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.
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Adam Vedomske father of Danger Archives
November 2016
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