Sample Outline (A 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 i. In a 5th grade classroom that experimented with video-assisted instruction at home, surveys showed students at lower levels were able to rewatch videos at their own pace (Mayes, 2010). ii. In a student of 8th grade girl students in mathematics, pre and post tests, showed that students benefit from independent procedural drills as when they work in groups, they often divide up the tasks leading to students missing out on essential practice (Mullins and Spada, 2010). 1. Critique-study only of girls iii. From interview of secondary teacher using MIT videos whose class is highly populated with ELL students states that video lectures watched at home allow students that struggle with language to pause, rewind and review without fear of embarrassment (Cavanagh, 2008). iv. Kahn, the founder of Kahn Academy, which supports the flipped classroom model of teacher, began creating videos because his niece needed help in mathematics. He initially instructed her live, but she requested videos so she could review parts of the video that were unclear at her own pace. Khan states he realizes the importance of remediation (reviewing the same concept until you master it) and the helpfulness of being able to do this in private to avoid embarrassment (Thompson, 2011). v. Traditional classroom interactions are also flipped. Typically, the most outgoing and engaged students ask questions, while struggling students may act out. Bergmann notes that he now spends more time with struggling students, who no longer give up on homework, but work through challenging problem s in class (Tucker, 2012). b. Benefits of having increased time in class for collaboration and group work to improve conceptual understanding i. Research on 8th grade girls in mathematics, pre and post tests, showed that collaborative working improves students conceptual I.

understanding because students confer and discuss the conceptual task at hand (Mullins and Spada, 2010). ii. The flipped classroom frees up time in school for creative activities and deeper, more abstract thinking (Thompson, 2011). iii. A study of 6th graders mathematics conceptual understanding showed that 1. Students working in groups of three would outperform students working independently on math problem solving 2. Students who first worked collaboratively in a group of three would perform better on a follow up transfer problem than students who first worked independently (Barron, 2000). a. Critique-student done on high performing students iv. In a college level, into stats course, a teacher split his class into traditional and flipped to monitor the results. Observational methods were used to draw conclusions. Student surveys showed that students preferred and experience more innovation and cooperation in their classroom in the flipped over the traditional classroom (Strayer, 2007). v. The University of Michigan has flipped mathematics courses since the 1990s. In 2009, research on conceptual understanding in mathematics showed that students in the flipped courses showed gains at about twice the rate of those students in traditional classroom at other institutions that took the same inventory. (Barrett, 2012).. 1. Critique-Exams given at different institutions-may be differences in curriculum covered. c. Benefit to Parents i. Study conducted on 35 5th graders in which students had video assisted instruction of math lectures at home. 65.7% of parents found videos helpful in their own learning and in enabling them to help their students with their homework. A previous problem was that parents would explain math differently than teacher, leading to student confusion (Mayes, 2010). ii. Interviews from the above study showed the videos improved relations between parents and teacher (Mayes, 2010). iii. Parents able to help students stay on track when they missed school by watching the videos (Mayes, 2010). d. Benefit of teacher one-on-one, differentiated instruction to students i. Students given one-on-one instruction consistently achieve two standard deviations higher than peers remaining in a standard classroom. This means that a students that a student in approximately the 50 percentile can jump up to the 98th percentile. A flipped classroom allows for one-on-one, teacher differentiated instruction for struggling students (Thompson, 2011).

ii. Two experienced high school science teachers who flipped their classrooms stated that the flipped classroom increases teacher to student and student-to-student interactions. The teacher is able to give mini-lessons when the students need it, the best form of education as it is just in time instruction (Bergmann and Sams, 2011). iii. I now have time to work individually with students. I talk to every student in every classroom every day (Tucker, 2012) iv. Mr. Wieman, of Harvard, states that the professor is more like a coach. A good coach figures out what makes a great athlete and what practice helps you achieve that. They motivate the learner to put out intense effort, and they provide expert feedback thats very timely.(Barrett, 2012). e. Benefit of student increased motivation i. Study of 5th grade classroom with video-assisted instruction showed that 7.5% of students were motivated to work ahead in math class when videos were posted early. This created an energy of peer challenge and motivation. Also surveys showed 87.5% of students liked the math videos and 65.7% of the students utilized the videos when they became stuck (Mayes, 2010). ii. MIT began posting educational lecture videos online and soon found a high demand from high school students and teachers. This has lead to MIT increasing their focus on meeting the secondary need. Many students learn better from videos than textbooks. Demand for such material shows that education is moving in the direction of being supported by technology which supports the flipped classroom model. The MIT secondary site has had approximately 100,000 visitors in the first nine months of launching (Cavanagh, 2008). iii. When UA took math lectures/work online, they offered optional lectures for students to attend, but students preferred working online at their own pace and few attended math lectures (Witkowsky, 2010). iv. Two experienced high school science teachers state that the flipped classroom changes student motivation from being on task completion to being on learning (Bergmann and Sams, 2011). v. Bergmann states that flipping the classroom has led to better relationships, greater student engagement and higher levels of motivation (Tucker, 2012). f. Benefit of student growth and increased accountability i. A study of a fifth grade math classroom that was flipped using Kahn Acadmey showed student improvement-at midyear, 13% of students were classified as average or lower in mathematics, after flipping the classroom, only 3% were classified in this way (Thompson, 2011).

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ii. A flipped classroom aligns with Mastery learning (Thompson, 2011). iii. The University of Alabama (UA) decided to put math classes online supported by technology with optional lecture halls. Results were that prior to online math, less than 50% of students earned a C- or better in the fall of 1999. After going online, seven years later 73.8% of students earned C- or better in fall 2006. UA is adapting its online programs to align more with the flipped classroom concept in that they are requiring students to attend lecture once a week to review lectures and work collaboratively (Witkowsky, 2008). iv. 7th grade remedial math students who were put in a flipped classroom utilizing Kahn Academy-initially only 23% of the students were proficient on the state mathematics test, after the first year, the proficiency rate increased to more than 40% (Sparks, 2011). v. Middle school Algebra students using Ipads and video learning showed a 78% score of proficient or advanced compared to their peers in a traditional class that showed a 59% scores of proficient of advanced (Houghton Mifflin Harcourt, 2011) 1. May be biased as published by publisher of Ipad software. Summary of Critiques a. Access and knowledge of necessary technology i. Flipping the classroom is highly reliant on the use of technology and will be difficult to implement in a school that lacks technological infrastructure (Sparks, 2011). b. Student /parent feelings of disorganization and lack of structure in a flipped classroom, dislike the flipped classroom i. Surveys of students in a computer-aided classroom of remedial college Algebra class showed that students felt the computer aided classroom was disorganized (Moosavi , 2010). ii. Parents concerned/upset by math classes going online at UA (Witkowsky, 2008). iii. Students in flipped college Intro to Stats course were less satisfied with how the structure of the class oriented them to the learning tasks in the courses. The analysis showed that the variety of learning activities in the flip classroom contributed to an unsettledness among students (a feeling of being lost) that students in the traditional classroom did not experience (Strayer, 2007). iv. At Harvard, students in a flipped classroom show about half as positive of a review as that of a traditional classroom (Barrett, 2012). c. Students perform better in traditional classroom i. In a study of a remedial algebra class in college, students performed better in a traditional lecture class than in two

computer-aided instructional methods-MyMathLab and Thinkwell (Moosavi, 2010) 1. Critique-scoring was done differently in the tradition versus computer-aided courses-computer-aided classes awarded attendance points whereas the traditional class did not. 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.) ii. 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. iii. 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). iv. Videos must be made carefully, thoughtfully and strategically to support student independent learning at home via the videos. v. Teachers should act as coaches-make thoughtful notes and guide students individually to meet their needs. vi. Flipping the classroom is especially beneficial to ELL students, students with high absentee rates and struggling students. vii. The teacher of a flipped classroom should focus on student motivation towards learning, not task completion. viii. For the flipped classroom to be successful, students must have access and knowledge of the technology being used. ix. At QSI, make sure the flipped classroom, aligns with the Mastery Learning Approach. This is very doable; the two compliment each other. x. 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. xi. The teacher must decide how he/she will approach students motivated to work ahead. xii. If a whole school or department decides to flip the courses, teachers should engage in ongoing training. xiii. 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.