(2012). 7 things you should know about flipped classrooms. EDUCAUSE.
http://net.educause.edu/ir/library/pdf/eli7081.pdf
Seven key points concerning flipped classrooms are examined. Ensuring that the online lectures and classroom activities perfectly coincide is stressed. Furthermore, the idea of not just creating your own video lectures but also using previously created videos found online is also suggested, which makes the workload seem more manageable. Downsides of flipping are also examined, including students missing face-to-face lectures and not understanding the purpose of the activities or use of classroom time.
Academic Earth
http://academicearth.org/
Website comprised of a multitude of free online lectures/videos over topics ranging from architecture to physics. Course levels range from high school to college and are presented through YouTube. Most beneficial of course are the videos pertaining to biology. Utilizing videos from other sources rather than creating each leacture helps with time management and allows students to receive information from a variety of sources and teachers.
Ash, K. (2012). Educators view "flipped" model with a more critical eye. Education Week 32: S6-S7.
http://proxy.ashland.edu:2058/ehost/detail?vid=4&sid=41580ecb-37ba-4bcc-8836-d87340f37e09%40sessionmgr4&hid=28&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=79547399
While still showing support for the flipped classroom overall, the author approaches the method with more wariness. The concern arises that a flipped classroom may be relying too heavily on lecture-based learning which has been deemed antiquated and ineffective. Teachers need to be careful to not simply rely on lecture for students to obtain the information, but instead provide more hands-on, inquiry based learning. Only when the students have exhausted all methods to obtain the information on their own should a video be introduced. Moreover, a "master-based" flipped classroom is introduced, in which the author explains, "In the mastery-based model, students are not required to watch videos at home on a specific day. Instead, they are given an outline for each unit that includes all the resources they might need for each objective, including videos, worksheets, and textbook excerpts. They can then work through the material at their own pace, even taking tests and quizzes and performing labs when they are ready rather than as a whole class." Therefore, providing differentiation for all students.
Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education: 1-14.
http://moodle.technion.ac.il/file.php/1298/Announce/How_Flipping_the_Classroom_Can_Improve_the_Traditional_Lecture.pdf
The article introduces the reasons for a push towards a flipped classroom. Technological innovation, cut budgets, and the ability to obtain lectures from a multitude of professors are some of the biggest causes. When class sizes are getting larger due to lack of funds, it is easier to create lectures that can be followed along at home and have the students work together in class. Although the article focuses on a college atmosphere, the results are still replicable in a high school classroom. As the author explains, ""Having six or seven ways to think about a problem is better than just having your own way to think about a problem,"
Flipped Learning Journal
http://www.flippedlearningjournal.org/
Resource webpage made by teachers who utilize a flipped classroom. Teachers blog about new ideas they have, how they flip their classroom, and what is and is not working for them. Most helpful is the link, "For Beginners," which contains a multitude of links on how to start flipping your classroom. Some helpful links that are included show pictures of how to arrange your classroom for the best flipped experience and other websites that have flipped classroom resources.
Frenkel, K. (2012). The flipped classroom: answering Obama's call for creativity in education. Fast Company. http://www.fastcoexist.com/1679239/the-flipped- classroom-answering-obama-s-call-for-creativity-in-education
The author describes a student who was struggling in most of his classes until his math teacher decided to flip his classroom, and eventually the entire school. New ideas for flipped classrooms are presented, including showing lecture videos in the classroom, not just at home, so that teachers can observe students and understand their different learning styles. Moreover, videos can be used by a substitute so that the class can continue even without the teacher. The most beneficial portion of this article was that it focused on a school much like the one that I teach it. Students are struggling in many areas and the socio-economic status is low. Yet, with many teachers on board for flipped classrooms, teachers were able to significantly increase students' results in all content areas.
Gabriel, T. (2010). Learning in dorm, because class is on Web. The New York Times.
http://www.nytimes.com/2010/11/05/us/05college.html?pagewanted=1&_r=0
On-line classes are starting to become the norm in college. These classes are no longer just available for the non-traditional student, but also have become more apparent on college campuses as well due to financial issues. This articles serves as a positive argument for flipped classrooms because they will prepare students for the classroom structure that is becoming typical for most colleges. Moreover, it shows various viewpoints on online courses which emphasizes the fact that an online only basis can be a hindrance, a hybrid-style course can be more productive and meet all learners' needs.
Hahn, E. (2011). Video lectures help enhance online information literacy course. Reference Services Review 40: 49-60.
http://proxy.ashland.edu:2077/ejc/pdf.cgi/Hahn_Ed.pdf?issn=00907324&issue=v40i0001&article=49_vlheoilc
In this study, the author examined the use of online videos to supplement classroom reading and traditional lectures. Instead of simply focusing on students' reactions to online videos, the author shares some of the challenges to creating the videos and provides tips on how to maintain student interest. The author shares that videos should be kept short, with little scrolling, to ensure students' stay focused. Moreover, he suggest using a script to ensure the videos run smoothly and that editing does not need to be done. In the end, he find the students found the videos to be very helpful, but some students still preferred reading the material rather than watching the videos.
KhanAcademy
https://www.khanacademy.org/
Another resource for online videos and lectures to present in a flipped classroom. Much more adapted for a math classroom in which students can track their progress and work to master a variety of skills. Includes a pre-test to allow students to begin learning at the appropriate level. Offers resources to allow teachers to invite students through their e-mail addresses and track their progress as they work.
LiveBinders
http://www.livebinders.com/#
Organize all flipped classroom materials through an on-line binder. All hand outs and resources can be kept in the on-line binder and made accessible to students and parents. Also, it serves as an organizational tool for teachers so that all materials are kept together and available electronically. Would be a great resource for sharing lesson plans as well.
Martin, J. (2011). Advancing the flip: Developments in reverse instruction. Connected Principals. Retrieved from: http://connectedprincipals.com/archives/2775
Presents several viewpoints from teachers that use reverse instruction in their classrooms. The best points made in the article include using reverse instruction not only to present teacher lectures, but also to allow students to view lectures by experts in the field. Flipped classrooms can be used not only for presenting the typical content in the classroom, but also allowing students to advance their learning and move on to more expert topics if possible.
Overmyer, J. (2013) Flipped Learning Network.
http://flippedclassroom.org/
A website for the flipped classroom community. A variety of resources to support a flipped classroom are offered, including blogs to discuss ideas with other teachers and share experiences with the flipped atmosphere. Videos are also available to learn more about flipping your classroom and discover how it works for other teachers. Having the videos to watch reiterates the ideas that teachers are trying to show by flipping their classroom. They are using the exact techniques we want our students to utilize which helps confirm the validity of the positive results of an inverted classroom. Finally, multiple group websites are offered for teachers to discover more resources and to develop new ideas.
PikeMall Tech
http://pikemalltech.com/
Resource website containing various blogs about incorporating technology into the classroom and new ways to flip your classroom. Blogs vary from utilizing Instagram in the classroom to how to communicate with your students and other teachers through Twitter. Blogs consist of a combination of text and videos showing the incorporation of different technological techniques. Most helpful is finding unconventional ways to incorporate social networking into the classroom.
Rosenberg, T. (2013). In "flipped" classrooms, a method for mastery. The New York Times.
http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery/?_r=0
The author focuses on the idea of mastery learning within a flipped classroom and students working at their own pace. Teachers no longer have to begin new lessons when a few students are still struggling because students can now review videos and ask teachers questions while other students move ahead. Especially helpful within this article was the idea that even though initially flipping a classroom can be a strenuous, time consuming effort, the amount of paperwork afterward can be reduced dramatically. Not only do teachers have to do little lesson planning anymore, but there are less papers to grade. Instead, when a student completes an assignment, the teacher meets with the student and they go over the assessment together to ensure mastery.
Roshan, S. (2012). The flipped class: students talk. The Daily Riff. http://www.thedailyriff.com/articles/students-talk-about-the-flipped-class-survey-results-933.php
An AP Calculus teacher not only shares how she has incorporated the flipped classroom but shares actual feedback from students. After an anonymous survey, she received overwhelming positive feedback on the experience. On average, students appreciated being able to work at their own pace, especially having the ability to move ahead instead of having to slow down for students that are having trouble. Moreover, students enjoyed having the chance to work on difficult homework problems in class and felt more relaxed about asking the teacher questions. Seeing student feedback that reaffirmed the flipped classroom experience made this article worthwhile.
Screencast-O-Matic
http://screencast-o-matic.com/
A free online screen recorder to easily capture lectures as material is presented through PowerPoints or demonstrations. A good tool for presenting online lectures within a flipped classroom. Also useful for students to utilize to create their own on-line lectures to share with students.
Share My Lesson
http://www.sharemylesson.com/
Lesson planning resource in which teachers share handouts, project ideas, and video tutorials for free. Especially helpful for the flipped classroom are the video tutorials, but the additional lessons and handouts assist with the classwork that will take place during class time. With more project ideas, students have more opportunities for hands-on, inquiry-based learning.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Resources, 15: 171-193.
http://proxy.ashland.edu:2077/ejc/pdf.cgi/Strayer_Jeremy_F.pdf?issn=13871579&issue=v15i0002&article=171_hliaiciciato
Compared to most articles on flipped classrooms, this researcher provides a unique point of view on the topic. In his study, he examines two of his own university statistics classes. One class is a traditional lecture class and the other is an inverted class in which students watch on-line videos at home and complete assignments in class. Whereas many articles present the positives that arise after flipping a classroom, Strayer notes that students had a more positive impression with the traditional classroom because it was more structured and they knew what to expect. The inverted classroom often caused the students to feel "on edge" because the classroom activities changed daily. Furthermore, the teacher's laid back demeanor seemed more of a hindrance in a flipped classroom because the students did not take the class seriously or feel the need to care about the material. Overall, the article presents a differing perspective and has first-hand student dialogues to represent that students' thoughts and feelings on an inverted vs. traditional classroom.
Walsh, K. (2011). 10 internet technologies educators should be informed about - 2011 update. EmergingEdTech. Retrieved from: http://www.emergingedtech.com /2011/09/10-internet-technologies-educators-should-be-informed-about-2011-update/
A multitude of technology websites are over viewed and presented to assist a teacher trying to incorporate more technology or flip their classroom. Especially helpful are video and podcasting resources along with student polling sites.
Wright, S. (2010). Reverse instruction. Wright's Room. Retrieved from: http://shelleywright.wordpress.com/2010/11/28/reverse-instruction/
"I want my students to get away from the idea that I’m the all-knowing guru or fount of all-wisdom, a model our current education system seems to perpetuate." Wright explains that reverse instruction allows students to be more accountable for their learning. Too often students rely solely on the teacher to tell them what to read, what to learn, and what to study. With a flipped classroom, the student has more freedom in note-taking and collaboration in the classroom, as Wright explains.
Wright, S. (2011). The flip: Why I love it, how I use it. Mind/Shift: How We Learn. Retrieved from: http://blogs.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i- use-it/
"Some believe that the flip is somehow designed to replace teachers. I think that’s only possible if you think the most important, or sole, job that I perform in my classroom is content dispenser. I don’t believe that at all." Wright does an excellent job of not only explaining why a flipped classroom works best for her, but also providing tips and tricks for incorporating a flipped classroom.
http://net.educause.edu/ir/library/pdf/eli7081.pdf
Seven key points concerning flipped classrooms are examined. Ensuring that the online lectures and classroom activities perfectly coincide is stressed. Furthermore, the idea of not just creating your own video lectures but also using previously created videos found online is also suggested, which makes the workload seem more manageable. Downsides of flipping are also examined, including students missing face-to-face lectures and not understanding the purpose of the activities or use of classroom time.
Academic Earth
http://academicearth.org/
Website comprised of a multitude of free online lectures/videos over topics ranging from architecture to physics. Course levels range from high school to college and are presented through YouTube. Most beneficial of course are the videos pertaining to biology. Utilizing videos from other sources rather than creating each leacture helps with time management and allows students to receive information from a variety of sources and teachers.
Ash, K. (2012). Educators view "flipped" model with a more critical eye. Education Week 32: S6-S7.
http://proxy.ashland.edu:2058/ehost/detail?vid=4&sid=41580ecb-37ba-4bcc-8836-d87340f37e09%40sessionmgr4&hid=28&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=79547399
While still showing support for the flipped classroom overall, the author approaches the method with more wariness. The concern arises that a flipped classroom may be relying too heavily on lecture-based learning which has been deemed antiquated and ineffective. Teachers need to be careful to not simply rely on lecture for students to obtain the information, but instead provide more hands-on, inquiry based learning. Only when the students have exhausted all methods to obtain the information on their own should a video be introduced. Moreover, a "master-based" flipped classroom is introduced, in which the author explains, "In the mastery-based model, students are not required to watch videos at home on a specific day. Instead, they are given an outline for each unit that includes all the resources they might need for each objective, including videos, worksheets, and textbook excerpts. They can then work through the material at their own pace, even taking tests and quizzes and performing labs when they are ready rather than as a whole class." Therefore, providing differentiation for all students.
Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education: 1-14.
http://moodle.technion.ac.il/file.php/1298/Announce/How_Flipping_the_Classroom_Can_Improve_the_Traditional_Lecture.pdf
The article introduces the reasons for a push towards a flipped classroom. Technological innovation, cut budgets, and the ability to obtain lectures from a multitude of professors are some of the biggest causes. When class sizes are getting larger due to lack of funds, it is easier to create lectures that can be followed along at home and have the students work together in class. Although the article focuses on a college atmosphere, the results are still replicable in a high school classroom. As the author explains, ""Having six or seven ways to think about a problem is better than just having your own way to think about a problem,"
Flipped Learning Journal
http://www.flippedlearningjournal.org/
Resource webpage made by teachers who utilize a flipped classroom. Teachers blog about new ideas they have, how they flip their classroom, and what is and is not working for them. Most helpful is the link, "For Beginners," which contains a multitude of links on how to start flipping your classroom. Some helpful links that are included show pictures of how to arrange your classroom for the best flipped experience and other websites that have flipped classroom resources.
Frenkel, K. (2012). The flipped classroom: answering Obama's call for creativity in education. Fast Company. http://www.fastcoexist.com/1679239/the-flipped- classroom-answering-obama-s-call-for-creativity-in-education
The author describes a student who was struggling in most of his classes until his math teacher decided to flip his classroom, and eventually the entire school. New ideas for flipped classrooms are presented, including showing lecture videos in the classroom, not just at home, so that teachers can observe students and understand their different learning styles. Moreover, videos can be used by a substitute so that the class can continue even without the teacher. The most beneficial portion of this article was that it focused on a school much like the one that I teach it. Students are struggling in many areas and the socio-economic status is low. Yet, with many teachers on board for flipped classrooms, teachers were able to significantly increase students' results in all content areas.
Gabriel, T. (2010). Learning in dorm, because class is on Web. The New York Times.
http://www.nytimes.com/2010/11/05/us/05college.html?pagewanted=1&_r=0
On-line classes are starting to become the norm in college. These classes are no longer just available for the non-traditional student, but also have become more apparent on college campuses as well due to financial issues. This articles serves as a positive argument for flipped classrooms because they will prepare students for the classroom structure that is becoming typical for most colleges. Moreover, it shows various viewpoints on online courses which emphasizes the fact that an online only basis can be a hindrance, a hybrid-style course can be more productive and meet all learners' needs.
Hahn, E. (2011). Video lectures help enhance online information literacy course. Reference Services Review 40: 49-60.
http://proxy.ashland.edu:2077/ejc/pdf.cgi/Hahn_Ed.pdf?issn=00907324&issue=v40i0001&article=49_vlheoilc
In this study, the author examined the use of online videos to supplement classroom reading and traditional lectures. Instead of simply focusing on students' reactions to online videos, the author shares some of the challenges to creating the videos and provides tips on how to maintain student interest. The author shares that videos should be kept short, with little scrolling, to ensure students' stay focused. Moreover, he suggest using a script to ensure the videos run smoothly and that editing does not need to be done. In the end, he find the students found the videos to be very helpful, but some students still preferred reading the material rather than watching the videos.
KhanAcademy
https://www.khanacademy.org/
Another resource for online videos and lectures to present in a flipped classroom. Much more adapted for a math classroom in which students can track their progress and work to master a variety of skills. Includes a pre-test to allow students to begin learning at the appropriate level. Offers resources to allow teachers to invite students through their e-mail addresses and track their progress as they work.
LiveBinders
http://www.livebinders.com/#
Organize all flipped classroom materials through an on-line binder. All hand outs and resources can be kept in the on-line binder and made accessible to students and parents. Also, it serves as an organizational tool for teachers so that all materials are kept together and available electronically. Would be a great resource for sharing lesson plans as well.
Martin, J. (2011). Advancing the flip: Developments in reverse instruction. Connected Principals. Retrieved from: http://connectedprincipals.com/archives/2775
Presents several viewpoints from teachers that use reverse instruction in their classrooms. The best points made in the article include using reverse instruction not only to present teacher lectures, but also to allow students to view lectures by experts in the field. Flipped classrooms can be used not only for presenting the typical content in the classroom, but also allowing students to advance their learning and move on to more expert topics if possible.
Overmyer, J. (2013) Flipped Learning Network.
http://flippedclassroom.org/
A website for the flipped classroom community. A variety of resources to support a flipped classroom are offered, including blogs to discuss ideas with other teachers and share experiences with the flipped atmosphere. Videos are also available to learn more about flipping your classroom and discover how it works for other teachers. Having the videos to watch reiterates the ideas that teachers are trying to show by flipping their classroom. They are using the exact techniques we want our students to utilize which helps confirm the validity of the positive results of an inverted classroom. Finally, multiple group websites are offered for teachers to discover more resources and to develop new ideas.
PikeMall Tech
http://pikemalltech.com/
Resource website containing various blogs about incorporating technology into the classroom and new ways to flip your classroom. Blogs vary from utilizing Instagram in the classroom to how to communicate with your students and other teachers through Twitter. Blogs consist of a combination of text and videos showing the incorporation of different technological techniques. Most helpful is finding unconventional ways to incorporate social networking into the classroom.
Rosenberg, T. (2013). In "flipped" classrooms, a method for mastery. The New York Times.
http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery/?_r=0
The author focuses on the idea of mastery learning within a flipped classroom and students working at their own pace. Teachers no longer have to begin new lessons when a few students are still struggling because students can now review videos and ask teachers questions while other students move ahead. Especially helpful within this article was the idea that even though initially flipping a classroom can be a strenuous, time consuming effort, the amount of paperwork afterward can be reduced dramatically. Not only do teachers have to do little lesson planning anymore, but there are less papers to grade. Instead, when a student completes an assignment, the teacher meets with the student and they go over the assessment together to ensure mastery.
Roshan, S. (2012). The flipped class: students talk. The Daily Riff. http://www.thedailyriff.com/articles/students-talk-about-the-flipped-class-survey-results-933.php
An AP Calculus teacher not only shares how she has incorporated the flipped classroom but shares actual feedback from students. After an anonymous survey, she received overwhelming positive feedback on the experience. On average, students appreciated being able to work at their own pace, especially having the ability to move ahead instead of having to slow down for students that are having trouble. Moreover, students enjoyed having the chance to work on difficult homework problems in class and felt more relaxed about asking the teacher questions. Seeing student feedback that reaffirmed the flipped classroom experience made this article worthwhile.
Screencast-O-Matic
http://screencast-o-matic.com/
A free online screen recorder to easily capture lectures as material is presented through PowerPoints or demonstrations. A good tool for presenting online lectures within a flipped classroom. Also useful for students to utilize to create their own on-line lectures to share with students.
Share My Lesson
http://www.sharemylesson.com/
Lesson planning resource in which teachers share handouts, project ideas, and video tutorials for free. Especially helpful for the flipped classroom are the video tutorials, but the additional lessons and handouts assist with the classwork that will take place during class time. With more project ideas, students have more opportunities for hands-on, inquiry-based learning.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Resources, 15: 171-193.
http://proxy.ashland.edu:2077/ejc/pdf.cgi/Strayer_Jeremy_F.pdf?issn=13871579&issue=v15i0002&article=171_hliaiciciato
Compared to most articles on flipped classrooms, this researcher provides a unique point of view on the topic. In his study, he examines two of his own university statistics classes. One class is a traditional lecture class and the other is an inverted class in which students watch on-line videos at home and complete assignments in class. Whereas many articles present the positives that arise after flipping a classroom, Strayer notes that students had a more positive impression with the traditional classroom because it was more structured and they knew what to expect. The inverted classroom often caused the students to feel "on edge" because the classroom activities changed daily. Furthermore, the teacher's laid back demeanor seemed more of a hindrance in a flipped classroom because the students did not take the class seriously or feel the need to care about the material. Overall, the article presents a differing perspective and has first-hand student dialogues to represent that students' thoughts and feelings on an inverted vs. traditional classroom.
Walsh, K. (2011). 10 internet technologies educators should be informed about - 2011 update. EmergingEdTech. Retrieved from: http://www.emergingedtech.com /2011/09/10-internet-technologies-educators-should-be-informed-about-2011-update/
A multitude of technology websites are over viewed and presented to assist a teacher trying to incorporate more technology or flip their classroom. Especially helpful are video and podcasting resources along with student polling sites.
Wright, S. (2010). Reverse instruction. Wright's Room. Retrieved from: http://shelleywright.wordpress.com/2010/11/28/reverse-instruction/
"I want my students to get away from the idea that I’m the all-knowing guru or fount of all-wisdom, a model our current education system seems to perpetuate." Wright explains that reverse instruction allows students to be more accountable for their learning. Too often students rely solely on the teacher to tell them what to read, what to learn, and what to study. With a flipped classroom, the student has more freedom in note-taking and collaboration in the classroom, as Wright explains.
Wright, S. (2011). The flip: Why I love it, how I use it. Mind/Shift: How We Learn. Retrieved from: http://blogs.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i- use-it/
"Some believe that the flip is somehow designed to replace teachers. I think that’s only possible if you think the most important, or sole, job that I perform in my classroom is content dispenser. I don’t believe that at all." Wright does an excellent job of not only explaining why a flipped classroom works best for her, but also providing tips and tricks for incorporating a flipped classroom.