Two things have helped my understanding of the flipped model and in turn helped me to find studies and fully understand the flipped process. The first is an article by Bill Tucker called The Flipped Classroom. It appeared in Educaton Next and it spoke of the forefathers of flipped teaching. Sometimes educators discover new ways to improve their teaching without even trying. As is the case with Jonathan Bergmann and Aaron Sams. They discovered a new method of teaching that improves teaching by having students become self-directed learners. This came from their desire to have videos of their lectures available for their student who were absent. They would record these lectures and post them online. They started to notice that more students were using the videos then just the absent ones. They then started posting these videos online and started having the students watch it prior to class so they could discuss the things in more detail the next day. Thus, this method was born. The method was called the flipped classroom (2012).
The second is an article called The VOD Couple. Found in T.H.E. Journal by Schaffhauser, D. (2009). This helped me too truely see how flipped teaching was applied in the classroom. And it showed me that the flipped classroom from it’s birth was based on technology. The flipped learning method is a product of 21st century learning. It only came out because of advances that have been made in modern history that has made things so easy to obtain after a few click of some buttons. Flipped learning promotes creativity, again this comes sometimes hand in hand with collaboration. When the students are free to make mistakes and be creative with their work. Flipped learning promotes collaboration. One views the lecture at their convenience then brings their knowledge to the “educational table” and presents to the rest of the class their ideas. Students then are able to communicate and be creative with their ideas and thoughts with partners or larger portions of the class. Their is no time table allotted for the students learning. Students can watch and read as much as they want and go back and do it again and again if they needed. This shows how the flipped classroom promotes critical thinking. The solution Jonathan Bergmann and Aaron Sams gave if their student didn’t have internet or a computer, they burned the lesson onto a DVD and gave them to the students (Schaffhauser, D. 2009). There is no excuse.
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My study design is a mixed methods study. Quantitative data will come from one group pretest/posttest design on text comprehension. Qualitative data will come from a student evaluation of the flipped model. The treatment for the study will be based on reading comprehension. The pretest/posttest will be the same, questioning students’ reading comprehension. After a pretest on a traditional reading assignment, students will use a scaffolded reading guide that has been integrated with technology to help read the text. This piece will take the place of the traditional lecture part of the lesson. The pretest will then be administered. Those scores will be recorded and used as the first part of data. Students will then use the reading guides to collaborate within their groups to expand their comprehension of the story. They will be asked to act out a part of the story to show their content knowledge. This will be graded for comprehension. Then the posttest will be given to see the difference. A self assessment will be given where the students are able to evaluate their own performance in the activity.
So first things first the purpose of this study is to explore approaches that will help my students have higher levels of reading performance in my classroom. The research question is: What is the effect of a flipped learning on student work? I work with kids who struggle every day to just understand what they read.
So of all the research I keep hearing of Jon Bergmann. He has compiled a nice website on the flipped classroom. He asks if anyone knows of studies that show the benefits of using the flipped classroom model. Haha I actually will submit mine once it is done. http://www.jonbergmann.com/research/ I feel Jon's website states best what he is known for. It says "Jon is leading the global flipped learning movement by working with governments, schools, corporations, and schools. He has worked literally all over the world and is the author of seven books including the bestselling book: Flip Your Classroom which has been translated into 10 languages. He is the founder of the global FlipCon conferences which are dynamic engaging events which inspire educators to transform their practice through flipped learning." (http://www.jonbergmann.com/research/) Tell us about the state-of-the-art knowledge related to your question. SInce flipped learning is still relatively new there is a lot of studies being performed about. Also, the more we advance our technology the more flipped learning can become integrated into a class. Our communication keeps getting better and we keep bridging gaps that 50 years ago was unheard of. It really does look brighter for the flipped classroom. Data that was released from the 2015 National Assessment of Educational Progress (NAEP), of the sample who took the assessment the average reading score for eighth-grade students was lower than 2013’s score. (http://nces.ed.gov/nationsreportcard/states/) According to NAEP, 66% of students in the eighth-grade read at or below basic in proficiency. (https://www.nationsreportcard.gov/reading_math_2015/#reading/acl?grade=8) For all populations the data showed either no change or a decrease in reading. (https://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4) If students cannot read, they cannot be proficient in any curriculum. In California reading levels are lower than the national public. Almost 59% of California students receive free and reduced-price meals (http://www.ed-data.org/state/CA). This means that over half the state falls close to or over the poverty line, which relates to few resources for literacy outside of school.
This study took place in the East Bay of San Francisco.. The city is small with big city problems. It has a 51% increase over the national crime index average. In the 2014-2015 school year, the school district had 74.1% students receiving a free/reduced priced meal. In the school for this study for the 2014-2015 school year had 43% Hispanic or Latino and 39.6% Black or African American students. That means that 82.9% of the school’s population had a reading score that decreased from 2013-2015 (https://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4). The school for this study has the most impoverished amount of students. A staggering 92.4% of students receive free and reduced-price meals. Over nine out of ten children live in a family that is either close to or over the poverty line. Haha I really need to know what I need to know. I think I need to come up with a more focused Driving question. Really what is my driving question? Maybe how can I better serve my community with technology without stripping them of their culture. Or maybe how can I become more culturally responsive to their culture and we work together to flip their classroom. My need to know is there a direct relation to how children do homework based on motivation? Or even based on their economy? Can students even learn outside of the classroom? If given the opportunity to use technology (maybe it is a lack of technology?) would a student take advantage of said opportunity to complete assignments outside of classroom. What if it was prearranged the amount of time or work would that effect a child's ability/desire to do homework? What cultural shifts need to take place in order for impoverished students to begin to have a more technologically flipped classroom? There may be something lacking from the class, or is there something those that have already integrated this model have discovered that could make this possible. How does the IRB come into all of this? As an investigator I will be surveying how kids will respond to different types circumstances that may or may not help them to learn and prepare them culturally for a different method of learning. I will see if technology does or does not play a role in their success of completion of this task. My first thoughts about my driving question revolved around a training I had the privilege to participate in over the summer about culturally responsive with our students. In this training it talked about how even if we don't think we have biases we do and much worse we act according to them. This has had a profound effect in my teaching. I have reevaluated almost every action I have made since. So my initial question was based around this.
Since I have started this course I have read a lot and discussed and even heard a lot of things that I have really liked. I work in Vallejo with some of the city's most economically impoverished children. I wouldn't change it for anything. I love those kids. I don't want to take away from them and I want to give them every opportunity to achieve their educational/life goals. I know that there has been discussion already about the overuse of technology in a classroom but, I see that to help prepare my students for the future they need to have these skills that only can be given through the use of computers. Even it is something as simple as using edutyping to learn how to type. So all this leads to my driving question. I really liked and looked into more of the concept of a flipped classroom and how to use this model of letting the students take control of what they are learning and coming back and discussing it or working with the lessons and expanding on them in the classroom. How to bring the flipped classroom model to the economically/technological impoverished children while not diminishing their culture? |
Adam Vedomske father of Danger Archives
November 2016
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