Measurement Strategy
&
Connecting and Communicating Your Ideas
Outline-In the first steps of an Action Research Plan the topic must be identified and narrowed down in scope. Information must be gathered.
Name: Amanda Hamilton
EDLD 5315
Week 2 Outline Assignment
What is the topic of your action research?
For my research topic, I have chosen a topic that has been on my heart and going through my mind for the past year. I was first introduced to the idea of a flipped classroom last fall and haven’t been able to get it out of my mind. We are currently running a double block schedule, but next year we will move to a single block. This is the perfect time to test out the effectiveness of this classroom model as we are having to learn how to fit all of the content into a shorter amount of time. I am hopeful to receive administrative support now that there is a more pressing necessity to make best use of instructional time.
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What is the purpose of your study
This action research will examine whether or not a flipped classroom structured for instruction outside of class and practice, play, and student led learning in the classroom will increase more on MAP than a classroom that follows a traditional instruction in the classroom and homework outside of the classroom approach.
What is your research question?
Does a flipped 6th grade math class’ grow more on their MAP score between fall and winter testing than a class with a traditional classroom model?
What is your research design (Qualitative, Quantitative, or Mixed Methods)
Quantitative
Why did you choose this design
I chose to use quantitative as the research design for my question because MAP tests are administered by all teachers and are already designed to measure growth.
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What data will be collected?
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2022 Fall MAP Scores
- 2022 Winter MAP Scores
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What types of measurements will you use?
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2022 MAP results
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What is the focus of your lit review?
- The focus of my literature review will be looking at the details of flipping instruction in the classroom. I specifically want to look at the logistics of doing this and the opportunities that open up during classroom time with instruction taking place outside of classroom time.
Literature Review-During the stages of an Action Research Plan, reviewing the literature is next and it is a very crucial step in the process. It is important to see what data others have found before you begin developing and implementing your plan.
The Effects of a Flipped Classroom Model on the Middle School Mathematics Classroom
Amanda Hamilton
Lamar University Student
Abstract
This paper reviews the work presented and explained in 15 different online articles regarding the flipped classroom model. The articles seek to explain what a flipped classroom model might look like and how to achieve this model in one’s own classroom. In addition to this, the articles seek to define and explain the positive effects of a flipped classroom model on learning. The articles also clearly define the limitations of the flipped classroom model. While not all flipped classroom models look exactly the same, the articles are in agreement that the flipped classroom model is a break away from the traditional sit and lecture during class then receive a homework assignment for a grade. The intention of the research is to focus on the effects of a flipped classroom model on the depth of learning in a middle school mathematics classroom. Studies pertaining to high school mathematics classrooms are included as little research has been done in middle school classrooms in regards to flipped classrooms.
Keywords: flipped classroom model, mathematics, secondary classroom
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The Effects of a Flipped Classroom Model on the Middle School Mathematics Classroom
As the world around us changes with the advancement of technology, so do we and so do the youth we educate. It is imperative for the progression of education that as we as a culture and society grow and evolve so does the education system. There was a time when a young person might have a question with little means of answering that question. There was a time when the school house held the most educated person in town with the most knowledge available to a student. Those days have passed and our youth now walk around with a device in their back pocket that can share more information with them in moments than years of studying our Encyclopedia Britannicas when we were young could have ever taught us. This has created the means for every student to become a teacher, not only for themselves, but for their peers. This begs the question, if a student can search, access, learn and share in moments from a hand held device, what need is there, or should there be for a 50 minute “sit quietly in your seat and listen” lecture? Here is where we introduce the idea of a flipped classroom model, one that shys away from a class period lecture and independent homework and shifts toward a few minutes of video guided instruction at home, freeing up time for targeted, collaborative, and self-directed instruction during class time. We seek to understand the effects this new model has on student learning in a middle mathematics classroom.
Literature Review
According to Bhagat (2016), the use of technology in the math classroom is being recommended as technology advances . One way of implementing technology in the math classroom is through the flipped classroom. According to Smith (2017, p.20), “The flipped classroom is defined as a transition of classroom lecturing to assigned homework and the use of class time for face-to-face interactive learning”. The idea came about in 2007 when Jonathan Bergmann and Aaron Sams needed a way to provide instruction for students unable to attend their class. Tucker (2012) shares that with Bergmann and Sams’ flipped model, online material was used to review instructional lessons and the classroom was used to engage in active learning such as solving problems, extensions, and collaborative learning activities. Milman (2012) points out that blended learning seemed a natural fit for math as some math exercises can be procedural and followed step by step. As this idea of using technology in a flipped classroom model took hold, more and more advantages became evident. One such advantage that Bergmann (2012) wrote about is that the model transformed the role of the instructor in the classroom. This change in teacher role is also addressed by Miller (2012, p. 1) in his blog post stating, “it fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage.”” However, it should not be misunderstood that teachers leading a flipped classroom have less responsibility. “Not only are teachers who use a flipped classroom model responsible for delivering the traditional lecture, as any other teacher is, but they are challenged and required to create meaningful, critical thinking activities to deepen students’ understanding” (Brown, 2016, p. 8). As the instruction becomes more advanced in higher education, special attention must be placed on the organization and instructional design of the flipped model. (Long et al., 2016, as cited in Hall, 2020).
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This brings us to our next benefit, differentiated, student-centered learning. The flipped classroom model opened up classroom time not only for critical thinking and extension activities, but also for differentiated instruction at all levels to address varied student needs. (Brown, 2016). The flipped classroom model also creates autonomy and differentiated instruction because it “promotes personalized learning as students can pause, re-wind and rewatch the online video at their own pace - one of the major, evidence-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest” (Gerstein, 2011, as cited in Danker, 2015, p. 175). Miller (2012) points out in his blog post that the flipped classroom model also, “helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.”.
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Finally, the research indicates that another advantage to the flipped classroom model is that students in such an environment, no doubt largely due to the aforementioned advantages, perform better. Chen (2021, p. 6) writes that when “comparing learning outcomes with traditional teaching, most previous reviews indicate that the flipped classroom approach can improve student performance.” This is supported in several studies. For example, in a study performed by Zummo (2020, p. 1) of students in a flipped classroom, “average gains from pretest to post-test were significantly higher for flipped students”. Similar findings resulted from a comparative study done by Jdaitawi (2019, p. 665) revealing “the results based on ANOVA analysis reported that students in flipped classroom had shown significantly higher level of self-regulation and social connectedness compared to students in the traditional group”. Another study performed by Casem (2016, p.37) revealed an experimental flipped classroom and a control traditional classroom showed that “comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group”.
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Discussion
Most studies on flipped classrooms take place in secondary or higher education settings. This is likely due to the technology component and the general lack of homework over all for elementary students. There are little to no negative effects reported for flipped classrooms, but not everyone finds them to be beneficial enough to outweigh the extra work that must go into their creation.
Limitations of these studies
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While there are some great advantages to the flipped classroom model, there are also some limitations including student opinion of the structure and technology limitations. Clark (2015, p. 95) shares “in two different college level introductory statistics courses, showed the flipped classroom students were less satisfied with how the structure of the classroom oriented them to the learning tasks in the course.”. Newman (2016, p. 52) shares in regards to technological limitations for the flipped model that “while knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.”.
Conclusions and Future Study
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In 2015, Clark shared that “research on the flipped model of instruction is in its early stages” (2015). The controlled studies I read about took place after that time so I believe that studies on the flipped classroom model continue and thus continue to educate us on the model. Most of the research takes place in higher level classrooms. A deeper look needs to be taken at the effects of the flipped classroom model on middle school classrooms. As mentioned previously, technology has become a key and central focus in the lives of our young people beginning earlier and earlier. The sooner we can begin creating classrooms geared to the way their minds are learning in this current culture, the sooner we can increase the academic performance of our students.
References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every
class every day. International society for technology in education.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom
on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
Brown, B. A. (2016). Understanding the flipped classroom: Types, uses and reactions to
a modern and evolving pedagogy.
Casem, R. Q. (2016). Effects of Flipped Instruction on the Performance and Attitude of
High School Students in Mathematics. European Journal of STEM Education,
1(2), 37-44.
Chen, H. R., & Hsu, W. C. (2021). Do Flipped Learning and Adaptive Instruction Improve
Student Learning Outcome? A Case Study of a Computer Programming Course
in Taiwan. Frontiers in Psychology, 12, 768183-768183.
Clark, K. R. (2015). The effects of the flipped model of instruction on student
engagement and performance in the secondary mathematics classroom. Journal
of Educators online, 12(1), 91-115.
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large
classrooms. IAFOR Journal of Education, 3(1), 171-186.
Hall, J. A., & Lei, J. (2020). Conceptualization and application of a model for flipped
instruction: A design case within teacher education. Research Issues in
Contemporary Education, 5(2), 24-54.
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning
outcomes. International Journal of Instruction, 12(3), 665-680.
Miller, A. (2022). 5 Best Practices for a Flipped Classroom: Flipping is only a start.
https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be
used?. Distance learning, 9(3), 85.
Newman, G., Kim, J. H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived
effects of flipped teaching on knowledge acquisition. Journal of Effective
Teaching, 16(1), 52-71.
Smith, C. E. (2017). The flipped classroom: Benefits of student-led learning. Nursing \
2022, 47(4), 20-22.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Zummo, L. M., & Brown, B. A. (2020). The Human Limitations of Flipped Science
Instruction: Exploring Students Learning and Perceptions of Flipped Teaching.
International Technology and Education Journal, 4(1), 1-14.
Action Plan-The Action plan brings all of your research together and organizes it. Here is where you will have all of your information in one place from your beginning research to a detailed plan of implementation. Furthermore, this is also where you will document later steps including analyzing, sharing, and reflecting.
Benefits of a Flipped 6th Grade Mathematics Classroom
Amanda Hamilton
EDLD 5315
Lamar University
Benefits of a Flipped 6th Grade Mathematics Classroom
For my research topic, I have chosen a topic that has been on my heart and going through my mind for the past year. I was first introduced to the idea of a flipped classroom last fall and haven’t been able to get it out of my mind. We are currently running a double block schedule, but next year we will move to a single block. This is the perfect time to test out the effectiveness of this classroom model as we are having to learn how to fit all of the content into a shorter amount of time. I am hopeful to receive administrative support now that there is a more pressing necessity to make best use of instructional time.
Fundamental Research Question
What benefits are there for a flipped 6th grade math class compared to a traditional classroom instruction model? Whenever a new method, model, or theory is presented to the education world, it must be questioned. Sometimes the way we are doing things works, but perhaps could be better. It is important to know before changing a classroom structure, whether or not it is beneficial. This action research will examine whether or not a flipped classroom structured for instruction outside of class and practice, play, and student led learning in the classroom will increase more on MAP than a classroom that follows a traditional instruction in the classroom and homework outside of the classroom approach.
Summary of the Literature Review
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The results of my literature review showed that there is still much room for research in this field. I would have liked to see more research done in mathematics classrooms as the research did indicate that math classes are particularly well designed to support this model. The research that has been completed regarding flipped classrooms showed consistent results as well as drawbacks.
There were two primary drawbacks to the flipped classroom model. The first and primary issue is that similarly to the traditional model, there is no guarantee that students will complete outside of classroom assignments. The second issue is the availability of technological devices. Although a student may be willing to complete the assignment, if they do not have a device available at home, the assignment will remain incomplete.
On the positive side, this structure consistently creates opportunities for better use of class time. The freedom to learn from hands-on activities creates learner autonomy and student ownership in regards to their work. Students who are permitted to learn in a flipped model classroom have more opportunities to learn at their own pace as well as collaboratively.
Study Information
Research Design
This action research will examine quantitative data to learn whether or not a flipped classroom that is structured for instruction outside of class and practice, play, and student led learning in the classroom will increase more on MAP than a classroom that follows a traditional instruction in the classroom and homework outside of the classroom approach. Qualitative data in the form of teacher and student surveys will also be studied to determine any other possible benefits to the flipped classroom model.
Data Collection and Analysis
Quantitative data will be collected using the MAP scores from fall and winter assessments. These results will be compared to account for growth percentages. During the latter part of the semester, the teacher as well as the students will submit surveys sharing about their experience with the flipped classroom. These will also be compared to search out consistencies in benefits.
Timeline
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June-July 2022
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Action plan developed revolving around studying the benefits of a flipped model classroom.
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August 2022
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The action plan will be implemented by flipping the classroom model of one 6th grade math class (mine) and continuing the traditional model in the other 6th grade math class.
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September-December 2022
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MAP tests will be administered in both September and December providing the quantitative data.
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December 2022
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During the month of December, teacher (See Appendix A) and student surveys (See Appendix B) will be administered to collect qualitative data as well.
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January 2023
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In January this data will be analyzed by both 6th grade math teachers (to include myself), the interventionist, and the instructional coach to compare scores and survey results for potential and consistent benefits.
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February 2023
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The analyzed data will be prepared to share with the administration in February.
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March-May 2023
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From March until May reflection over the data and results will lead to potentially creating another action plan over the summer.
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Sharing and Communicating Results
The first people that the information will be shared with are the teachers on the 6th grade math team (to include myself) and their instructional coach as these will be the individuals responsible for analyzing and preparing the data. This team will prepare the information to share with the administrative team. The instructional specialist is the administrator over mathematics, and the principal would also approve the changing of classroom models on a larger scale. The data will be provided to these individuals to either support flipping more classrooms in the future or to explain why the process will be discontinued. This decision will be determined by the data received during the action research plan.
Final Reflection
After the completion of the study I will reflect not only on the benefits and drawbacks of the sample classes, but also on how the experience could have been improved. Was every opportunity taken to maximize benefits of this model? I want to reflect on ways that the teacher facilitating a flipped model classroom could have been better supported. I plan to reflect on exactly what training, if any, would benefit a teacher looking to flip their classroom model. While some students might enjoy the flipped model, there may be some who do not. I will reflect on the reasonings of both. Is this model the best for the entire class, even if some students genuinely enjoyed the new model? Given all of the data found from literature and the completed action research plan, I will reflect on the ways I can be most beneficial in helping my colleagues implement what has been learned if necessary.
References
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Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every
class every day. International society for technology in education.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom
on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
Brown, B. A. (2016). Understanding the flipped classroom: Types, uses and reactions to
a modern and evolving pedagogy.
Casem, R. Q. (2016). Effects of Flipped Instruction on the Performance and Attitude of
High School Students in Mathematics. European Journal of STEM Education,
1(2), 37-44.
Chen, H. R., & Hsu, W. C. (2021). Do Flipped Learning and Adaptive Instruction Improve
Student Learning Outcome? A Case Study of a Computer Programming Course
in Taiwan. Frontiers in Psychology, 12, 768183-768183.
Clark, K. R. (2015). The effects of the flipped model of instruction on student
engagement and performance in the secondary mathematics classroom. Journal
of Educators online, 12(1), 91-115.
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large
classrooms. IAFOR Journal of Education, 3(1), 171-186.
Hall, J. A., & Lei, J. (2020). Conceptualization and application of a model for flipped
instruction: A design case within teacher education. Research Issues in
Contemporary Education, 5(2), 24-54.
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning
outcomes. International Journal of Instruction, 12(3), 665-680.
Miller, A. (2022). 5 Best Practices for a Flipped Classroom: Flipping is only a start.
https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be
used?. Distance learning, 9(3), 85.
Newman, G., Kim, J. H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived
effects of flipped teaching on knowledge acquisition. Journal of Effective
Teaching, 16(1), 52-71.
Smith, C. E. (2017). The flipped classroom: Benefits of student-led learning. Nursing \
2022, 47(4), 20-22.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Zummo, L. M., & Brown, B. A. (2020). The Human Limitations of Flipped Science
Instruction: Exploring Students Learning and Perceptions of Flipped Teaching.
International Technology and Education Journal, 4(1), 1-14
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Appendices