Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

The Effects of a Flipped Classroom on Student Engagement and Motivation

The Lone Star High School, which is part of the Frisco Independent School District located in Frisco, Texas is looking for ways to better engage and motivate students in the classroom especially since the COVID-19 pandemic has changed the way teachers teach and students learn. The problem is that Lone Star High School students lack the motivation to learn and stay engaged in the classroom setting. The purpose of this school improvement plan was to research the flipped classroom teaching model and to educate teachers through professional development about the benefits of using the flipped teaching method of instruction as a way to increase student motivation and engagement. The research gathered for the literature review was analyzed based on flipped teaching methods, teachers’ perception of flipped teaching practices, student motivation and achievement, and effective professional development practices. Based on the findings that the flipped classroom teaching methods increase student engagement and motivation a professional development plan was developed for the Lone Star High School teachers

An Action Research Study On The Use Of Flipped Learning In A Spanish As A Foreign Language Class

The present action research evaluated the teacher’s perception and the students’ attitudes and practices over the impact of applying a flipped learning model for a basic Spanish course. Unlike previous studies that have evaluated the model considering students’ perceptions and language performance, this study also considered the teacher in a cyclical process of using the flip model. The intervention consisted of four classes that dealt with grammar topics transferred into tutorial videos and in-class activities to practice the content from the videos. To gain a broader spectrum of the teacher’s perception, this study used questionnaires, and field journals designed to obtain both numerical and non-numerical data from the teacher and the students. Although several inadequacies influenced in the implementation of the flip model, this action research highlighted the process of implementing a new model and the cyclical phases. The results from the study indicated that assignment completion is pivotal for the model to work. Additionally, when the flip model is implemented properly, the role of the teacher is more of a facilitator. The Q&A session suggested by the model helps to discuss and build grammar knowledge in a bidirectional way between students and teacher

Design of Flipped Lessons in the Classroom and Opinions of Teachers with Different Degrees of Experience

The flipped classroom approach has gained significant popularity recently due to its ability to facilitate active learning and leverage technology to enhance student's learning habits. Previous research has explored the benefits and drawbacks of this approach, highlighting its potential to improve student engagement, motivation, and achievement. However, despite the growing interest in flipped classroom approach, more is needed to know about teachers' perceptions of this model and how these perceptions may vary based on years of experience.The current study aims to address this gap in the literature by examining 73 Kindergarten through 12th-grade teachers' perceptions of flipped classroom approach and identifying differences in these perceptions based on years of experience. To this end, the study utilized a survey instrument developed by Gough et al. (2017) to gather data on teachers' attitudes toward flipped classroom approach across five domains, including instructional practices, student considerations, technology use, communication, and practice.By analyzing the survey data, the study identified significant differences in teachers' perceptions of flipped classroom approach based on years of experience. Specifically, teachers with 0-3, 3-5, and more than 5 years of teaching experience had different judgments in instructional practices and student considerations. These findings suggest that teachers' perceptions of flipped classroom approach may be influenced by their experience level and that targeted professional development and training may be necessary to support teachers in adopting this approach effectively.Overall, this study contributes to the literature on flipped classroom approach by shedding light on teachers' perceptions of this model and how these perceptions vary based on years of experience. The findings provide insights into the elements that could enhance the effectiveness of flipped classroom approach, such as differentiation, more videos for specific learners, communication with all parties, and practice. The practical implications of these findings for K12 settings are discussed in the subsequent sections of this article. Keywords: Flipped classroom, teacher perceptions, K12 classrooms, teaching experience DOI: 10.7176/JEP/14-9-05 Publication date:March 31st 202

GENERAL TRENDS OF STUDIES ON FLIPPED CLASSROOM MODEL: BIBLIOMETRIC MAPPING AND CONTENT ANALYSIS

  This study aims to examine the research trends and results of bibliometric mapping analyses of the articles that have been conducted about the Flipped Classroom Model in the field of education in the last ten years. For analysis purposes, 126 articles were accessed from Web of Science for the years between 2010 and 2019. In total, 63 articles were selected from among the articles for bibliometric as well as content analysis. According to the bibliometric analysis the most frequently mentioned keywords are flipped classroom, active learning, and chemical education research, and that many of the articles have focused more on motivation in recent years. The content analysis determines that the variables including not only perception and motivation, but also academic achievement/performance have been the most common topics mentioned in the academic articles. Accordingly, achievement tests, questionnaires and scales have been preferred as data collection tools, and university students appear to have been mostly preferred as a sample group. The quantitative approach has been mostly used as the type of method in the articles in the last decade

Flipped classroom in history learning to improve students’ critical thinking

The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000<0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very suitable to be used and implemented. Hence, learning objectives are achieved so that history learning can run well and optimally