Sample Outline (B Level) Introduction Discuss scope and sequence of paper THESIS: Research on the benefits and drawback

on the flipped mathematics classroom suggests clear implications for how educators can best utilize a flipped classroom to increase student learning in mathematics. A. description of flipping the classroom B. Support for the flipped classroom C. Opposition for the flipped classroom D. implications based on research mentioned II. Summary of Benefits of the Flipped Classroom a. Benefit to ELL students, struggling students and students with high absentee rates and the importance of independent procedural math drilling b. Benefits of having increased time in class for collaboration and group work to improve conceptual understanding c. Benefit to Parents d. Benefit of teacher one-on-one, differentiated instruction to students e. Benefit of student increased motivation f. Benefit of student growth and increased accountability III. Summary of Critiques a. Access and knowledge of necessary technology b. Student /parent feelings of disorganization and lack of structure in a flipped classroom, dislike the flipped classroom c. Students perform better in traditional classroom IV. Implications for practice (This is the analysis part and is VERY important because it sets you apart. It is the difference between regurgitating facts and applying critical thinking skills to make the paper uniquely your own. Every thought must be backed up by evidence communicated previously in the paper.) i. One of the biggest complaints of the flipped classroom is a feeling of disorganization from students regarding the course structure. It is important that the teacher structures the course effectively and communicates the requirements clearly to students. ii. Classwork done in groups needs to be focused on conceptual understanding. This benefits students. Procedural, drill work in mathematics must be done independently (ideally at home). iii. Videos must be made carefully, thoughtfully and strategically to support student independent learning at home via the videos. iv. Teachers should act as coaches-make thoughtful notes and guide students individually to meet their needs. v. Flipping the classroom is especially beneficial to ELL students, students with high absentee rates and struggling students. vi. The teacher of a flipped classroom should focus on student motivation towards learning, not task completion. vii. For the flipped classroom to be successful, students must have access and knowledge of the technology being used. I.

viii. At QSI, make sure the flipped classroom, aligns with the Mastery Learning Approach. This is very doable; the two compliment each other. ix. There are lots of resources available to support the flipped classroom. The teacher should utilize their own videos and also seek support material such as MITs Courseware and Kahn Academy. x. The teacher must decide how he/she will approach students motivated to work ahead. xi. If a whole school or department decides to flip the courses, teachers should engage in ongoing training. xii. Parents should be informed of the technology available to students and the setup of the flipped classroom so that they can support their student at home. V. References Barrett, D. (2012). How flipping' the classroom can improve the traditional lecture. Chronicle of Higher Education; 2/24/2012, Vol. 58 Issue 25, pA16-A18, 3p.

Barron, B. (2000). Problem solving in video-based microworlds: collaborative and individual outcomes of high-achieving sixth-grade students. Journal of Eduational Psychology 92.9, 291-398. Bergmann, J. and Sams, A. (2011). How the flipped classroom is radically transforming learning. The Daily Riff 1/12/2011 Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radicallytransforming-learning-536.php. Cavanagh, S. MIT orients course materials online to K-12. Education Week; February 2008, Vol. 27, Issue 22, Pages 1,13. Houghton Mifflin Harcourt Publishing Company. (2011). HMH Fuse Algebra 1: Results of a year long Algebra pilot in Riverside, CA. Retrieved from http://www.hmheducation.com/fuse/pdf/hmh-fuse-riverside-whitepaper.pdf. July 28, 2012.

Mayes, D. R. (2010). Effect of video assisted instruction on parent, teacher and student perceptions of a quality 5th grade math program. ProQuest Dissertations and Theses; 2010; ProQuest Dissertations & Theses (PQDT).

Moosavi, S. A. (2010). A comparison of two computer-aided instruction methods with traditional instruction in freshmen college mathematics classes. ProQuest LLC. Mullins, D., Rummell, N. & Spada, H. 2011. Are two heads always better than one? Differential effects of collaboration on students computer-supported learning in mathematics. International Society of the Learning Sciences, Inc.; Springer Science+Business Media, LLC.

Sparks, S. (2011). Schools 'flip' for lesson model promoted by Khan Academy. Education Week; 9/28/2011, Vol. 31 Issue 5, p1-14, 2p.

Strayer, J. F. (2007). The Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in a Traditional Classroom and a Flip Classroom that Used an Intelligent Tutoring System. Jeremy F. Strayer, The Ohio State University. Thompson, C. (2011). How Kahn academy is changing the rules of education. Extreme Science, Retrieved from http://inside.collin.edu/iro/pdata/pdf/articles/Wired_20118%20HowKhanAcademyIsChangingtheRulesofEducation.pdf. Tucker B. (2012). The Flipped Classroom. Education Next; Winter 2012, Vol. 12 Issue 1, p8283, 2p.

Witkowsky,K. (2008). Increasing learning and decreasing costs through technology: The University of Alabama Story. Change 40.2 (Mar/Apr2008):33-37.