Five Resources I Used For My Flipped Classroom Research


Five Resources I Used For My Flipped Classroom Research


I have been working on researching ways to use flipped classroom and e-portfolio’s to engage students in higher order thinking skills. My vision with this innovation plan that I am creating is using a adjusted style of flipped classroom to not only engaged every student by allowing them to take ownership in their learning and meeting their learning styles, It goes another step in creating more class time for deeper discussions, labs, projects, and hands on activities that will develop higher order thinking skills. The finishing product in this innovation plan is having students keep e-portfolio’s that will help show their growth as students and their learning. This can be a tool used in assessing their higher order thinking skills and life-long learning that was created by the flipped classroom approach.
Some of the resources I have come across and been using are:
1.      Goodwin and Miller noted some of the benefits in flipped classroom were better student interaction, more opportunities for feedback to students, self-paced learning, more meaningful learning, along with teachers engaging students in a way they understand in today’s environment. That is using technology and video to gather knowledge. They did note that one of the draw backs seems to be the lack of extensive research on flipped classroom.

Goodwin, B. and Miller K. (2013). Research says: evidence on flipped classroom is
still coming in. Retrieved from: http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

2.      I found a unique research and survey that was done in Hong Kong that was trying to answer if flipping your classroom led to higher order thinking skills. This was exactly helping me find answers to what I was trying to set up in my classroom. Students did feel more engaged and felt more class support from the teacher. They also found the lesson’s more interesting and involving. It did allow them to be more engaged in higher order thinking skills depending on the lesson activity and how the flipped classroom approach was handled.

Lee, K. and Lai, Y. (2017). Facilitating higher-order thinking with the flipped classroommodel: a student teacher’s experience in a Hong Kong secondary school. Retrieved from: https://telrp.springeropen.com/articles/10.1186/s41039-017-0048-6

3.      I found some research that went into flipped classroom and if it works that I found very helpful. One part of the paper went into the key elements of the flipped classroom. Those four key elements that were listed and the author went into were, provide an opportunity for students to fain first exposure prior to class, provide an incentive for students to prepare for class, provide a mechanism to access student understanding, and to provide in class activities that focus on higher level cognitive activities.

Brame, C. (2013). Flipping the classroom. Retrirved from:
https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

4.       It was noted how students become active agents or take ownership in their learning when teachers use a flipped classroom approach. Students typically just regurgitate information that is presented during class time in the traditional classroom. Flipping your classroom allows students to learn the content at home while coming to school and being engaged in activities that develops those concepts learned before at home into higher order activities at school that connect the concept to real world situations. 

      Demski, J. (2013). 6 Expert tips for flipping the classroom. Retrieved from: https://campustechnology.com/articles/2013/01/23/6-expert-tips-for-flipping-the-classroom.aspx

5.      University of Texas has a great website that is geared to everything you may want to know about flipping a classroom and had some great articles that went over several key points. Some of those were identifying where the flipped classroom model makes the most sense for your class, how to spend class time engaging students in activities that give them feedback, clarifying connections between the inside and outside class learning, what materials are needed for students to acquire your class content, and how to extend learning beyond your class through individual and collaborative practices. One thing pointed out that I need to keep in mind when using the flipped classroom approach is to begin with the end in mind. In other words you need to establish what do you want your students to be able to do or get out of the lesson and that the flipped classroom approach is a tool that you gather information about what your students already know and don’t know prior to class time.

      Faculty Innovation Center. (2019). Flipped classroom. University of Texas Retrieved from: https://facultyinnovate.utexas.edu/flipped-classroom

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