The Flipped K-12 Classroom

Author(s):  
Vanessa P. Dennen ◽  
Jonathan Michael Spector

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.

2016 ◽  
pp. 271-284
Author(s):  
Vanessa P. Dennen ◽  
Jonathan Michael Spector

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.


Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.


Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.


2016 ◽  
pp. 286-314
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie HeeYoung Kim

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.


Author(s):  
Alyssa Lawson ◽  
Caylor Davis ◽  
Ji Son

The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines the theory-driven-design approach, PC hypothesis, versus a basic flipped classroom. The results of this work offers suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.


Author(s):  
N. Saienko

With the development of modern technologies, a flipped classroom approach is gaining popularity. The idea of «flipped classroom» approach is that the main stages of the teaching and learning process, such as classroom activities and homework, change places. It means that the theoretical material is studied by students on their own by watching videos and listening to audio lectures recorded by the teacher, or preformed materials downloaded from websites on the Internet, while in the classroom the students are involved in fulfilling practical tasks and discussion of problematic issues. Goal. The purpose of the article is to determine the potential of the flipped classroom approach in teaching foreign languages to university students. Methodology. The flipped classroom approach assumes that students have an unlimited access to electronic resources. There are the following advantages of the technology: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom activities. Among the disadvantages are students’ being lack of equipment and unlimited access to the Internet resources. Another disadvantage of the technology is an extra workload on teachers who have to develop, record and upload lectures, which take time and skill, as well as carefully integrate them into the classroom work. Results. The data of the university students’ interview on the benefits and disadvantages of the approach are given which reveal conflicting points of view though the majority mentioned the availability of the e-learning materials always at hand as the key benefit of the approach. Originality of the study is the revealing of the potential of the flipped classroom approach in teaching foreign languages to university students, emphasizing its pros and cons, exploring the ways of its further development. Practical value. Despite some of its disadvantages the technology can be widely used in teaching foreign languages, especially in the frames of distance learning as it gives the students an opportunity of learning languages on their own with the teacher’ role of being the facilitator.


Author(s):  
Troy Cockrum

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.


Author(s):  
Troy Cockrum

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.


Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.


Author(s):  
Rick Gibson ◽  
Christopher Brown

The emergence of online markets and e-business was expected to revolutionize market structures, supply chains, and consumer behavior. The technological potential led to hasty forecasts that predicted extremely low costs for information. Corresponding communications advances suggested increased transparency and response speeds. Nowhere have these expectations been shown to be more flawed than in the attempted application of electronic voting in the United States. Following the controversy of voting fraud accusations, such as the narrow margin in the Florida election counts in 2000, traditional voting methods have suffered a general loss of trust in the public perception (Dill et al., 2003). These methods, which include but are not limited to optical readers and punch-card ballots, have been heavily scrutinized by critics in the wake of reports of widespread malfunctions, which suggest that the primary attributes of a successful e-vote scheme: anonymity, scalability, speed, audit, and accuracy. It also brings much criticism into the picture in regard to the reliability of direct recording electronic (DRE) voting machines. Cranor (2001) reported that, in Florida, esoteric terms for voting mishaps (e.g., the “hanging chad”) became the focus of many postelection jokes due to faulty punch-card machinery. Moreover, she reported that some local polling sites in New York with ancient voting mechanisms were missing levers. These machines had been manufactured so long ago that the necessary maintenance could no longer be performed. Such technical problems present huge obstacles for vote integrity. Weiss (2001) provided explanations of the many ways in which votes are recorded and how effective (or ineffective) these methods have been in elections. The author provides a general overview of the possibilities for Internet voting in addition to drawing a parallel between it and ATM transactions, noting the importance of setting up an e-vote system, which takes advantage of the same kind of transaction-based technology as ATMs, which do not use the Internet per se—thus dealing with the social issues that often go hand-in-hand with a fundamentally new advance in voting procedure, such as the conveto the aforementioned faulty voting machines, there is a real concern regarding ballot design in light of “butterfly ballot” confusion made notorious during the Florida national election. Such odd designs are the result of election officials putting the function of the voting machine ahead of voter readability and understanding. Thus, even voters with 20/20 vision and great hand-eye coordination may not be able to vote properly with poor ballot layouts, contrary to the popular belief that such voting errors resulted from those voters of old age with visual handicaps. Mercuri (2002) reported on the defects of DREs brought into Florida poll sites after the election fiasco of 2000. New technologies should be studied further until real implementation can be brought into the polling sites. If U.S. citizens look beyond their own national issues with voting failure, they find themselves behind the times when they glance at other democratic countries such as Brazil and Costa Rica (Weiss, 2001). Such systems involving secure electronic implementations force voters to consider the benefits of electronic over paper systems in terms of voter fraud, cost, accessibility, and usability. One pertinent question becomes obvious at this point: Why are poll sites continuing to use voting equipment that does not meet the needs of its voters? If the mechanisms for voting are compromised, the very nature of our democracy is threatened. Undoubtedly, as with any information system, the success of the electronic voting process critically depends on voters’ beliefs and feelings about the electronic voting process. The more voters, become aware of the system’s failure and lack of credibility, there will be less trust in the efficacy of the voting procedures and in those who oversee elections. As a response to the degeneration of traditional voting methods and spurred by technological paradigms, e-voting has become a new catch-phrase in ballot reform. This new term, however, is shrouded in ambiguity. On one side of the debate we have those that talk about e-voting in terms of the Internet and the ability to cast votes from a great number of different locations (Weiss, 2001). The other camp of e-voting still thinks of the process in the traditional sense of conducting elections at local pollingsites, but instead polling sites would be virtually, if not entirely, paperless. Both camps, however, agree that e-voting has the potential for solving the problems of traditional voting techniques but must first be approached with cautious planning.


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