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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.
1
Impact of Flip Teaching
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.
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Impact of Flip Teaching
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
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Impact of Flip Teaching
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
4
Impact of Flip Teaching
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
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Impact of Flip Teaching
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
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Impact of Flip Teaching
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
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Impact of Flip Teaching
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
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Impact of Flip Teaching
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/
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Impact of Flip Teaching
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
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Impact of Flip Teaching
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)
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Impact of Flip Teaching
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
hand.
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
12
Impact of Flip Teaching
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-
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Impact of Flip Teaching
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.
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Impact of Flip Teaching
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)
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Impact of Flip Teaching
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
16
Impact of Flip Teaching
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
17
Impact of Flip Teaching
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
18
Impact of Flip Teaching
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.
19
Impact of Flip Teaching
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.
20
Impact of Flip Teaching
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,
21
Impact of Flip Teaching
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
22
Impact of Flip Teaching
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)
23
Impact of Flip Teaching
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
24
Impact of Flip Teaching
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
25
Impact of Flip Teaching
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%
26
Impact of Flip Teaching
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
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Impact of Flip Teaching
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
81.5%
Experimental Group F 78%11.6089σ
80% 88%=10.5389σ
90%
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
28
Impact of Flip Teaching
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
88%
Experimental Group F 87.3%%=9.5529σ
89% 92%=7.5150σ
96%
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
29
Impact of Flip Teaching
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
30
Impact of Flip Teaching
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
31
Impact of Flip Teaching
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
32
Impact of Flip Teaching
reviewed. Students’ behavior problems decreased while their homework
participation increased as follows in Figure 3.
Figure 3
Group B Group F
-80%
-60%
-40%
-20%
0%
20%
40%
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
33
Impact of Flip Teaching
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
34
Impact of Flip Teaching
Group B Group F
-4
-2
0
2
4
6
8
10
12
14
Change in scores of Summative As-sessments
Per
cen
tage
ch
ange
from
1st
to
2n
d A
sses
smen
t
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:
35
Impact of Flip Teaching
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
36
Impact of Flip Teaching
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.
37
Impact of Flip Teaching
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
38
Impact of Flip Teaching
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.
39
Impact of Flip Teaching
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
40
Impact of Flip Teaching
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.
41
Impact of Flip Teaching
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
42
Impact of Flip Teaching
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
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Impact of Flip Teaching
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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
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Mills, Geoffrey E. (2011). Action research- A Guide for the teacher researcher (4th edition). Upper Saddle River, NJ: Pearson. ISBN 0-13-172276-X
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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
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Appendices
Appendix A
Student Survey
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Impact of Flip Teaching
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Impact of Flip Teaching
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Impact of Flip Teaching
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Impact of Flip Teaching
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Impact of Flip Teaching
Appendix B
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Impact of Flip Teaching
Appendix C
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Impact of Flip Teaching
Appendix D
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Impact of Flip Teaching
Appendix E: Assessment (Quiz 3-6)
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Impact of Flip Teaching
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Impact of Flip Teaching
Appendix F: Writing Assessment
Appendix G: Writing Assessment Scoring Rubric
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