My Inversion Conversion

This chapter, authored by a 17-year veteran teacher, approaches flipped instruction using empirical evidence from experience and observation within the classroom. Included are perspectives from the author's students on flipped instruction, as well as advice on pragmatic issues, such as where to first start with flipping instruction and how to manage outside-of-school access issues for students. It explores the impact on both classroom instruction and student assessment. Suggestions are offered on how to approach traditional instructional tasks with the flipped method in mind. This chapter concludes with a flip-related glossary of technology terms and tools. Educational practitioners can extrapolate from this “in the trenches” perspective to inform and enhance their own circumstances with regard to flipped learning.

Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience

This chapter discusses the need to expand upon the pedagogical components of the flipped classroom model to include what is known about motivation as it relates to Productive Persistence Theory (PPT) and social media (SM) in order to increase student success in the English language arts. Motivational incentives suggested, in part, by the PPT literature, are identified and organized by its three non-cognitive aspects of grit, growth mindsets, and belonging. Motivators for SM use are identified in the literature and categorized as seeking, expressing, and engaging. Implications drawn are that student learning is personal, developmental, and social, all operating simultaneously. Also, that this multidimensionality is involved in motivating each individual student and that SM inherently supports such motivation. A conceptual framework is presented that demonstrates how both PPT and SM allow teachers to meet students where they are in their learning and in their personal and social growth and development.

Flipping the Flip to Empower Students

One of the key criticisms leveled at the flipped method of instruction is that it is simply “business as usual” with teachers delivering didactic lectures, and the students relying on them for information. To address this issue, the authors each enacted a form of flipping in their respective classroom contexts in which students made digital videos for their peers to view for instructional gain. This process, which the authors dubbed SMILE (Student Made Inquiry-based Learning Experience), advocates for students to be the creators of content actively engaging their peers. Rather than teachers serving in a more traditional role, they serve as facilitators in this model. Results from action research across the varying classroom contexts indicated that students were highly engaged and achieved targeted learning goals through the SMILE process.

Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.

Emerging Models of Practice in Flipped English Language Arts Classrooms

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.

Flipping Our Urban Charter ELA Classes

The Flipped Mastery Model (Bergmann & Sams, 2012) makes English language arts (ELA) content accessible to students, no matter the learning environment (individual vs. community). At our urban charter high school, students are often times faced with the academic challenges connected to living in high poverty homes. Having more than one dispenser of information has proven to be an effective solution to the educational barriers that occur as a result of a student having poor attendance that may eventually lead to academic failures. Skills students acquire from having consistent and transparent access to ELA content often leads to an increased amount of academic successes, directly through the practice and use of Google Applications for Education, and more specifically, Google Classroom. Supporting ELA content area learning through the features of Google Classroom allows students to become an important member of virtual learning communities that can be academically supportive and, likewise, can provide opportunities for students to master related College and Career Readiness Standards specific to ELA.

Flipping the High School English Classroom Without Flipping Out

This chapter examines how a high school English language arts (ELA) teacher recorded instructional videos for students to watch outside the classroom in order to create more time in class to use experiential techniques, such as Project Based Learning (PBL). The chapter describes how the instructor first learned about the flipped technique, began teaching at a high school organized around the flipped concept, and identified what parts of the ELA curriculum could be delivered effectively as short videos. The author describes different techniques for creating flipped videos and how flipped videos were applied in a class lesson. The chapter also examines the academic and social impact of assigning video homework on both the students and parents in the school community, and describes the different styles of videos used in the school.

Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms

As teachers and institutions continue to incorporate the flipped learning model for delivering curricula to students, more needs to be known about its efficacy in the classroom, especially in secondary classrooms, as the majority of published literature focuses on higher education settings. The goal of this research study was to identify teachers' perceptions regarding the use of the flipped learning model in various content areas, including English Language Arts (ELA). This research study took place in a progressive public high school in Manhattan where surveys were administered to the majority of the faculty, and follow-up interviews were conducted to determine teachers' perceptions of implementing the flipped learning model in their classrooms. Data showed many teacher-identified advantages and disadvantages of incorporating the flipped learning model into secondary classrooms.

Examining the Potential for Flipped Literature Units

This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom.

A Hybrid Flipped Classroom

This chapter explores one teacher's journey to redesign a secondary English classroom from its traditional, teacher-directed style to one relying on digital content. The chapter will illuminate the challenges in several ways: 1) both drivers and constraints for redesigning traditional instructional models; 2) best practices for designing and using the flipped model; and 3) ways to support administrators as they seek to foster its use inside classrooms. The author's transformation is presented to support others' ability to engage in similar behaviors while acknowledging the real-world challenges that systematic instructional redesign presents. A flipped classroom model is one in which teachers create videos of themselves presenting concepts. Students are asked to watch these videos prior to their arrival, thereby leaving class time for more higher-level activities. One might think of flipped content as an alternative to homework. The material to be studied is redesigned with videos that improve student willingness and flexibility to engage the material. The hybrid flipped classroom model is one that integrates a high level of technology to support curriculum implementation and grading. It relies on content that has been flipped from traditional to digital means by the teacher of record and leverages digital content (created by others) and technology tools to deploy instruction, to evaluate its effectiveness and to alter it as needed.