Other Flipping Resources
KhanAcademy
BrightStorm
Math with McCarthy
YouTube Links for flipping the classroom and using Camtasia
Camtasia help guides
BrightStorm
Math with McCarthy
YouTube Links for flipping the classroom and using Camtasia
Camtasia help guides
Academic Articles
Garver, M. S., & Roberts, B. A. (2013). Flipping & Clicking Your Way to Higher-Order Learning. Marketing Education Review, 23(1), 17-22.
This article discusses the implementation of flipping the classroom and using clickers during class time. Increased engagement is discussed in this article as well as the ability to reach the two highest level of Bloom’s taxonomy (synthesis and evaluation) more frequently through flipping the classroom. “A major benefit of this method is that now the entire class period can be used to do hands on, active learning exercises.” The additional time devoted to hands-on and active learning exercises creates more opportunity for synthesis and evaluation to occur. In the market research class this article evaluates, test scores improved.
Emphasized throughout the article is the need for “time, strategic planning, and detailed execution.” In this particular class, “all the the podcasts [were] developed prior to the start of the semester, assigned as pre-class homework, and watched by students as a way to prepare them for the upcoming classroom activities and discussion.” This backward design approach ensures that the video lessons and in class activities match to create the best outcome. “Flipping and clicking allows every level of Bloom’s taxonomy of learning to be reached, yet over 90% of class time is devoted to the top two levels.”
This article demonstrates the importance of planning your lessons with pedagogy in mind. What do you want to accomplish by using this form of technology? How will using this form of technology enhance the lesson and create more learning opportunities? When implemented properly - with end goals and objectives in mind - flipping the classroom is a powerful tool for both student and teacher.
This article discusses the implementation of flipping the classroom and using clickers during class time. Increased engagement is discussed in this article as well as the ability to reach the two highest level of Bloom’s taxonomy (synthesis and evaluation) more frequently through flipping the classroom. “A major benefit of this method is that now the entire class period can be used to do hands on, active learning exercises.” The additional time devoted to hands-on and active learning exercises creates more opportunity for synthesis and evaluation to occur. In the market research class this article evaluates, test scores improved.
Emphasized throughout the article is the need for “time, strategic planning, and detailed execution.” In this particular class, “all the the podcasts [were] developed prior to the start of the semester, assigned as pre-class homework, and watched by students as a way to prepare them for the upcoming classroom activities and discussion.” This backward design approach ensures that the video lessons and in class activities match to create the best outcome. “Flipping and clicking allows every level of Bloom’s taxonomy of learning to be reached, yet over 90% of class time is devoted to the top two levels.”
This article demonstrates the importance of planning your lessons with pedagogy in mind. What do you want to accomplish by using this form of technology? How will using this form of technology enhance the lesson and create more learning opportunities? When implemented properly - with end goals and objectives in mind - flipping the classroom is a powerful tool for both student and teacher.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1348257211?accountid=12598
The Herreid article describes 13 benefits and 2 drawbacks for using the flipped classroom, both of which he gives solutions for. Two of the benefits which are the most interesting are that class time is used more effectively and creatively, and that achievement, interest, and engagement are increased. He uses the case studies to demonstrate to support where each of the 13 benefits came from.. For the future of flipping the classroom, he prescribes finding quality videos and standardizing the format and sharing of the teacher-made videos.
This article gave a few jumping off points for finding interesting studies. The benefits of flipping could have been narrowed down because there was a lot of them. I was attracted to the article because they mentioned Camtasia, but that is all they did, mention it as one of the possible piece of software to edit video.
I will be using this article as a reference and I will be following through on some of the cited sources to see where they lead.
The Herreid article describes 13 benefits and 2 drawbacks for using the flipped classroom, both of which he gives solutions for. Two of the benefits which are the most interesting are that class time is used more effectively and creatively, and that achievement, interest, and engagement are increased. He uses the case studies to demonstrate to support where each of the 13 benefits came from.. For the future of flipping the classroom, he prescribes finding quality videos and standardizing the format and sharing of the teacher-made videos.
This article gave a few jumping off points for finding interesting studies. The benefits of flipping could have been narrowed down because there was a lot of them. I was attracted to the article because they mentioned Camtasia, but that is all they did, mention it as one of the possible piece of software to edit video.
I will be using this article as a reference and I will be following through on some of the cited sources to see where they lead.
Parslow, G. R. (2012). Commentary: The khan academy and the day-night flipped classroom. Biochemistry and Molecular Biology Education, 40(5), 337-338. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1314330334?accountid=12598
This article focuses on the idea of the flipped classroom from the perspective of the values embodied by the Khan Academy. The focus of this article was also on the idea that focusing on things such as age or grade will not give students the best opportunity to learn, instead stifle that learning. According to Khan flipped classrooms allow for teachers to teach and reach all of their students regardless of their perceived ability, whereas traditional teaching forces teachers to teach to the middle. Essentially, flipping the classroom allows for me differentiation and teachers meeting their students at their various levels. Additionally, the article references Khan’s flipped classroom approach as having “the potential to revolutionize education.”
Change is inevitable and change in education is something that is ever evolving. According to the article, "The Khan approach has been led from outside the teaching profession and that is why it may be the revolution that professional educators did not see coming." So, there are often times in which change coming from outside of the teaching profession is criticized; however, the need to have multiple perspectives force the necessary change to occur. Constructing a flipped classroom can not be one dimensional, it has to be multi-perspective and open ways to new outlets. This article focuses on how much the flipped classroom will bring forth this evolutionary change and how doing things the same way every time will not foster positive learning environments for students in the digital world and era. The article referenced the idea that "[...] the failure of many innovative teaching approaches [were] because students were not in sympathy with the approach, (Parslow, 2012)." Flipping the classroom is student centered and focused and the Khan approach embodies that student centered learning environment.
This article focuses on the idea of the flipped classroom from the perspective of the values embodied by the Khan Academy. The focus of this article was also on the idea that focusing on things such as age or grade will not give students the best opportunity to learn, instead stifle that learning. According to Khan flipped classrooms allow for teachers to teach and reach all of their students regardless of their perceived ability, whereas traditional teaching forces teachers to teach to the middle. Essentially, flipping the classroom allows for me differentiation and teachers meeting their students at their various levels. Additionally, the article references Khan’s flipped classroom approach as having “the potential to revolutionize education.”
Change is inevitable and change in education is something that is ever evolving. According to the article, "The Khan approach has been led from outside the teaching profession and that is why it may be the revolution that professional educators did not see coming." So, there are often times in which change coming from outside of the teaching profession is criticized; however, the need to have multiple perspectives force the necessary change to occur. Constructing a flipped classroom can not be one dimensional, it has to be multi-perspective and open ways to new outlets. This article focuses on how much the flipped classroom will bring forth this evolutionary change and how doing things the same way every time will not foster positive learning environments for students in the digital world and era. The article referenced the idea that "[...] the failure of many innovative teaching approaches [were] because students were not in sympathy with the approach, (Parslow, 2012)." Flipping the classroom is student centered and focused and the Khan approach embodies that student centered learning environment.