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The Classroom

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Michael Cohen

on 9 October 2014

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Transcript of The Classroom

The Classroom
Developing a
Learning Community
aspects of establishing an effective learning community:
The critical reasons for doing an assessment are to determine
What worked.
What did not work.
What should be done about it.
Assessment drives teaching forward.

Determine student satisfaction with the method of instruction provided in the online modules and the hybrid format.

Motivated Learning
It is important to give students an engaging experience so they are more motivated to learn.

Uses a lot of different environments to make this experience effective for students.

Motivation based on regular and helpful feedback.

Student Performance and Participation
in College
Potentially weak positive relationship between student performance and hybrid delivery.
is not about how to integrate videos in learning. It's about how to best utilize class time with students to achieve more successful learning outcomes.

That insight is causing educators in classrooms from kindergarten to college to reevaluate how they teach. (Bergmann & Sams, 2013)

Flipped classroom
Alyssa Starr, Alvaro Brito, Cynthia Torres, Michael Cohen, Cody Barrett

California State University Fullerton
Intentional Content
(Chen & Chen, 2014)
(Chen & Chen, 2014)
More than assessing student knowledge
(Katz, 2008)
Teacher Beliefs
Teacher Ability Belief Scale (TABS)
Importance of Teaching Knowledge Scale (ITKS)

Teacher belief can have strong influences on how teachers utilize Professional Development ideas and best practices but may not be implemented in the classroom due to the teachers strong opinions about technology.

(Fives & Buehl, 2014)
Benefits of a Flipped Classroom
Student learning and support comes first.
Enhances critical thinking skills.
Creates collaborative and cooperative learners.
More time for interactive activities.
How do students
feel about a
Flipped Classroom?
Resources to
get you started
Success Stories
(62% to 95%) High School
students rated them
as either very effective
or somewhat effective.
(Fives & Buehl, 2014)
(Park & Ertmer, 2008)
Professors did notice students
showed better reflections on readings
and participation than in the physical
classroom setting.
(Wilson, 2008)
Student Performance and Participation
in High School
(Fulton, 2013)
When high achieving students were
paired with low achieving students
during peer teaching sessions, scores
of the low achieving students improved.
(Senior, 2010)

Students in an inverted classroom
preferred more innovation and
collaborative learning with their
peers than those who were in the
traditional classroom.
What Do Learners Want?
Students in the inverted classroom
were given more strategies through
the online learning.
(Senior, 2010)
What's the Flippin' Difference?
Differentiated Learning Model
Supportive of struggling students
Allows students the opportunity to excel past the pace of the class.
The flipped classroom seems to be
a much better use of the teacher’s
time. It also is less frustrating for
the student when they need extra
help. In a flipped classroom, the teacher is available during class, ending the necessity of going in before and after school to get extra help.
What do Parents Say?
(Fulton, 2012)
Defined by:
(Steed, 2012)
Teacher's role becomes that of a facilitator, supporting student's independent learning abilities.

(Steed, 2012)
Some other problems were lack of knowledge and skills for the technology, unclear expectations, and insufficient feedback.
(Park & Ertmer, 2008)
Some obstacles that one school had to overcome were repealing the ban on YouTube access and cell phone usage in order for students to watch videos in class.
Challenges with the
Flipped Classroom
1. Bergmann, J. & Sams, A. (2013). Flip Your Students’ Learning. Educational Leadership, Mar
2013; Vol. 70, No. 6, p. 16-20. Retrieved September 23, 2014, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students'-Learning.aspx

2. Chen, Y., Wang, Y., & Chen, N. (2014). Loading Your Proxied Resource. Retrieved
September 23, 2014, from http://www.sciencedirect.com.lib-proxy.fullerton.edu/science/article/pii/S0360131514001559

3. Fives, H., & Buehl, M. (2014). Exploring Differences in Practicing Teachers' Valuing of
Pedagogical Knowledge Based on Teaching Ability Beliefs. Journal of Teacher Education,0022487114541813. Retrieved September 22, 2014, from http://jte.sagepub.com.lib-proxy.fullerton.edu/citmgr?gca=spjte;0022487114541813v1

4. Fulton, K.P. (2013). Byron's Flipped Classrooms. Education Digest, 79(1), 22-26. Retrieved
September 22, 2014, from
http://web.a.ebscohost.com.lib-proxy.fullerton.edu/ehost/detail/detail?sid=d0ba7f2b-1f19-410c-b3be 320373014df3%40sessionmgr4002&vid=0&hid=4114&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=89804297

5. Fulton, K.P. (2012). Upside down and inside out: Flip Your Classroom to Improve Student
Learning. Learning & Leading with Technology, 39(8), 12-17. Retrieved September 23, 2014, from http://files.eric.ed.gov/fulltext/EJ982840.pdf

6. Katz, S. (2008). Assessing a Hybrid Format. Journal of Business and Technical Communication,
92-110. Retrieved September 23, 2014, from http://jbt.sagepub.com.lib-proxy.fullerton.edu/citmgr?gca=spjbt;22/1/92

7. Park, S., & Ertmer, P. (2008). Examining barriers in technology-enhanced problem-based l
earning: Using a performance support systems approach. Retrieved September 23, 2014, from http://web.b.ebscohost.com.lib-proxy.fullerton.edu/ehost/detail/detail?sid=f8fcd35b-dea5-4d7a-acba-8b327c3b1b3a@sessionmgr115&vid=1&hid=103&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eft&AN=508076499

8. Senior, R. (2010). Connectivity: A Framework for Understanding Effective Language Teaching in
Face-to-face and Online Learning Communities.RELC Journal, 41(2), 137-147. Retrieved September 23, 2014, from. http://rel.sagepub.com.lib-proxy.fullerton.edu/content/41/2/137.full.pdf+html

9. Steed, A. (2012). The flipped classroom. Teaching Business and Economics,16(3), 9. Retrieved
September 23, 2014, from http://search.proquest.com.libproxy.fullerton.edu/docview/1315741486/fulltextPDF?accountid=9 840#

10. Wilson, Richard W. (2008) Journal of Planning Education and Research vol. 28 no. 2
237-246. Retrieved September 23, 2014, from http://jpe.sagepub.com/content/28/2/237

In what ways can teachers create a flipped classroom when access to technology is limited either at home or at school?
Conversation Starters
What are some challenges you could face when creating a flipped classroom. If you have used the flipped classroom model, what are your success stories? Or was the experience not successful?
How could you see yourself implementing these ideas into your own classrooms?
Full transcript