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Impact of Flip Teaching

The Impact of Flip Teaching on Student Homework Completion, Behavior, Engagement and Proficiency

Ellen M. Dill

UNE-690

April 19, 2012

University of New England

Statement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the “Student Plagiarism and Academic Misconduct” document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MS. Ed. Program. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act(s), which could include expulsion from the University of New England.

Abstract

This Action Research Project investigated the effect of flip teaching on student

achievement and engagement in a 7th Grade French I classroom including homework

completion, behavioral interventions, grammar proficiency and writing proficiency.

The study compares and contrasts these data and the impacts of flip teaching in one

group prior to and post-intervention of flip teaching. The study also compares and

contrasts these data to a second 7th grade French I classroom where traditional

teaching strategies were utilized. Forty-three students were involved in this study.

Results of student surveys demonstrated that students were all able to receive

instruction outside of the school via Internet in order to participate in lessons that

were created for them to view, take notes on, and study at home. The other data

results supported the hypothesis that student engagement and homework

completion would be improved, while behavioral interventions would decrease in

the classroom. Furthermore, the hypothesis that student proficiency would increase

was strongly supported by data collection with significant increases in average class

grades in grammar and writing.

Table of Contents

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Rationale for Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Statement of Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Participants/Stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

School Location and class makeup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Primary Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Review of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Data Results and Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Findings: Survey Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Homework Completion Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Behavioral Intervention Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Summative Assessment: Grammar Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Summative Assessment: Response to Writing Prompt . . . . . . . . . . . . . 28Student Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Limitations of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 39

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Introduction

Rationale

In the last decade school districts throughout the United States have been focused

on learning goals that include the integration of technology into teaching within

each content area as well as using project-based learning as part of differentiating

instruction. These initiatives have required students to have access to technology at

school as well as at home. Furthermore, professional development goals have

sought to ensure that teachers know how to use and integrate the technology into

their classrooms. These are lofty goals that require specialized professional

development, so the integration is slower than with some initiatives. They have led

to a surge in a teaching strategy called “flip teaching” where students receive their

lessons online through a class resource site, then apply their knowledge in

classroom activities. It is the opposite of the traditional classroom, and many are

not ready to put the time and resources into such a drastic change without knowing

that it is an effective strategy.

This Action Research study sought to evaluate the impact of flip teaching on

student proficiency on grammar and writing of 7th grade French I students. It also

considered its effect on homework completion and behavioral interventions in class.

Statement of the Problem

Students have often been marginally engaged with traditional lecture and

drill French lessons, and achievement in French class seemed to be motivated more

by the grade students wished to receive than the drive to learn a new language.

Twenty-first century teaching style allows for a modern, realistic approach to

teaching French in schools. The purpose of this study was to determine the effects

of flip teaching on student learning and achievement and homework completion in

French class, as well as their in-class behavior, where lessons were delivered online

for homework, and students practiced French vocabulary and grammar by applying

it in project-based lessons that replaced the traditional ones.

Participants/Stakeholders

This study was conducted by the teacher-researcher Ellen Dill, French

teacher at Ashland Middle School in Ashland, Massachusetts, where she has been

employed for six years. Prior to that the teacher-researcher worked as a high school

teacher for six years, and now is currently completing courses towards receipt of a

Masters of Science in Education from the University of New England, Biddeford,

Maine. The students are 7th graders in Mme. Dill’s two classes, named “Group B” and

“Group F” based on the class period grouping.

All students lived in Ashland, Massachusetts, and represented a variety of

ethnic groups, including numerous students whose first language was not English.

All students were fluent in English, however, and none were English Language

Learners. The students were aware that a new teaching strategy would be used, and

that data was collected, but they were unaware of what items were targeted for data

collection.

School location and class makeup

Ashland Middle School is located at 85 West Union Street in Ashland,

Massachusetts, a public school in the metro west Boston suburban area. There were

approximately 180 students in the 7th grade class, with these two classes

representing 43 of those students. The students were not tracked so students

ranged from those on IEPs to standard to honors students without any designation

of such tracking at the present time. The classroom never has had a teaching

assistant or special education specialist, and was conducted by the teacher-

researcher in its entirety.

Primary Research Questions

The initial questions about flip teaching in 7th grade French were as follows:

What is the rate of homework completion for students who participate in the flipped classroom versus the traditional classroom?

What is the effect on learning on formal assessments in French from flip teaching?

What is the effect on student in-class engagement after flipped lessons have been presented on an online class wiki?

What is the effect on formal student writing assignments of flipped lessons that have been presented on an online class wiki?

What is the effect on student behavioral consequences/referrals when direct-instruction is removed and flip teaching/project-based learning occurs as an alternate teaching strategy?

Hypothesis

With the introduction and implementation of flip teaching techniques

utilizing a class wiki and online classroom management system, student homework

performance, formal assessments of grammar and writing, and student engagement

would increase, while behavioral consequences would decrease during the same

time period.

Review of Literature

The topic of flip teaching is a relatively new phenomenon within education.

It builds on the peer teaching strategies that began to surface in the 1990s. The

concept of flip teaching began about 12 years ago with the occasional marriage of

computer technology and a few technologically advanced educators, including J.

Wesley Baker (2000) whose description of the classroom teacher evolving into “the

guide on the side” instead of “the sage on the stage.” Thompson (2011) investigates

flip teaching’s increased popularity as it came to its tipping point in the past few

years because one man, Samuel Khan, who attempted to provide tutoring to his

younger relatives online, at a distance. He developed videos for them, which he

uploaded for them to watch on their own. These videos became so significant in

number, that he began to catalog them, and eventually developed a website named

“Khan Academy.” Soon, the idea of using online lessons to support education

caught on and educators began to investigate the value of using this in mainstream

education. Could lessons taught online at home be valuable to the depth and

breadth of classroom teaching? Could students do their lessons for homework, and

then apply the lesson at school in such a way that learning is enhanced?

Kissau (2010) studied the impact of online lessons’ on student confidence in

speaking French in class. Kissau found that both the student confidence and

willingness to speak French in class was enhanced by online activities given for

homework, since students could practice at home with their computers without

anxiety. The practice then enhanced their classroom activities.

This current research study investigated the impact of flip teaching on student

proficiency in French grammar, writing, and homework performance as well as

their in-class behavior. The working hypothesis was that student engagement

would increase in class activities, that student understanding would be enhanced by

additional in-depth project work and attention from peers and individualized

attention from the teacher. It was anticipated that student homework performance

would increase, and that behavior problems would decrease as a result. The

following articles support the hypothesis that flip teaching and project-based

learning would impact student proficiency in foreign language learning.

I. Russo, A. (2011). Salman Khan. Scholastic Administrator, 11(1), 18-19. Retrieved from http://www.nxtbook.com/nxtbooks/scholastic/administrator_2011bts/index. php?startid=18

This article highlighted the mission of Salman Khan as the founder of Khan

Academy and its implications for mainstream education. Mr. Khan wanted to

change education by providing the highest quality Math and Science online lessons

to students at no cost, wherever they may be. While there had been few serious

applications of flipped teaching in the mainstream, flipped teaching did start to

receive some serious investigation in the public eye and in educational circles. Mr.

Khan produced more than 2,300 lesson videos, and created a website with a

dashboard that mad it easy for both teachers and students to access. His design was

a broad-based lesson website that could be accessed for simple tutoring in any

setting, or can replace some of the core teaching within a school curriculum, as

applied by a trained teacher. Khan sought to motivate upper elementary through

college-aged students by engaging them with the material simply out of their desire

to learn and grow. Students could collaborate and teach each other, and teachers

could use the free class time to delve deeper into the core educational piece. In

2010-2011 the Los Altos, CA School District formally piloted a flipped teaching

project in three schools using Khan Academy, and ten to fifteen other school

districts were considering pilot programs for 2011-2012 within the United States.

II. Sparks, S. D. (2011). Schools 'flip" for lesson model promoted by Khan Academy. Education Week, 31(5), 1-2. Retrieved from http://www.mendeley.com/research/ schools-flip-lesson-model-promoted-khan-academy/

This article highlighted the pros and cons of the flipped teaching model as it was

practiced in 2010-2011 in the Los Altos, California School District. A flip model

must be planned ahead with an established plan for teaching and use of technology.

Teachers flipping their classes with Khan Academy and several unnamed sources

receive assessment data immediately, directing them to step in immediately with

remediation. However, schools that lacked technology funding, and that could not

receive this data, might be at a disadvantage. Furthermore, flipped classes would

require commitment from students; since they may be required to do more work on

their own. The trade-off was that students were more engaged, or interested in

their own learning, so they would have increased motivation. The overarching

lesson of this article was that technology must be used appropriately with the

flipped model in order to be effective; without it a class cannot be effectively flipped.

III. Thompson, C. (2011) How Khan Academy is changing the rules of education. Wired, 1(1), 1-15. Retrieved from http://www.mendeley.com/research/khan-academy-changing-rules-education/

This article investigated the successes and concerns presented by Khan

Academy and the flip teaching model. It stated that Khan actually began to record

videos at the request of a younger cousin who felt that if the lesson were recorded

she could skip through parts she had mastered, yet replay other parts that were

troubling her to learn. Khan’s model was to essentially provide tutoring on a one-to-

one basis in the same way that Benjamin Blood had discovered, in 1984, could raise

a student’s performance from about the 50th percentile to 98th percentile in a class of

students. (Thompson, 2011) Khan’s videos began to obtain ubiquitous attention,

and when Bill Gates found the videos, he spoke about it nationally, and the two

ended up working together with the Los Altos, CA School District. While Gates has

been a vehement supporter, there have been critics equally as vehement within

education who felt that Khan was simply moving backwards with endless drills of

Math facts. Furthermore, they felt that other subjects were less applicable to this

style of teaching, since answers are more ambiguous in subjects like writing and

history. Khan disagreed, believing that teachers who flip were spending their time

at the crucial questioning phase of homework, and doing projects and in-depth

activities made the material come alive to students. Nevertheless, Khan himself has

been reluctant to join too closely with public schools in order to avert their

oversight of his lessons. Khan has not sought to change public school teaching, but

to help engage students to learn.

IV. Yan, J. (2008) Social technology as a new medium in the classroom. The New England Journal of Higher Education, 22(4) 27, 29-30. Retrieved from http://www.eric.ed.gov/PDFS/EJ794242.pdf

This article demonstrates that social media, including Facebook, blogs, and wikis

have emerged as technological tools for the classroom. One key phrase in this

article was the author’s contention that “collaboration motivates participation.”

(Yan, 2008, p. 29) When students collaborate, share both information and project

work, and teachers are able to give online feedback without needing to be present in

the classroom at the time, the impact “positively transforms the classroom.” (p. 30)

This 2008 article laid the groundwork for the future of online lessons and in-class

collaboration and project work. It also suggested that both the students and the

teachers were motivated by the changes that technology has afforded through

increased learning, understanding, and collaboration.

V. Golub, J.N. (2011). Some engaging ideas about engagement. Voices from the middle, 19(2), 47-48. Retrieved from http://0-proquest.umi.com.lilac. une.edu/pqdweb?did=2530882881&sid=11Fmt=3&clientid=8421&RQT=309&VName=PQD

This current article has sought to help teachers to consider what actually

engaged students. The author suggested that teachers would be able to quickly

determine if students “communicate more frequently and enthusiastically using”

(Golub, 2011, p. 47) technology tools as an instructional strategy. In particular, the

teacher could move out of the center, or “off the stage” to the role of director in their

students’ education. Since the teacher wanted to see the student “performing” as on

a stage, the teacher must have taken the role as the “director who is shaping the

action, who has a vision of what the final performance should be like.” (Golub, 2011,

p.48) The collaborative, communicative, creative approach to instruction was

“worthwhile and effective. It is, in a word, engaging.” (Golub, 2011, p. 48)

Since the article pointed towards true engagement and the use of technology as

an instructional vehicle towards achieving this engagement, the 2012 classroom

would then be ready for the online lessons that flip teaching would provide and

would support the hypothesis that students would be learning at home,

collaborating with peers online and in the classroom, and learning lessons in greater

depth all the way throughout the flip lesson experience in the French class study at

VI. Kissau, S., McCullough, H., & Garvey, J. P. (2010). Leveling the playing field: “The effects of online second language instruction on student willingness to communicate in French.” CALICO Journal, 22(2), 277-297. Retrieved from https://calico.org/html/article_793.pdf

This study was concerned with the complex discussion of learning a second

language, particularly the spoken language and its correlation to confidence issues

when students must perform in class. In general, students suffer from anxiety and

self-doubt in a formal setting when required to speak a new language with people

observing; a concern that is alleviated by online learning. Here, practice was done at

home where confidence was built without the stress of environmental factors

(Kissau, McCullough & Garvey, 2010p. 279). Kissau et al built on previous studies

where learning to speak in a second language showed improved performance when

online activities were added, except where computer anxiety surpassed

performance anxiety. However, as many of these studies involved Japanese

students, these researchers sought to understand the impact of learning French in

students in the United States. While there was no statistical significance in the data

relating to the willingness of students to speak French, there was a statistically

significant improvement in their level of confidence and reduction in anxiety while

speaking in class. Some students reported that in a face-to-face discussion there

was a need for immediate response to questions, online learning allowed non-native

speakers to take the time they needed to look up words or think through the

question before answering.

The authors of this study strongly recommended that curriculum developers

consider an online component to foreign language courses, since that venue

supports student use of the language, increased confidence in their ability to speak

the language and a benefit to further develop skills in writing and speaking. This

study supports the hypothesis that learning the French lessons at home would

provide students with the time they need to gain understanding at their own pace

and help them to listen, repeat, and understand what is being taught in the safe

environment of their own home at a time when learning is conducive. Then

students would come to school prepared to apply learning in smaller groups, or

alone with the teacher, with increased confidence.

VII. Strayer, J. (2007). The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and flip classroom that used an intelligent tutoring system (Doctoral Dissertation). Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20Jeremy.pdf?osu1189523914

This dissertation considered the flipped or inverted classroom in the university

setting. The author taught Statistics and Pre-Calculus courses in which he

videotaped himself giving introductory lessons that he then assigned for homework.

Students then did engaging project work in class, and the courses involved use of in-

class activities as well as Blackboard interactive technology. The author believed

that students would control when they watched the video, thus they would be most

likely to be alert and able to take in new information. The first of these courses was

the Pre-Calculus course in 2001. Initial student responses to this learning venue

were mixed. Students who had solid technology felt the control helped them to

learn better, whereas students with technology issues were concerned with what

they had missed as a result of those technology problems. Some students also

reported that class was “boring” (Strayer, 2007, p. 7) because the activities were

redundant. This demonstrates a need that (1) technology be operating properly for

students; and (2) the teacher be prepared with engaging application of the material

to go further in depth, rather than repetitious.

Further in the dissertation, when this author flipped one chapter of a Statistics

class in February 2002. He completed the remainder of the course with traditional

teaching. The feedback he received was not entirely positive on the flip largely

because students were accustomed to a different style of learning throughout their

lives, and they weren’t sure how to control time and environment for learning.

(Strayer, 2007, p. 10) After reviewing this data, the author determined that (1) the

teaching strategy of classroom flipping is radically different for students and an

adjustment period is necessary; (2) students must be encouraged to collaborate

rather than to compare their own understanding to others in a negative way; and

(3) students must become comfortable with the things over which they have

control, and don’t have control, in their learning process.

This dissertation delved much further in depth into Intelligent Tutoring Systems

(ITS) and Computer Assisted Instruction (CAI), its history, and application in the

future. This continues to be a rapidly growing and changing sector for teachers

today. Each must decide the type of systems to use, and what to do with the data the

systems generate. However, the author was clear that “active participation” in the

material during class is essential (Strayer, 2007, p. 32); merely copying information

or repetition of a flipped lecture does not meet the standard of active participation.

The author also regarded the different ways to present material during flipped

lessons, and recognized limitations teachers may have based on their own expertise

interacting with technology. It is important that teachers be prepared to do the

work of creating both the online lessons adequately, and that they have structured

plans of how to get the material into the hands of students for active interaction in

the classroom (Strayer, 2007, p. 78) This study indicates that teacher preparation

and ability to connect with both the students and the environment is essential. This

article is important to the current research as it was expected that the teacher

preparation of flip videos lessons for home, and the carefully constructed project

work would provide students with interactive activities that deepened the

application of both vocabulary and grammar in a meaningful way.

VIII. Baker, J.W. (2000). ‘The classroom flip’: using web course management tools to become the guide by the side. In Jack, A. (Ed.) Jacksonville, FL, US, Florida Community College at Jacksonville, 2000, (pp. 9 – 17). Selected Papers from the 11th International conference on College Teaching and Learning. Retrieved from (PsycINFO Database Record (c) 2010 APA, all rights reserved)

This article was presented in the book of papers published from the 2000

International conference. It has been quoted many, many times since, with the catch

phrase “become the guide on the side” instead of the “sage on the stage” -- the

mantra of the classroom flipping movement. In it, Wesley presented the model of

classroom flipping where teachers used online web tools and web course

management programs to present instruction online as the student “homework”

assignment. In class, then, teachers had time to move more in-depth with active

learning activities and collaborative efforts with other students. This study, in fact,

is exactly the model used in the current study, with the hope that is would be

applicable to learning French in a middle school French classroom.

IX. Tenneson, M. & McGlasson, R. (April 20, 2006). The classroom flip [PowerPoint Presentation] Retrieved from www.fontbonne.edu/upload/ TheClassroomFlip.ppt

This valuable presentation demonstrated which choices teacher should make

when considering flipping their classrooms. In particular, teachers need to ask

questions about what they most want to change in their classrooms, and the

presentations helps to determine how flipping, using different mechanisms, could

enhance the teaching process for that individual. This presentation showed the

reasons that learners could grow more given the well-planned lessons and activities

as it related to learning theory and motivation. It also explored different forms of

computer course management systems that may be chosen.

It is no surprise that the continual increase in technology usage by students

would prompt teachers to consider ways to utilize technology to engage students to

learn material at their own pace. Students are able to use technology at an earlier

and earlier age, and even middle school aged students have iPods, iPads, laptops,

Kindle-fires, tablets, and smartphones from which they access the Internet. They

watch videos on YouTube, they chat on social networking sites, and they even

discuss classwork while playing X-Box Live. It is natural to consider that younger

students may be easily coaxed into considering new ways of learning in the

classroom, including online lessons for homework and project work and

collaboration in the classroom. In fact, Strayer (2007) found that one of the

drawbacks of introducing flip teaching at the college level was that students had

already become accustomed to certain learning strategies in their pre-college

experience, and found it difficult to change their ways. Since Thompson (2011)

reported the successes of Khan’s work, and Wesley (2000) introduced the concept

early on, the data shows that younger students could more easily adapt and accept

this strategy in learning. If students accepted the strategy of flip teaching and

project-based learning, they could move at their own pace to interact deeper and

deeper with the material. In the foreign language classroom that would provide a

deeper connection to other cultures, and increased ability to talk and write about

those cultures and their own, and greater fluency throughout.

Flip teaching in the foreign language classroom had not been studied

previously in a published format. However, there is every indication that some

aspects of flip teaching would be applicable to the foreign language classroom. As

Kissau (2010) suggested, foreign language students often lack confidence when

learning new words and grammatical structure where they performed in front of

their peers. Students, who have been given the opportunity to learn from their own

teacher at home, then to practice independently by interacting with the video,

would come to the classroom with new confidence that their performance would be

acceptable. When this performance was enhanced by interacting in small groups or

independently with consultation from the teacher, the confidence and engagement

were increased, and the depth of knowledge could lead to greater proficiency

When student engagement increased, it became reasonable to believe that

student behavioral issues would decrease. In the teaching of foreign language,

particularly French in this case, students were expected to obtain greater

understanding of the writing process, be more comfortable with speaking French

because they have more time to practice it in class since grammar instruction

occurred at home, and students were able to feel confident in taking quizzes and

tests on grammar and vocabulary. As a result their French proficiency was deeper

and more personalized. It is expected that this will result in longer retention of the

language vocabulary and grammatical application, leading to greater fluency as well

as greater enjoyment of the subject.

Methodology

The study of flip teaching in a middle school French class took a close look at

the impact of teaching lessons at home. As a result, this study involved students’ use

of the Internet and other 21st century tools. In order to accurately determine their

accessibility to the Internet and online tools this study began with an online student

survey. The researcher then decided that the survey could also give insight into

student preferences with regard to classes and effective teaching strategies.

Students had the choice of completing the survey at home or during computer lab

activity time in school. All students in the study completed the survey, which is

found in Appendix A. This was a Google Doc that was embedded in the class

edmodo.com group site, where the results were automatically transferred to a

Google Excel spreadsheet.

The teacher-researcher studied her 7th grade French classes and the effects of

flip teaching on these two classes. Since the two classes meet daily during B and F

blocks, they are simply called “Group B” and “Group F.” Two weeks of data were

collected in the area of homework completion, behavioral intervention, student

engagement, and a baseline grammar assessment and a baseline writing assessment

was obtained from Chapter 4 of their curriculum. This assessment is found in

Appendix B below.

After two weeks Group F received flip teaching as a new strategy (project

choices are found in Appendix D), and Group B continued to receive traditional

instruction. Data collection continued in the same areas of homework completion,

behavioral intervention, and student engagement for two weeks. Near the end of

the study, a chapter 5-grammar assessment (Appendix E) and writing assessment

(Appendix F) graded according to departmental rubrics (Appendix G) were given to

both groups in order to see their proficiency in these areas.

The data collection matrix in Table I below shows the exact methodology

plan utilized.

Table 1: Research Data Matrix

RESEARCH QUESTION DATA SOURCE 1 DATA SOURCE 2 DATA SOURCE 3How much access do students have and use to Internet? On which devices?

Initial StudentSurvey

Google docs/edmodo.com Follow-up Survey

Does homework completion change with type of assignment?

Teacher Homework Record

Collect data as done/not done /Absent(10 days prior to research)

Teacher Homework Record and edmodo.com records

Record data as “DONE” “NOT DONE” and “ABSENT”

Is in-class behavioral problem frequency altered by changes in teaching mode?

Data Sheets PRIORTeacher warning; teacher call home; teacher referral to office; teacher detention

Data Sheets DURING FLIP

Classroom flip of lesson

Has student engagement/ satisfaction changed?

Initial Student Survey Student Follow-up Survey

Teacher observation

Is student grammar performance affected by flip lesson/in-class project work?

Quiz Grade (Grammar point)PRIOR to flip

Quiz Grade (Grammar point)AFTER flip

Teacher observation of grammar usage in speaking activities

Is student writing affected by flip lesson/in-class project work?

Writing Sample GradeWriting sample before flip

Writing Sample Grade Writing sample after flip

The timeline followed for this study was from January 30, 2012 to March 13, 2012

for data collection. The data results are contained herein.

Data Results and Analysis

In this study data were collected for two weeks prior to the intervention in

order to establish a baseline for homework completion, behavioral interventions,

and scores on a standard grammar test and French IA writing prompt. After two

weeks, teaching strategies to Group B remained along traditional in-class

instructional strategies with homework assignments in the workbook. Group F was

flipped so that lessons were taught online for homework and the students

participated in project-based learning in class in combination with workbook

activities. Homework for Group F involved watching the lessons, taking notes to be

checked by the teacher, and completing tasks related to their projects. In order to

accommodate student interest and different learning styles, student activities for

Group F were differentiated so that students chose to work in groups or alone, and

the mode of presentation varied from book-activities to writing stories, comic strips,

plays, and creating films. The results of this four-week period are contained below.

Findings:

Survey Results:

In order to make flip teaching work, it was necessary that students access the

Internet outside of the classroom. Although the teacher-researcher regularly

included Internet activities in school and for homework, the teacher-researcher felt

that a survey would clarify the needs of students’ home resources, for purposes of

the study. Furthermore, the teacher-researcher believed she would find out other

information about demands on students’ time, and their own preferences for

learning as it may relate to teaching strategies.

A student survey, Appendix A, was sent to the 43 seventh-grade students

participating in this study; it was attached to the class wiki, and embedded as an

Assignment in our “group” on edmodo.com. Of the forty-three students, all forty-

three took the survey, although some performed this assignment late. Student

responses were as follows:

1. Access to the Internet 100% of students had home access to the

Internet; 70% of students had multiple points of access to the Internet while

30% only had one point of access, such as with a computer or iPad.

2. Online Participation at School: Students reported that on average they

believed that they were online at school as follows:

a. Once a month: 10

b. Once a week: 26

c. 2-3 times per week: 4

d. Daily: 3

3. Online access via phone: Of the 43 students in the study, 13 (30%) report

they used the Internet via smart phone regularly.

4. Personal e-mail account: 100% of students have personal e-mail accounts.

5. Homework Participation online: Seventy percent (36 of 43) of participants

reported regularly doing Homework online, spending on average 30 – 60

minutes in this activity.

6. Total average time spent on homework: On average, students reported

spending the following amount of time on homework:

a. 30 – 60 minutes/night: 32% (14 students)

b. 1 – 2 hours/night: 42% (18 students)

c. 2 -3 hours/night: 26% (11 students)

30 - 60 min32%

1 - 2 hours42%

2 3 hours26%

Time Spent on Homework

Figure 1: Student time spent on homework

Student time on homework was fairly evenly split from the three time choices

reported. No students reported they did not spend any time on homework, and

none reported more than 3 hours per night in middle school. These numbers may

vary with student age and level of education in future studies.

7. Total average time spent on other sports and TV: On average, students

reported spending the following amount of time on sports and watching TV

combined:

a. 1 -2 hours/night: 12 % (5 students)

b. 3-4 hours/night: 53% (23 students)

c. 5-6 hours/night: 30% (13 students)

d. More than 7 hours/night: 5% (2 students)

This data was collected order to determine the amount of time students actually had

available for homework given their extra curricular choices. It is interesting to see

these results in Figure 2 contrasted to Figure 1, since more students reported

spending more time on sports and TV than on doing homework.

1- 2 hours12%

3 - 4 hours53%

5 - 6 hours30%

More than 7 hours5%

Time Spent on Sports and TV

Figure 2: Student time spent on sports and TV

8. Favorite classes: 58% of students reported French class as one of their

favorite classes, out of 9 courses. Students were told to be very honest, since

these results were about what made learning enjoyable and helped them to

learn better.

9. Class activities that make favorite courses appealing: Students varied on

the reasons they like their classes, but every student included one of the

following:

a. Liking the teacher

b. Project Work

c. Watching multi-media presentations in class

d. Online activities and support of the teacher

Students were given open response as well as choices for this item, but the only

activity written in more than once was “White board review activities” that we use

in French class. This is not included because it did not rate as highly as the items

listed above in item 9.

Homework completion rate:

The teacher-researcher compiled individual student’s homework completion

data, and combined the data by group average as seen in Table 2 detailing

Homework Completion. Group B received traditional teaching methods with

teaching assignments that included workbook exercises and online assignments on

edmodo.com. Group F received flip teaching assignments for homework, online

assignments on edmodo.com, and benchmarks to reach with their projects that

were due by Friday of week 4 of the study cycle. During the pre-flip period,

homework data as shown in Table 2, was completed at a similar rate between the

two groups. Once the flip began, students had different types of homework

assignments between the two groups. Group F, the flipped group, had a rise of

nearly 20% in homework completion while the traditional group remained fairly

constant with only a 2% increase.

Table 2: Homework CompletionWeek 1 Week 2 Pre-Flip

MeanWeek 3 Week 4 Post-flip

MeanControl Group B

82.2% 76% 79.1% 83.4% 79.4% 81.4%

Experimental Group F

84% 75.6% 79.8% 97.4% 100% 98.7%

Behavioral Intervention rate:

The class behavioral hierarchy included giving a student a warning for

disruptive behavior, assigning a teacher detention, calling home to parents and

referring to the principal’s office, and lastly a suspension for behavior such as

fighting or bullying. For purpose of tracking behavioral intervention a warning was

assigned a value of 1 point; detention, 2 points; calling home or sending to the office,

3 points. Anything beyond would be valued at 5 points. The data in Figure 3 was

weekly data averages, with the note that one of the more disruptive students was

absent the last three days prior to February vacation break, so the data was likely

slightly skewed by this absence. This student did return for the last two weeks of

data collection.

According to Figure 3, prior to flipping the lessons, Group F and Group B had

similar rates of behavioral interventions (prior to the student absence reported

above), however during weeks 3 and 4, Group F had a significant reduction in

behavioral interventions, while Group B remained essentially constant.

Table 3: Behavioral Intervention

Week 1 Week 2 Pre-Flip Mean

Week 3 Week 4 Post-flip Mean

Control Group B

4 pt/day 3.4 pt./day

3.7 pt./day

3.4 pt./day

3.6 pt./day

3.5 pt./day

Experimental Group F

3.8 pt./day

1.4/day* 2.6 pt./day*

.8 pt./day .6 pt./day .7 pt./day

*Disruptive student absent during this week 3 days prior to Feb. vacation

Summative Assessment: Grammar Quiz:

All students are given system-wide quizzes and tests as summative

assessments, regardless of their teacher. The grades presented here include the

grammar quiz given to students, prior to flip teaching being used, and then the first

quiz given after flip teaching Group F. The pre-flip assessment is found in Appendix

B and the post-slip assessment is found in Appendix E. As seen in Table 4, Group F

scores increased 10 points on average (standard deviation decreased 1.07 points

demonstrating a heightened consistency within the group), while Group B increased

1 point (standard deviation increased 2.6 demonstrating lesser consistency within

the group).

Table 4: Grammar Quiz ResultsGrammar Quiz 1 Average Score

Grammar Quiz 1 Median Score

Grammar Quiz 2 Average Score

Grammar Quiz 2 Median Score

Control Group B 75%=13.3994σ

75% 76%=15.9985σ

Experimental Group F 78%11.6089σ

80% 88%=10.5389σ

Summative Assessment: Response to Writing Prompt:

Students were given a writing prompt that used the vocabulary and grammar

they had learned during each unit – the one prior to the flip teaching (Appendix C)

and the one immediately following this intervention (Appendix F), graded according

to the department rubric (Appendix G). According to Table 5 results, student scores

between F and B periods prior to flip teaching were similar, with Group B scoring

higher than F by 2.5 points on average scores, and 1.5 points higher on the median

score. After Group F had received flip teaching as a strategic intervention their

writing sample scores rose significantly, with an increase of nearly 5 points (with a

standard deviation change of 2.04 showing higher consistency), resulting in a net

higher than Group B of 5 points on average, and 8 points on the median score.

Table 5: Writing Assessment ResultsWriting Sample 1 Average Score

Writing Sample 1 Median Score

Writing Sample 2 Average Score

Writing Sample 2 Median Score

Control Group B 89.7%=10.0189σ

90.5% 87%=10.1636σ

Experimental Group F 87.3%%=9.5529σ

89% 92%=7.5150σ

Student Engagement:

Informal notes were kept regarding student engagement, as well as two

videos of students working. One noteworthy fact was that the amount of time

direct-instruction took in class; versus amount of time the lesson took on a video-

PowerPoint presentation. The presentation of the verb “aller” including

conjugation, used to talk about things in the future and using a second infinitive, as

well as using the contractions with the French preposition à is on the Wikispaces

page: http://mme-dill.wikispaces.com/Chapitre+5. The video duration was 5m38s.

Students reported being able to pause it during note taking, but generally said it

took them about 10 minutes to complete. The same lesson, during the non-flipped,

traditional class took 28 minutes to deliver. Students interrupted to ask to go to the

bathroom; to go to the nurse (for which a pass was required); to ask questions about

the content; to make jokes or ask about other students; to ask completely unrelated

questions. Direct Instruction time resulted in seemingly wasted time because of

these interruptions. Time is saved both from flipped lessons presented at home as

an instructional strategy and by students performing the exercises right the first

time in class, rather than correcting homework mistakes and answering ensuing

questions about the errors.

The second noteworthy change was evident on video. The class had a choice

of activities (Appendix D). Three students chose to work alone; one chose to

complete all the book exercises; one wrote a story; and one wrote a play from which

she made a slide show presentation. Two students formed a group that made a

PowerPoint presentation of a script they wrote, which was accompanied by photos

they took. There were five other groups of 3 -4 students; one group created a hand-

drawn cartoon; the other four wrote scripts that they learned, and filmed it on video

for presentation to the class. The students were on-task nearly all the time, until the

last day of the project when most students were done, and complained about having

to sit with a book activity for the remainder of their time. The projects were

student-driven, completely engaging, and created a depth of learning that went

beyond class review of book exercises as evidenced by improved grades in Tables 4

and 5.

The traditional class was not fully engaged during any activities. Whether we

were doing direct-instruction, book activities, games, speaking exercises, or writing,

the students went off-task to chat, throw pencil erasers, throw things in the trash,

joke around with someone, or find a reason to leave the room. The activities were

teacher-driven even if they were student-centered, so the result was a fair amount

of off-task behavior. Furthermore, the students became increasingly aware that

their friends in the other class were getting to do something “fun” and they resented

that they were not doing that, even though the teacher-researcher told them they

were just on a different schedule and would get to the “fun” activities the following

week. This seemed to be quite distracting to the students in Group B. As a follow-up

comment, the students in Group B were fully engaged the following week when they

were allowed to do the choice activities.

Discussion:

Students must have access to the Internet in order for flip teaching to work.

If a small number of students were unable to have home access, there are other

strategies to make this accessible to them. For example, Advisory period, study halls

and flexible blocks are available in middle and high school programs, and just as

students perform regular homework in these settings, students could do flip-

teaching homework there. Furthermore, libraries have free Internet service, and

students might access these after school. Similarly, if students stayed after with a

teacher, they could use the Internet access from the classroom to do the homework

– teachers have been giving homework help throughout time; this is just a new twist

on homework help. During the survey portion of this study, 100% of students had

Internet access at home, so for these students there was no problem watching a

video and taking notes at home for homework. Seventy percent of these students

had multiple points of access, such as an iPod touch, and iPad or a Kindle Fire.

The survey (Appendix A) went further in asking students questions about

their access and use of the Internet and their personal use of time. Figure 1 shows

students’ reporting of the amount of time per night on average that they spend on

their homework. All students reported using the Internet for homework during the

week, whether for research for accessing teacher websites for homework

completion.

Similarly, students reported spending the vast majority of their time

participating in sports and watching TV. Figure 2 demonstrates the students’

reports of participation in these activities. Students’ lives are full of these activities

and it is clear that they spend far less time doing homework than participating in

sports and TV. In fact, only 9% of students (4 students) reported spending less than

one hour per day on sports. Student surveys also generally pointed to satisfaction

with their classes as related to having interesting teachers who use multi-media

presentations, and who use project work and games.

The strategy of flip teaching involved an initial investment of time and

planning by the teacher to create lessons that can be uploaded online and shared

with students outside of class. Once this investment had been made, and students

had the capability to learn the lessons outside of the classroom at a convenient time,

at their own pace, to take notes while pausing and then continuing the presentation,

and reviewing it as much as necessary in order to apply it to activities or tasks in

class as well as to prepare for quizzes or tests. There were many benefits to

teaching in this manner. The following data, if generalized, showed that this strategy

increased student engagement through project-based learning activities, increased

homework completion, decreased acting out behavior in class requiring teacher

intervention, and increased students’ scores of summative assessments. In the case

at hand, student behavior and homework performance were the initial factors

reviewed. Students’ behavior problems decreased while their homework

participation increased as follows in Figure 3.

Figure 3

Group B Group F

Change from Pre-Flip to Post-Flip In-tervention

Homework CompletionBehavioral Intervention

It was clear that students became invested in their project work immediately

upon choosing their activities and partners. Students assigned themselves projects

to meet the deadline, and divvied up the tasks – creating props, making drawings,

writing portions of scripts, etc. according to the assignment in Appendix D. Students

made interesting queries of the teacher in order to adapt their projects, such as

creating a puppet show on film. Each student in the group created their own

Teletubby puppet as one of their tasks. During the filming portion other teachers

and the principal stated that they were quite interested in what the students were

doing, and how independently these 7th graders were working. In fact, during

project work there were no behavioral interventions at all – it was on the last day

when students were done with their work and did not wish to sit and do exercises

from the book that one student received a behavioral warning.

By comparison, Group B did not fair as well. The students had similar rates

of homework completion and behavioral interventions as they had had in the first

two weeks of data collection. There was essentially no change, since they had no

change in teaching strategy. A few students thought that if they behaved better they

would get to do the “fun” activities that Group F was doing, but the teacher-

researcher assured them this was not a reward, but an experiment with new

activities, and in which they would be allowed to participate at a later date.

It was clear that students used the structure and vocabulary in a more

meaningful way during the flip teaching, because their scores in Table s 4 & 5 on

both standardized grammar and writing samples improved, not only in comparison

to pre-flip data, but in comparison to Group B, who had scored slightly higher than

them previously. The raw data in Tables 4 & 5 shows the average and median

scores for each group, with a clear picture of the difference when visualized in

Figures 3 and 4. This data shows the percentage increase or decrease on the two

types of assessments as follows:

Figure 4

Group B Group F

Change in scores of Summative As-sessments

Students in Group B actually scored lower on the writing assessment on this unit

than on the prior unit, and they scored lower on the same assessments than Group F

who had received the intervention of flip teaching.

Overall, students in Group F benefitted from a change in teaching strategy.

Group F was the group that received the change. They had an increase in homework

performance and a decrease in behavior intervention to nearly perfect scores. On

observation, the students were engaged, asked good questions, made good choices

academically, and ultimately scored higher on department-wide assessments for

grammar and for writing (Appendices E and F). If these data continued to show this

trend, this teaching strategy would be the 21st century answer to both teacher and

student concerns about obtaining knowledge in the content areas.

Limitations of design methodology:

This study had several areas that were ambiguous at best. Did the students’

performance increase because of the strategy of flip teaching, or did it change

because the teacher introduced something that was new, different, and more

exciting? Would the luster wear off, and students begin to slack, or would their

interest be piqued across the board, and would their performance be solid for years

to come? The only way to answer that question is to create a longitudinal study that

utilizes data throughout the school year for a teacher committed to flipping all the

lessons. While the concept is good, the amount of data collection would be

prohibitive for a full-time teacher.

The question of what to do with students who just don’t respond well to

learning at home, on their own at night would be an important question to study.

Since the teacher is freed up to be a guide, tutor, expert and mentor, the teacher can

certainly sit with any student or group of students who seem to be struggling to give

them personalized attention in an area of struggle, while groups work on project

work. These students would undoubtedly benefit from a more traditional mode of

teaching, and differentiation should always include the option to have book

exercises and writing activities, with speaking activities done with the teacher. One

student chose this route, and her grades were higher than her prior grades. The

teacher must be vigilant in looking for students who want to work under traditional

techniques, and so must offer that support.

This study also inadvertently created a competition between the two groups.

A number of students in Group B believed that the behavior of some of the more

disruptive students in her class must have led to the teacher choice that Group F

would received flip teaching lessons and participate in project work. To these

students, the teaching strategy appeared to be a reward, and they tried to pressure

other students to behave better and to try harder. Despite the fact that the teacher

informed the students that they were not in any way being punished for anything,

but it was just another way to learn the material, the students were incredulous.

This competition may have added some pressure to students in Group B that may

have adversely affected them and their performance on assessments or class

behavior.

This study’s results, however, are very convincing. Even without the data,

the video of students working was taken because of the overwhelming impression

that students were engaged so completely with the material. However, the video

also revealed something that was disappointing. The students were working AT

French, but mainly working IN English. This is their normal way of communicating,

so they reverted to it while they worked. In class that is teacher driven, the students

hear significantly more French. For this reason, the class needs another

“superstructure” in place where students are responsible for the speaking, reading,

writing, and some conversation in French as leaders within their groups. It is a

difficult line to walk, because students can easily begin to tune out the foreign

language teacher who is speaking, but they do not understand. Students are less

likely to use the non-verbal language necessary to get their point across and more

likely simply to switch to English. This is an issue to be addressed within the foreign

language domain.

Regardless of shortcomings, the students performed better on assessments,

and did all the homework and maintained good behavior while the lessons were

flipped. For this reason, it is a strategy that is worth of significant review by all 21st

century teachers.

Action Plan

Flip teaching results in this study showed a significant increase in student

achievement standardized departmental assessments. On a grammar quiz, the

flipped group scored 10 points higher, on average than they had scored on their last

quiz where the content had been delivered via direct instruction in the classroom.

The flipped group scored 12 points higher than their peers in non-flipped group,

who received direct-instruction in the classroom on this grammar point. On a

writing assessment, the flipped group scored 5 points higher than they had scored

on their previous writing assessment, and 5 points higher than the non-flipped

group, on average.

Similarly, data regarding homework showed that participation was raised to

98.7% - nearly all students did their homework over the two-week time period

while the classroom was flipped. There was a decrease in behavioral interventions

in the classroom to essentially no behavioral problems. There was only day when

warnings were given during down time after one group had completed their project

early.

This data demonstrates that students benefitted from the teaching strategy

of flip teaching and the time freed up to participate in project-based activities.

Furthermore, as discussed above, should students not fit well with the flipped

lessons, teacher time is more freed up for individualized teaching time in class.

These students benefit from the personalized and individualized attention, and can

ultimately benefit from flipping even if they don’t like the home lessons themselves,

or project work. These students must be offered a traditional choice of book

activities for grammar, reading, listening, and writing in the classroom.

The research is limited, however, because it is impossible to tell if the effects

of this study were due to the strategy itself or the newness of the activity.

Furthermore, since the classroom is a world language class, it was evident that

students were applying the language well, but not necessarily using the language to

communicate with each other or the teacher in class.

As a result of this Action Research, it is clear that to move forward with an

action plan it is necessary to look at flip teaching in a longitudinal study. Group B

students became competitive with Group F students, but it was always the plan to

allow them to do the flipped activities. All students were the stakeholders, not just

Group F students, thus all students were treated equitably, and the activities were

repeated for Group B. Following the data reported in this study, the lessons were

flipped for Group B, and the projects were produced while Group F performed a

different individualized project. Group B increased their participation in homework

to 98% and decreased their behavioral intervention to .3 behavioral points per day.

The formal overall assessment will be given next Tuesday, and it will be interesting

to see if there is a statistical difference between the two groups in the end. This data

must and will continue in order to determine if the strategy is effective over time.

Furthermore, it would be beneficial to have other classes flipped for the same

students, to determine if the effects would be diminished by the presence of the

strategy across the board. Perhaps students preferred doing online lessons for

homework in one class, but avoided some other homework. If they had four other

flipped lessons ongoing, would these same students complete their French work at

the same rate? If the effect were due to the change in teaching strategy, then

students would continue to complete all their homework and have stellar behavior

while working on projects in class. To look at this piece of the puzzle, other teachers

(also stakeholders, now) must be trained and invested in doing similar work. This

year this research is going to be presented to the Middle School staff in a curriculum

meeting in May. Furthermore, the teacher-researcher wrote and received a grant to

set up a flip-teaching center at Ashland Middle School. There will be a MacBook Pro

on a moveable cart, with all the software and attachments needed to create flip

lessons. The Curriculum Director has agreed to offer Professional Development to

district teachers. The center will be available to middle school teachers to sign out

during their planning to create their online lessons. As teachers roll out these new

lessons, the teacher-researcher plans to keep continuous data on students’

performance in French class and will encourage other teachers to keep data as well.

As an aside, the teacher-researcher is so persuaded that this research is

important to education as a whole, has joined a number of national forums on flip

teaching. There is a conference in June 2012 in Chicago, IL where she will present a

workshop on her Action Research, Action Plan, and demonstration of the

methodology used to create effective lessons. (http://flipped-learning.com/?

page_id=5) In this way, other teachers will be able to move forward in utilizing and

training their peers, so we can see how beneficial this teaching strategy will be.

Mills states “The ultimate payoff for teacher researchers who have stuck with

the action research process, have learned and internalized the action research skills,

and are now committed to action and self-renewal is the belief and knowledge that

those who are the real beneficiaries of your work are the students in your care.

There can be no argument against this powerful and altruistic goal.” (Mills, 2011) (p.

169) This statement rings true on a daily basis, and the aspect of self-renewal is one

that all teachers deserve to experience as they work to be the best they can be for

their students.

Conclusion

Students in a 7th grade French classroom experienced significant

improvement in the areas of homework completion, classroom content engagement,

appropriate in-class behavior, and formal assessments in the areas of grammar and

writing. Student improvement cannot be definitively attributed to this particular

teaching strategy, since some change may be expected when any new strategy is

introduced, however a review of a student engagement video and teacher-

researcher observation notes indicate a high level of engagement and production

from all students. Continued research is recommended and planned by this teacher-

researcher. Flip teaching is a strategy that demands a closer look by all educators.

References

Baker, J.W. (2000). ‘The classroom flip’: using web course management tools to become the guide by the side. In Jack, A. (Ed.) Jacksonville, FL, US, Florida Community College at Jacksonville, 2000, (pp. 9 – 17). Selected Papers from the 11th International

Golub, J.N. (2011). Some engaging ideas about engagement. Voices from the middle, 19(2), 47-48. Retrieved from http://0-proquest.umi.com.lilac. une.edu/pqdweb?did= 2530882881&sid=11Fmt=3&clientid=8421&RQT=309&VName=PQD

Kissau, S., McCullough, H., & Garvey, J. P. (2010). Leveling the playing field: “The effects of online second language instruction on student willingness to communicate in French.” CALICO Journal, 22(2), 277-297. Retrieved from https://calico.org/html/ article_ 793.pdf

Mills, Geoffrey E. (2011). Action research- A Guide for the teacher researcher (4th edition). Upper Saddle River, NJ: Pearson. ISBN 0-13-172276-X

Russo, A. (2011). Salman Khan. Scholastic Administrator, 11(1), 18-19. Retrieved from http://www.nxtbook.com/nxtbooks/scholastic/administrator_2011bts/index. php?startid=18

Sparks, S. D. (2011). Schools 'flip" for lesson model promoted by Khan Academy. Education Week, 31(5), 1-2. Retrieved from http://www.mendeley.com/research/ schools-flip-lesson-model-promoted-khan-academy/

Strayer, J. (2007). The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and flip classroom that used an intelligent tutoring system (Doctoral Dissertation). Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20Jeremy.pdf?osu1189523914

Tenneson, M. & McGlasson, R. (April 20, 2006). The classroom flip [PowerPoint Presentation] Retrieved from www.fontbonne.edu/upload/ TheClassroomFlip.ppt

Thompson, C. (2011) How Khan Academy is changing the rules of education. Wired, 1(1), 1-15. Retrieved from http://www.mendeley.com/research/khan-academy-changing-rules-education/

Yan, J. (2008) Social technology as a new medium in the classroom. The New England Journal of Higher Education, 22(4) 27, 29-30. Retrieved from http://www.eric.ed.gov/PDFS/EJ794242.pdf

Appendices

Appendix A

Student Survey

Appendix B

Appendix C

Appendix D

Appendix E: Assessment (Quiz 3-6)

Appendix F: Writing Assessment

Appendix G: Writing Assessment Scoring Rubric

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Dill annies 2010 poster final

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