Flipped Learning in an Elementary

Classroom By Dr. Kimberly Sheppard

Background:The idea is to take the focus off of the teacher and put

it onto the learner (Sams & Bergmann, 2012, p. 12). The use of technology as a resource to reach more

learning styles within the classroom (Moore, 2007) Encourage student efficacy or mastery of content

(Cunningham, Krull, Land, & Russell, 2000).

Statement of the ProblemLack of individual reflection time

(Cunningham, Krull, Land, & Russell, 2000)

Lack of flexible environmentLack of homework assistance

Classroom ModelsTraditional Flipped

Teacher uses chalkboard, whiteboard, power point, and others to lecture to students in a whole group classroom.

Teacher uses podcasts, videos, and other forms of media to lecture to students in the “privacy” of their home.

Homework is completed at home.

Homework is completed in class under the supervision of the teacher.

Emphasis is skill mastery and project based learning can be used but is not always the method.

Emphasis is student mastery through the use of project based learning.

(Sams & Bergmann, 2012).

Current Experiment

ation (Sams &

Bergmann, 2012)

The Literature

The video lessons provide some extra time in class for you to help your students practice the material in a controlled environment.

Think of a standard that

you could use in your classroom?

On the paper provided work

with some people around you to create a

plan.

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ent

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ent

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Teacher

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Many examples for grouping

ELA Expectations and Uses:1. Regular practice with complex texts and

their academic language• This provides the opportunity for further

differentiation and further rigor. • One example might be to provide students

the opportunity to all read the same text but at their reading level and/or pace.

Students wouldn’t know what other students were reading but could then come

in and discuss or use a discussion board online to discuss book questions.

ELA Expectations and Uses:2. Reading, writing, and

speaking grounded in evidence from texts, both literary and informational

If a discussion board is used students would be expected to provide specific

examples from the text in their responses. 3. Building knowledge through content-

rich nonfictionProviding non-fiction texts for students

would be just as easy online and also allow students to take their time in

understanding the text.

Homework:

Think of how you would want to

set up your flipped

classroom?

Discuss with a peer how you would use this on a regular

basis.

Action Research Results:What is the effect on student’s confidence to succeed academically, when implementing a flipped classroom model in a fifth grade classroom?

Participants: There were 17 students and parents that participated in the 3rd grade.

Survey Results:90% of the female students and 83% of the male students perceived the flipped classroom to have a positive effect on their learning.

88% of the African American students, 100% of the Hispanic, and 83% of the Caucasian students perceived a positive effect from the flipped classroom on their learning.

Research Study Results:

Subject Gender African-

American

Caucasian Other Total

Parent Female 13 16 2 31

  Male 5 1 0 6

Studen

t

Female 9 14 1 24

  Male 9 4 0 13

Teache

r

Female 1 3 0 4

Participants’ Gender and Ethnicity in the Study

Action Research Parent’s Perceptions:

• One of the parents, responded that she liked the flipped classroom because it was, “Student centered. She could go back and watch the video multiple times for clarity.”

• Another stated that, “She was able to watch the videos at home, as part of her homework assignment. It didn't require additional resources and it was something she enjoyed.”

• One complaint was that, “My child has a hard time focusing on a video vs. a live teacher.”

Research Study Parent’s Perceptions:

Students: • One student remarked, “… if I am writing down what I learned

it helps more, even though I don’t like writing.”• Another student stated, “It lets me do homework on the

computer so I’m not so distracted in class and I do better when I read it off the screen than just listening to the teacher.”

• “That how we can pause a video to take notes like if a teacher was talking I couldn’t say “PAUSE” but in the flipped class room I can,” were common for twenty-three out of the thirty-seven students.

Parents: • “Student centered. She could go back and watch the video

multiple times for clarity.” • One mom liked the technology but said that it was difficult

because all three of her children were utilizing the computer for homework and she just did not have enough computer time to go around.

Action Research & Research Study Conclusions:

Overall Perceptions: • Positive Model• Student benefits• Parent benefits• Teacher benefits• Increase student achievement

Recommendations:

• I would suggest starting small. • Prepare students and parents

with a newsletter on what you will do.

• Familiarizing students with an online classroom well in advance

Recommendations:

• Create a video to explain the process.

• Request homework journals at the start of the year.

• Decide the major concepts that you want to show by video during this year.

• Make it work for you.

References:• Cavanaugh, C.; Blomeyer, R. (2010). What works

in K-12 online learning. International Society for Technology in Education. Kindle Edition.

• Moallem, M. (2008). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40 (2), 217 - 245.

Think of how you would prepare parents for a

flipped classroom?

Discuss with a peer some

strategies that you could use to prepare families.

References:• Musallam, R. (2010). The effects of using

screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral dissertation). Retrieved from http://www.flipteaching.com/resources/Dissertation_Musallam.pdf

• Nielsen, L. (2012). Making a one-take video. Tech & Learning, 32(10), 46-46.

References:• Overmyer, G.R. (2010b). The impact of mastery

learning and video podcasting on learner performance in secondary mathematics: Pre-vodcasting and the reverse classroom (Unpublished doctoral dissertation). Colorado State University, Colorado. Retrieved from http://api.ning.com/files/T2b4rjlq5Mh7NkeaxkGRDN-TF4-LebCX5fuwynQ7Bx8OrrQjXv7VZjIaveJEztK7WebRo9IjdTYRybHmyqREcHqYlhmRVZcs/VodcastingResearchProposal.pdf

References:• Sams, A.; Bergmann, J. (2012). Flip your

classroom: Reach every student in every class every day. International Society for Technology in Education. Kindle Edition.

• Seitz, I. (2005). Socratic circles: Fostering critical and creative thinking in middle and high school. Journal of Adolescent & Adult Literacy, 49(1), 87-88. doi:10.1598/JAAL.49.1.10

• Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-634.

• Sparks, S. D. (2011). Schools 'flip' for lesson model promoted by Khan Academy. Education Week, 31(5), 1-14.

References:• Strayer, J.F. (2007). The effects of the classroom

flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation). Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20Jeremy.pdf?osu1189523914

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