & Studies / Research, Reports & Studies
Research on Flipped Learning Looking for original research, case studies, surveys, infographics or our Literature Reviews? What is the difference between a Flipped Class and Flipped Learning? Along with the Four Pillars of F-L-I-P and 11 indicators. Written by the board and practitioners of the FLN. Project Tomorrow and the FLN: In partnership FLN and Sophia Survey of Flipped Teachers (May 2014) The flipped classroom continues to grow in popularity and success. An extension of the Literature Review (see below), this brief looks at new research on flipped learning on college and university campuses. Case Studies Flipped Learning Model Dramatically Improves Pass Rate for At-Risk Students Byron High School, MN: A Case Study (June, 2013) Flipped Learning Model Increases Student Engagement and Performance Literature Review on Flipped Learning (2013 & 2014) The 2014 Extension of the 2013 Review of Flipped Learning (20-page PDF) The Executive Summary of the Literature Review (Two-page PDF)

http://www.flippedlearning.org/research

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The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. See Part 2 and 3 links below. - C.J. Report: The 4 Pillars of the Flipped Classroom Teaching with Technology | News Report: The 4 Pillars of the Flipped Classroom Though all classrooms are different, there are four critical elements that successful flipped classrooms have in common, according to a new report developed by the Flipped Learning Network, George Mason University, and Pearson's Center for Educator Effectiveness. The report, "A Review of Flipped Learning," is designed to guide teachers and administrators through the concepts of flipped classrooms and provide definitions and examples of flipped learning in action. Among those concepts are four "pillars" that are required to support effective flipped learning. Flexible environments: Teachers must expect that class time will be "somewhat chaotic and noisy" and that timelines and expectations for learning assessments will have to be flexible as well.

Technology-Rich Learning:Evidence on Flipped Classrooms Is Still Coming In The classroom lecture—it's been criticized, despised, even lampooned. An entire generation of moviegoers can recite Ben Stein's plea for students to wake up and respond to his dead-pan, droning lecture in Ferris Bueller's Day Off. ("Anyone? … Anyone?") Lectures aren't necessarily bad—they can be an effective way to help students acquire new knowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often a matter of pacing.

My Flipping Failure I run a reasonably successful YouTube channel that contains videos for Higher Level International Baccalaureate Chemistry that are used by thousands of kids each day. The head of science, Brian Kahn, even managed to get some of us time off during the week to make them. I put the favorable reception down to the fact that the course is complete, I have experience actually teaching the material for years, and I have made extensive use of video games to teach with. Zombies, explosions and aliens have all made appearances. There are even some 3D videos and augmented reality. Chemistry students have flocked to Richard Thornley’s YouTube videos, but trying to use them to implement a flipped classroom was harder than he expected!

Harvey Mudd professors' research suggests 'flipped' classes might not be worth the hassle The concept of the "flipped classroom" has become the education world's darling within the past few years. In a flipped classroom, students watch their professors' lectures online before class, while spending class time working on hands-on, "real world" problems. The potential of the model has many educators thrilled — it could be the end of vast lecture halls, students falling asleep and boring, monotone professors.

Blended and Flipped Learning Archives - Faculty Focus June 15, 2015 Flipping Assessment: Making Assessment a Learning Experience By: Susan Spangler PhD If you’re a regular reader of this blog, you’re already aware that flipped instruction has become the latest trend in higher education classrooms. And for good reason. The Active Class » Blog Archive » “Flipping” your classroom When I talk to people about education reform — about doing innovative things like using clickers and peer instruction, or interactive demonstrations, or small group work, a lot of instructors balk. How can I give up that much lecture time? We have a lot to cover.Students don’t do the reading — so they’re not able to discuss the material yet, they’re starting from scratch. One great solution to this is called Flipping the Classroom.

Choosing the Best Approach for Small Group Work Enter the term “group work” into a Google search, and you’ll find yourself bombarded with dozens of hits clustered around definitions of group work, benefits of group work, and educational theories underpinning group work. If you dig a little deeper into the search results, however, you’ll find that not all of the pages displayed under the moniker of “group work” describe the same thing. Instead, dozens of varieties of group learning appear. They all share the common feature of having students work together, but they have different philosophies, features, and approaches to the group task. Does it matter what we call it?

8 Best Practices for Moving Courses Online Online Learning 8 Best Practices for Moving Courses Online While a lot of schools are teaming up with third-party companies to launch online versions of long-standing degree programs, USC's business school is doing the work in-house. Flipped Theology: Flipping Your Classroom Increases Learning I love the face-to-face interaction of the classroom, and while nothing will ever replace it, there are advantages to using the internet for teaching. The world is changing. The way people learn is changing. It may be time Christian teachers and educators start thinking about how to Flip Theology. I first came across this idea through a series of articles by Jon Bergmann, Jerry Overmyer and Brett Wilie. These innovative educators are looking at ways to Flip the Classroom.

Five Ways to Improve Exam Review Sessions Here are two frequently asked questions about exam review sessions: (1) Is it worth devoting class time to review, and (2) How do you get students, rather than the teacher, doing the reviewing? Instead of answering those questions directly, I decided a more helpful response might be a set of activities that can make exam review sessions more effective. 1. What’s going to be on the test?

The Flipped Classroom Model: A Full Picture Due to Khan Academy’s popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved. Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.

Why Are We So Slow to Change the Way We Teach? Some thoughts about change—not so much what to change, as the process of change, offered in light of its slow occurrence. Yes, lecture is a good example. In a recent survey, 275 econ faculty who teach principles courses reported they lectured 70 percent of the class time, led discussion 20 percent of the time, and had students doing activities for 10 percent of the time. The article cites studies in that field from the mid-’90s reporting similar percentages.

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