Flipped Classroom Case Study

Flipped Classrooms According to the Flipped Network, “Flipped Learning is a pedagogical approach in which instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”(FLN, 2014). The Flipped Classroom is also known as inverting the classroom, which means that the events that usually take place in this defined by classroom will now take place outside the classroom and vise versa. Teachers can have students use the plethora of technologies to assist the students by having access to lectures, video presentations, and other materials

Teachers flip professional development by watching each other’s videos and learning from each other.

6. Classroom time can be used more effectively and creatively

7. Parents have a window into the coursework

8. Student-achievement is increasing, and so is interest and engagement in higher level math

9. Learning theory supports the new approaches

10. The use of technology is flexible and appropriate for the 21st-century The idea of a flipped classroom originally came about in the 1980s when Eric Mazur developed a computer-based instruction to guide students through the lessons outside of his class. He did this because he felt his students needed him most during the class time (Schultz, 2014). Through time the idea of the flipped classroom has continued to be expanded on. In 2000, Lage, Platt, and Treglia published a study titled “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” This study stated that different learning styles are no longer limited by time constraints or the possible loss of content. According to Lage, Platt, and Treglia, “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom” (Lage, Platt, & Treglia, 2000, p. 32). Lage, Platt, and Treglia wanted to reach students with different learning styles by providing options for the students to use in learning outside of class and to increase their interaction with the students and teacher inside of class

As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning. Thus, we began to record our live lessons using screen capture software. We posted our lectures online so our students could access them. When we did this, YouTube was just getting started and the world of online video was just in its infancy. In all honesty, we recorded our lessons out of selfishness. We were spending inordinate amounts of time re-teaching lessons to students who missed class, and the recorded lectures became our first line of defense.