CARN paper on action research as professional developmentDoctoralNet Limited
Â
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Running head DIRECT INSTRUCTION12DIRECT INSTRUCTION.docxsusanschei
Â
Running head: DIRECT INSTRUCTION 1
2
DIRECT INSTRUCTION
Learning Strategy Research Paper: Direct Instruction
Student Name
Liberty University
Course Section
Date
Abstract
Direct Instruction is a highly effective, though controversial, educational strategy involving a predetermined skills sequence that incorporates previous skills and information into each successive lesson and involves active student participation, positive reinforcements, choral responses, and scripted lessons. While Direct Instruction has been proven to be quite effective in a number of studies there does seem to be widespread resistance to this educational method. This resistance seems to be mostly due to the conflict between the aspects of Direct Instruction and the inquiry-led philosophy that is such a large part of the current educational landscape. In order to increase the use of Direct Instruction educators need to be provided with information regarding the efficacy of Direct Instruction and opportunities to experiment with this learning strategy.
Introduction
Direct instruction is one of the most studied teaching strategies in the field of education. It is also one of the most controversial. Further, despite the fact that this strategy has been so widely studied, there seems to be some confusion regarding what direct instruction actually is. The lack of understanding regarding the nature of direct instruction and the current philosophical environment of education seriously hampers the implementation of direct instruction into the instructional environment. Before looking at the advantages and disadvantages of this learning strategy this paper will first provide a basic definition of what direct instruction is.
What Is Direct Instruction?
There are three terms that are often used interchangeably to refer to direct instruction: uppercase âDâ upper case âIâ Direct Instruction, lowercase âdâ lowercase âiâ direct instruction, and explicit instruction. However, there does seem to be some differences between the three terms. Explicit instruction refers to a philosophical approach that is characterized as being âunambiguous, structured, systematic, and scaffoldedâ (Hughes, Morris, Therrien, & Benson, 2017). In short, explicit instruction is a philosophy of delivering academic content rather than a specific strategy a teacher would use in the classroom. In this line of thinking, direct instruction fits into the broader category of explicit instruction. However, while the two different versions of direct instruction share similar characteristics, there does seem to be a slight distinction between the two in the educational research literature. Direct Instruction (DI) is generally considered to refer to a specific scripted program that a teacher follows to deliver educational content whereas direct instruction (di) lacks the scripted instruction and prepackaged curriculum (Hughes, Morris, Therrien, & Benson, 2017; McMullen & Madelane, 2014: Kamps, Heitzman-Powel ...
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
Â
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
21st Century Pedagogy: Transformational Approachijtsrd
Â
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. EspaÂąol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
CARN paper on action research as professional developmentDoctoralNet Limited
Â
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Running head DIRECT INSTRUCTION12DIRECT INSTRUCTION.docxsusanschei
Â
Running head: DIRECT INSTRUCTION 1
2
DIRECT INSTRUCTION
Learning Strategy Research Paper: Direct Instruction
Student Name
Liberty University
Course Section
Date
Abstract
Direct Instruction is a highly effective, though controversial, educational strategy involving a predetermined skills sequence that incorporates previous skills and information into each successive lesson and involves active student participation, positive reinforcements, choral responses, and scripted lessons. While Direct Instruction has been proven to be quite effective in a number of studies there does seem to be widespread resistance to this educational method. This resistance seems to be mostly due to the conflict between the aspects of Direct Instruction and the inquiry-led philosophy that is such a large part of the current educational landscape. In order to increase the use of Direct Instruction educators need to be provided with information regarding the efficacy of Direct Instruction and opportunities to experiment with this learning strategy.
Introduction
Direct instruction is one of the most studied teaching strategies in the field of education. It is also one of the most controversial. Further, despite the fact that this strategy has been so widely studied, there seems to be some confusion regarding what direct instruction actually is. The lack of understanding regarding the nature of direct instruction and the current philosophical environment of education seriously hampers the implementation of direct instruction into the instructional environment. Before looking at the advantages and disadvantages of this learning strategy this paper will first provide a basic definition of what direct instruction is.
What Is Direct Instruction?
There are three terms that are often used interchangeably to refer to direct instruction: uppercase âDâ upper case âIâ Direct Instruction, lowercase âdâ lowercase âiâ direct instruction, and explicit instruction. However, there does seem to be some differences between the three terms. Explicit instruction refers to a philosophical approach that is characterized as being âunambiguous, structured, systematic, and scaffoldedâ (Hughes, Morris, Therrien, & Benson, 2017). In short, explicit instruction is a philosophy of delivering academic content rather than a specific strategy a teacher would use in the classroom. In this line of thinking, direct instruction fits into the broader category of explicit instruction. However, while the two different versions of direct instruction share similar characteristics, there does seem to be a slight distinction between the two in the educational research literature. Direct Instruction (DI) is generally considered to refer to a specific scripted program that a teacher follows to deliver educational content whereas direct instruction (di) lacks the scripted instruction and prepackaged curriculum (Hughes, Morris, Therrien, & Benson, 2017; McMullen & Madelane, 2014: Kamps, Heitzman-Powel ...
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
Â
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
21st Century Pedagogy: Transformational Approachijtsrd
Â
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. EspaÂąol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Â
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The goal of the study was to explore the scope of parental participation in junior high school education, particularly in the asynchronous modality. Specifically, parentsâ perspectives, challenges, and contributions to childrenâs education were probed. Using social constructivism as a worldview, the study employed a qualitative phenomenological research design. Research participants comprised ten parents of junior high school students who were purposely selected based on the inclusion criteria as well as the appropriate ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parentsâ perceptions of the new normal education system were identified through thematic analysis of the qualitative data, including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive, disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their childrenâs studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant for DepEdâs implementation of the self-learning modules.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docxSHIVA101531
Â
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the reportâs findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panelâs five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panelâs (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes âliteracyâ is not a ...
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
Â
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
Â
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondentsâ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
The closures of schools, colleges, and universities in many countries worldwide during the COVID19 pandemic have reshaped every aspect of our normal lives and educational experience. As a result of
extended periods of lockdown, whole populations have been advised to stay in their households and
communicate with others through distance electronic communications methods such as Zoom, Teams, Google
meetings etc. More than 1
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Â
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Â
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The goal of the study was to explore the scope of parental participation in junior high school education, particularly in the asynchronous modality. Specifically, parentsâ perspectives, challenges, and contributions to childrenâs education were probed. Using social constructivism as a worldview, the study employed a qualitative phenomenological research design. Research participants comprised ten parents of junior high school students who were purposely selected based on the inclusion criteria as well as the appropriate ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parentsâ perceptions of the new normal education system were identified through thematic analysis of the qualitative data, including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive, disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their childrenâs studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant for DepEdâs implementation of the self-learning modules.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docxSHIVA101531
Â
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the reportâs findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panelâs five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panelâs (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes âliteracyâ is not a ...
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
Â
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
Â
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondentsâ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
The closures of schools, colleges, and universities in many countries worldwide during the COVID19 pandemic have reshaped every aspect of our normal lives and educational experience. As a result of
extended periods of lockdown, whole populations have been advised to stay in their households and
communicate with others through distance electronic communications methods such as Zoom, Teams, Google
meetings etc. More than 1
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Â
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Similar to An Inquiry Into Flipped Learning In Fourth Grade Math Instruction (20)
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Â
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
An Inquiry Into Flipped Learning In Fourth Grade Math Instruction
1. Canadian Journal of Action Research
Volume 17, Issue 2, 2016, pages 33-55
AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE
MATH INSTRUCTION
Teresa Dâaddato, Clovis Unified School District, Fresno, CA
Libbi R. Miller, California State University, Fresno, CA.
ABSTRACT
The objective of this action research project was to better understand the impact of flipped
learning on fourth grade math students in a socioeconomically disadvantaged setting. A
flipped instructional model was implemented with the group of students enrolled in the
researcherâs class. Data was collected in the form of classroom observations, teacher
reflections and surveys from both parents and students. Findings indicated that a flipped
learning methodology shifted the role of the teacher to that of a classroom facilitator. Flipped
learning also created an engaging instructional environment, which afforded students the
opportunity to experience a greater sense a responsibility over their learning process. While
parents responded to flipped learning in mixed ways, they overall reported positive changes in
their children as a result of the shift in instructional methods. Conclusions and implications
for practice are discussed.
As the nation focuses and debates the newest educational policies that drive instructional
decisions, such as the 21st Century Skills Framework and Common Core State Standards
(CCSS), millions of students, economically advantaged and disadvantaged, continue their
journey through the American educational system. These students are guided by teachers,
such as myself, who are striving to ride the waves of trends, fads and administrative
directives with the goal and hope of positively impacting those young lives to enable more
options for their future (Hardiman, 2012). This problematic issue of legislation affecting
curriculum (Robinson, 1961) and constant change emerged as topics of concern in the
1960s and has continued since then (Schiro, 1992). More recent analysis of the effects of
2. An Inquiry into Flipped Learning
Dâaddato & Miller
34
reform changes on teachers found the increasing importance of personal investment by
educators. It was concluded that curricular reforms in themselves fail to create positive
learning outcomes; rather educator motivation and self-efficacy are more influential forces
(Day, 2004). These two characteristics are also key factors for teachers taking an active
role in educational change through action research.
A recent study analyzing income levels in regards to racial and economic segregation and
school quality concluded that intergenerational upward economic mobility has been
stagnant for the past few decades (using 1971-1993 birth data groups), (Chetty, Hendren,
Kline, & Saez, 2014). There were strong connections found between economic segregation
and poor school quality, as defined by test scores and dropout rates. In other words, if a
child of poverty is educated by a low performing school there is a high probability that the
student will not achieve a high school diploma and was defined as a localized problem
across the United States. The great disparities in school quality and graduation rates for
different socioeconomic groups motivated me to conduct this action research project in my
classroom.
My experiences teaching in a socioeconomically disadvantaged (SED) Title 1 school,
Spartanics Elementary (all names are pseudonyms), has led me to seek out resources and
strategies to provide a high quality education and increase the academic success for my
students in an effort to increase opportunities for their future and break the cycle of
disenfranchisement. In my search for solutions, I identified flipped learning (Hamdan,
McKnight, McKnight, & Arfstrom, 2013) as one possible option to equalize educational
access for my struggling student population. Flipped learning is the process of front-
loading instruction through strategies such as pre-recording lectures and lessons for
students to watch prior to attending class. Time in class is then focused on learning
activities and application of knowledge. Flipped learning often utilizes technology as a
means for engaging students in the lesson outside of class. Through a grant, every student
in this project was provided access to a laptop to use at home and wireless internet service.
In my action research project, I asked the following overarching question and subquestions
about my 4th grade mathematics class. Overarching Question: What is the impact of flipped
learning on the classroom learning environment with socioeconomically disadvantaged
fourth grade mathematics students?
ďˇ Sub-question 1: How does flipped learning influence student participation?
ďˇ Sub-question 2: What are the studentsâ and parentsâ attitudes and perceptions
about flipped learning?
ďˇ Sub-question 3: What are the unforeseen challenges and benefits of flipped
learning with socioeconomically disadvantaged students?
LITERATURE REVIEW
Flipped, or inverted, instruction gained popularity in 2009, as an approach to teaching
organized around intentionally focused curriculum and student-centered learning theories
3. An Inquiry into Flipped Learning
Dâaddato & Miller
35
(Bergmann & Waddell, 2012). In traditional education, concepts are introduced in the
classroom, and students practice the concept as homework. Flipped instruction moves the
introduction of the material to homework and allows for students to be engaged in active
learning activities or projects during class time (Bergmann & Sams, 2012) that help to
cement concepts and understanding. Many of the key strategies involved within flipped
learning have at one time or another been considered outdated strategies or potential
educational fads, falling into the pendulum rhythms of educational reform (Paul & Elder,
2007), pushed to the wayside for more direct instruction strategies that would result in
short term assessment improvements, a recent response to No Child Left Behind mandates.
These strategies include authentic pedagogy and assessment, constructivism, cooperative
learning, critical thinking, integrated curriculum, and problem solving, which are all
practices rooted in a progressive approach to curriculum.
Flipped learning is continuing to gain popularity. Two independent surveys by Sophia and
Flipped Learning Network (FLN) conducted in 2012, and jointly in 2014 (N=2358), found
that recognition of flipped learning as an instructional strategy increased from 73% to
96%. Flipped learning has been adopted by many secondary teachers with an increase
from 48% (Flipped Learning Network, 2012) of teachers surveyed, flipping some
curriculum content, to 78% as of 2014. A literature review by Yarbro, McKnight, McKnight,
and Arfstrom (2014) revealed a rapid increase in FLN members, approximately, 2,500 in
2012 to 10,000 in 2013 and a flipped learning conference attendance of 20,000 in 2014.
As flipped learning is gaining popularity, teacher reports and research have also indicated
benefits in student achievement and teacher pedagogy. An initial, non-scientific 2012
Flipped Learning Network-ClassroomWindow online survey of 450 participating teachers
flipping instruction correlated a 67% increase of achievement scores and 80% indicated
significant improvement in student attitudes (FLN, 2014). A 2014 follow up online survey,
conducted jointly by FLN and Sophia, found an increase of reported engagement
improvement of 8% to 88%, and 71% indicated they experienced improved academic
achievement. The surveys also revealed that nearly half, 46%, of the flipped learning
teachers have 16 years or more of instructional experience, indicating that flipped learning
is not just a trend with new teachers. It must be noted that these data findings were
voluntary survey responses by teachers already invested in using flipped learning or
interested in the concept. It is unclear if hard data was collected for reports of academic
growth or attitude improvement.
In 2009, high school math teachers in Minnesota were found implementing a flipped
learning environment, which resulted in significant growth in mathematics for the
participating student population (Hamdan et al., 2013). In reviewing the state math test
(Minnesota Comprehensive Assessment) results from 2009 to 2011, mastery-level growth
rose from 34.4% to 73.8%. The school was awarded National Blue Ribbon status in 2010
for mathematics. This case study was one of the first public successes for flipped learning in
public education.
4. An Inquiry into Flipped Learning
Dâaddato & Miller
36
Criticism of flipped learning stems from opposition to any amount of didactic teaching or
lecture based instruction (Ash, 2012). While sole use of instructional lecture is not
considered to be a good practice, according to Hattieâs (2009) research on instructional
methodology effectiveness, most lessons must incorporate it to some extent. The key
differences of didactic strategies in the flipped learning methodology are the visual and
interactive qualities found in teacher-created video lectures on websites. The ability for
students to replay lessons when needed removes the stresses of trying to capture the
information in the moment (Bergmann & Sams, 2012), that frantic, finger cramping note
taking, a divided attention effect, which interferes with conceptual comprehension
(Hardiman, 2012).
The traditional passive, lecture based, instruction format that is found throughout the
United States could be a cause for poor, or deficient and below grade level expectation,
performance in mathematics. Some educators believe that simply transitioning personal
lecture into PowerPoint presentations is an effective strategy for flipped learning (Amare,
2006; Young, 2004). However, a change in lecture delivery does not necessarily increase
student engagement, and this method of instruction is still primarily focused on students
listening without participating. Flipped learning methodology emphasizes alternative use
of the time in the classroom with the teacher present, the use of guided, exploratory and
interactive practices and student driven activities. In a theoretical position paper, Ruffini
(2014) identified seven benefits that came as a result of flipped learning: 1) increase in
student centered and independent learning; 2) more face-to-face time with peers, and
teachers guiding and intervening when needed to correct errors in the moment; 3)
adjustable learning pace offers accommodations for both faster and slower concept
development; 4) more opportunities for cooperative, collaborative, and group inquiry
based learning; 5) extended lesson availability for absent students; 6) increased parental
participation; 7) opportunities for multi-modality instruction.
While Ruffini (2014) discussed benefits of flipped learning, the author also recognizes the
drawback and restrictions: 1) technical difficulties that interfere with accessing lesson
content-lack of computer or unreliable internet service; 2) limited school technology
resources and training; 3) negative student motivation; 4) increased planning for teachers
to provide in-class activities; 5) limited technical skills of teachers to create lesson videos;
6) the fluctuating nature of the educational community in embracing new methods of
instruction. The last restricting issue is the most concerning. If the educational community
loses interest in flipped or blended learning, research interest will as well resulting in
inadequate data to truly evaluate its effectiveness.
METHODOLOGY
Action research is âa practical way of looking at your own work to check that it is as you
would like it to beâ (McNiff, 2002, p. 12). It provides a systematic approach for educational
practitioners to investigate their classrooms, schools, teaching strategies and student
learning (Mills, 2014). Therefore, the action research methodology most closely aligns with
the purpose of this study, which was to investigate the impact of flipped learning on
students learning in my fourth grade math class and to reflect on the changes that occurred.
5. An Inquiry into Flipped Learning
Dâaddato & Miller
37
Action research also provides a systematic approach to this investigation involving
planning, acting, observing and reflecting (Kemmis & McTaggart, 1988). This allows
educators to deliberately implement methods of inquiry in order to better understand the
situation at hand.
Action Plan
I initiated this project in my classroom during the 2014-2015 school year. Beginning the
school year with traditional classroom instruction, I gradually phased in flipped learning as
the year progressed. During the flipped portion of the study, students completed online
frontloading curriculum content each night as homework prior to the next dayâs
developmental activities. Students without computer and internet access at home received
laptops on loan from the school district. Due to a delay in the districtâs acquisition of the
laptops, these students did not receive their computers until the end of January 2015. Until
that time, the students without home computers and internet access completed the outside
of class assignments after school on the classroom computers.
In the first quarter of the school year, traditional lecture along with modeled and guided
instruction was used. Throughout the second quarter, I implemented a modified flipped
learning model. In the modified flipped period, the online lessons were used on Mondays,
Tuesdays and Thursdays. Full flipped learning, with online interactive lessons and tasks
went into effect in the third quarter. Students completed online assignments four days a
week with no assignments Friday through Sunday. The students completed an opinion
survey to gather motivation and interest information three times, beginning, midway, and
end of the data collection period August 2014 through March 2015.
During flipped instruction, the students completed homework recording sheets by taking
notes and recording activity results, or written descriptions of instructional content. Every
morning the students turned in the completed work. A 10-15 minute review and debriefing
of content from the night before was followed by an accountability quiz. The remaining
math instruction time (60 minutes) was used in peer paired and group interactive
application tasks that exercised the knowledge introduced the night before to develop and
cement curriculum content skills and critical thinking.
Participants
Participants in the study included myself, the classroom teacher, along with 27 students
enrolled in my fourth grade class (eight to eleven year-olds) and their parents. I am a 25
year veteran teacher who has taught at the research site for the entirety of that time. My
teaching style emphasizes constructivism and collaboration in a community environment. I
design instructional activities that allow students to build understanding through active
engagement, while setting cooperative goals using group discussion and demonstration. My
teaching fosters critical thinking through prompting questioning that is asked throughout
lesson instruction. Throughout the project, I planned the units of instruction along with the
correlating web-based front-loaded lessons and homework assignments. I also monitored
and assisted with daily practice activities.
6. An Inquiry into Flipped Learning
Dâaddato & Miller
38
Student participants in the study were enrolled in my fourth grade class. There were 32
students enrolled in the class, and 27 of the students had stable attendance. There was an
equal population of male and female students. Ethnicity demographics were as follows:
Asian â 21.88%, Hispanic â 37.5%, Native America â 6.25%, Native Hawaiian â 3.13 %,
Unknown â 3.13%, White â 28.13% (Illuminate Education, 2015). English language
learners were 12.5% of the sample population and 84.38% of the population fell within
socioeconomic disadvantaged (SED) classification criterion. These demographics point to
the diversity of my student population in terms of ethnicity. It also indicates the high
number of SED students enrolled in my classroom.
Parent participants were involved minimally in the study. Parents were asked to monitor
student homework completion as a normal part of the educational partnership. A survey
was administered to the parents at the end of the data period. Out of a minimum potential
response pool of 27, survey data was collected from 18 surveys; a 66% response rate.
Parental demographics points to the diverse backgrounds of the students involved in the
study. The education level of participating parents ranged from no high school completion
to college degrees. The prominent language of the parent population was English at 89.47%
and 10.53% were non-English speakers (Hindi, Hmong, Mandarin, and Spanish). These
numbers do not reflect the amount of second language learners.
All participants were fully aware of their participation in this action research project prior
to the beginning of the study. The parents of student participants signed an Informed
Human Consent Form. Minors were debriefed and made fully aware of their participation,
but they were not required to sign a consent form as the instructional strategy of flipped
learning was designed as a natural part of classroom instruction.
Action Research Site
The research site was located in a metropolitan area within a larger agricultural area in
California. Spartanic Elementary School is a founding site for the school district being
established in 1959 and is a high rental community. The school population consists of
86.4% socio-economically disadvantaged, defined by qualification for free and reduced
pricing breakfast and lunch meals (California Department of Education, 2014). The state
Department of Education reported a total of 1,108,838 computers in use that are less than
four years old as of the 2013-2014 school year (California Department of Education, 2014).
In the state, the current student to computer ratio is nearly six to one (5.6). The research
site average stands at over 16 students per computer (16.4) at the time this project was
conducted.
Supplemental educational services (SES) are provided through on-site Reading Recovery
trained instruction in primary grades (1-3) and Read 180 (a computer assisted program)
for upper grades (4-6). These services focus on language arts skills exclusively. An after
school math lab was conducted for math skill intervention for ten to fifteen students from
fourth through sixth grade for ninety minutes, three days a week.
7. An Inquiry into Flipped Learning
Dâaddato & Miller
39
Data Collection
Data was collected through parent and student surveys, observations, and curriculum
based assessments. Survey data was gathered from students through Likert scaled teacher-
made surveys conducted prior to the study (Appendix A), mid-study (Appendix B) and
post-study (Appendix C). The surveys were administered in both hard copy and through
SurveyMonkey. Questions were designed to evaluate studentsâ opinions and experiences
with flipped learning. Parent participants also completed a Likert-scaled survey to collect
their observations, experiences and concerns about flipped learning and their child
(Appendix D). Student surveys were piloted the year prior with students from 2013-2014
fourth grade class. Their responses were analysed, and the questions were revised to
collect the desired data as set out in research design. Parent survey questions were not
piloted, but were designed to provide additional data from an influential factor, parent
attitudes and support.
Observational data was gathered through anecdotal records kept by the classroom teacher.
Specific attention was paid to student interactions and engagement through processes in
order to monitor student understanding and attitudes towards flipped learning. Video clips
and photographs were also taken periodically throughout the study during classroom
practice activities. Curriculum-based qualitative data was gathered from resources used for
instruction such as video lessons and homework. These resources included
learnzillion.com, tenmarks.com, conceptuamath.com, and mobymax.com.
Data Analysis
Data was analyzed with a dual coding system, which uses two rounds of data coding to
develop findings (Esterberg, 2002). In the first round of analysis, trends were identified.
Instead of approaching the data set with previously defined themes, efforts were made to
allow the themes to emerge from the data itself. A list of general themes was developed
from this first round of analysis. I conducted a second round of focused coding to narrow
these themes and identify supporting data.
FINDINGS
In an analysis of survey responses, observational data and curriculum based results, I
found that three significant findings emerged: Teacher as Facilitator, Student
Responsibility, and Parental Support. In the following section, I investigate these findings in
detail.
Teacher as Facilitator
One of the most significant changes in the flipped classroom was the shift that occurred in
my role as the classroom teacher. This change presented both benefits and challenges. I
found that flipped learning required an exceptional amount of planning and locating
appropriate online resources in the initial phase of implementation.
This was also compounded with issues surrounding the districtâs recent shift to the
Common Core State Standards and the challenge of becoming familiar with those changes.
My role in the classroom changed from being the âsage on the stageâ to being a facilitator of
8. An Inquiry into Flipped Learning
Dâaddato & Miller
40
student-centered activities. I was no longer in direct control of student learning or at the
center of the class structure. Preparing for class took more time and energy, but during the
class session, the students were able to assume more control over their learning. Since my
learning philosophy is based in constructivism, the role of facilitator was a natural
occurrence and one that I have engaged in as much as possible. Having administrative
approval, although reservedly given, to conduct this study eased my mental stresses about
testing results, which allowed me the freedom to truly enjoy observing the student
engagement and progress evolving in the learning environment.
I also found that I was more able to stay one step ahead of my students through the vast
amount of information available to me from the grading and tracking systems on the
curriculum websites. These resources provided me with a nightly snapshot of my studentsâ
progress. This allowed me to gauge the success of the lesson. I was then able to respond
appropriately and address misunderstandings and difficulties that students had with the
content. Often, the students were surprised that I was not only prepared for class with
guided modeling and extra practice activities directly related to their confusions, but also
for any prerequisite skill issues interfering in the mathematical process.
Student Responsibility
The role of the students also changed with flipped learning, as they were expected to
display a greater amount of autonomy and individual motivation to complete their out of
class assignments. For my fourth grade students, this initially proved to be challenging. The
students needed more oversight and monitoring from both the teacher and the parents.
Some of the students did not understand that I would know if they had not completed their
work. I addressed this issue by providing immediate feedback in the morning after the
work was to be completed. Students who had not completed their work were required to
complete their assignment during recess. A reduction in missing or incomplete work was
corroborated through analysis of missing math assignments from the first and third
quarters. The average for missing assignments in the first quarter was 2.35%. In the third
quarter the average was 1.35%, almost reduced by half.
As the project progressed, the students self-reported a greater sense of autonomy. On the
mid-study survey, 93 percent of the students indicated that if they were having trouble
with an assignment, they would seek help from math websites on their own without being
prompted by a teacher. A parent also reflected positive sentiments about this change in
his/her child. The parent reported, âI like [flipped learning] due to the fact that it allows my
child to get self-help and engage in independent learning. This type of strategy increases
rigor and level of engagement.â During lesson debriefing studentsâ questions and requests
to model or elaborate on mathematical concepts shifted from procedure and formulaic
process clarification to application. Watching videos and online modeled lessons the night
before was not, in this project, intended to entirely replace in-class instruction, but rather
to frontload content that was elaborated on the next day. With the wide range of learning
styles and rates of individual students within a single classroom, the goal was to identify an
instructional system that allowed for students to accelerate or remediate as needed and
provide a greater percentage of class time for application practice with teacher support.
9. An Inquiry into Flipped Learning
Dâaddato & Miller
41
More students also demonstrated signs of being self-motivated during in-class activities.
Student self-reporting on the final survey of 84.62% enjoying practice activities during
class time supported recorded anecdotal data of increased engagement. They had a âletâs
get down to businessâ attitude. There was also a reduction in off task behaviors and an
increase in task completion during allotted time frames. In other words, the students
completed the application tasks in the amount of time given, staying on task until the group
was done. In fact most of the collaborative groups rarely needed extra time and were eager
to go on to the next task before debriefing.
Along with an increased level of student responsibility, a greater sense of community also
evolved through this project. Due to the implementation of flipped learning, the learning
activities in the classroom shifted from being teacher-driven to student-centered. The
students were often required to work together to complete their task. As the students
engaged in activities in a communal setting, they each took on responsibilities as active
participants. I observed that students who were hesitant to participant were encouraged
and influenced by their peers. This had a positive effect on their academic performance.
Parental Support
Parents responded in various ways to the flipped learning environment. Of the entire
parent population that was surveyed, only two thirds (18 parents) responded in either the
digital or written format. Within this group, 83% responses came from parents that
provided technology or their child participated in the after-school ASES program. Only 17%
(3 participants) of the responses came from the loaner laptop population of 11 students.
This was reflective of the typical level of parental support and school involvement for this
group of students.
Overall, most parent ratings placed flipped learning as a positive experience in the eight to
ten range (78%) on a scale of one to ten, ten being the highest and most positive. Three
parents had a more neutral opinion with a rank of six, and one parent was marginally
negative with a rating of four. When assessing parent feelings about their childâs growth,
61% felt there had been higher than average improvement, while 39% indicated average
growth. One parent noted that he or she was personally learning from the flipped
instruction. âIt has been very good and I am also learning; thank you flipped learning.â
Several parents indicated that both they and their child felt relieved from the stress of
homework. They also suggested that the online resources helped them understand what
their child was learning and working on. When students struggled with the content that
they learned at home, they were able to ask questions and review the material the next day
in class. In addition, many students who did not have the necessary resources at home at
the beginning of the year had home computers and internet service by the end of the study.
While there were positive responses to flipped instruction, there were also concerns. One
parent felt that he or she would not have been successful in the flipped environment, but
this parent still felt that it was a positive experience for the child. âIs it enough? Does it
reflect effectiveness in absorbing the learning? I think it works for her. Personally, I
probably wouldnât do as well with it but for her, it is an amazing alternative.â Another
10. An Inquiry into Flipped Learning
Dâaddato & Miller
42
parent felt disconnected from the childâs learning and reflected that he or she was
uncomfortable with the lack of control available as the parent.
I like the fact that he is enjoying it and his grade shows it but I am uneasy
about not being able to review homework on paper or check his work. I feel
like I donât know how he is doing with it in the classroom but that might be
because I am a âcreature of habitâ. BUT his grades are good so I am trusting in
the program.
While the majority of parents reported positive effects with their childâs learning and
engagement, the new and unfamiliar nature of flipped learning did cause some discomfort.
CONCLUSION
From this action research project, I concluded that flipped learning led to positive changes
in my fourth grade math class. The flipped instruction fostered enthusiasm, confidence and
intrinsic motivation in my students, which was reflected in the survey responses and
observed student daily behaviors and comments. The classroom no longer resembled a
traditional structure and was more analogous to a constructivist-driven, collaborative
environment. Students were actively engaged in peer conversations, and for the most part,
they were involved with tasks that required greater focus and a deeper understanding of
the concepts. There was a noticeable reduction in what is described in this class as âlumps
on a log waiting for a frog to sit on themâ behavior. Students transitioned from passive
receptacles of learning to activators of learning. This resembled a shift away from Freireâs
(2000) âbanking conceptâ of learning, in which education is an act of depositing and
retrieving information. The banking approach is disempowering for students and removes
opportunities for critical and creative thinking: My student population, who were primarily
from socioeconomically disadvantaged settings, moved away from the banking model.
Flipped learning provided them with opportunities to experience voice and power during
the learning process. This sense of ownership also contributed to higher levels of
motivation in my students exhibited by 92.31% reporting that they would seek out online
help on their own. Students exhibited greater responsibility not only for the laptops
assigned for their use, but also in understanding that preparation for the next dayâs lesson
was crucial for participation and success as a member of a learning team. The students
increasingly took on ownership of their learning, protective of class time and became their
own monitors of on task behavior and most developed leadership roles.
Flipped learning was also successful in bringing technology into the homes of students who
previously did not have access to computers or consistent internet connections.
Technology is often a barrier to student success and leads to long term inequities in terms
of accessibility and usage skills (Bowman, Palmer, & Harroff, 2013). National Center for
Children in Poverty (NCCP) estimates that SED family income needs are nearly twice the
$23,283 Federal threshold for basic necessities which most likely leaves acquiring a
computer and internet service as a low priority or not a possibility. This fact forces SED
children into educational disadvantage as compared to the more affluently situated in
regards to education resources. During the school year, the students in my class lacking
11. An Inquiry into Flipped Learning
Dâaddato & Miller
43
technology resources were provided with loaner laptops and wifi to help narrow the gap in
advantages. As noted in the third finding, several of the students who did not have the
necessary resources at home obtained computers and established internet access from
various sources. While this does not address the challenges that the families confronted to
obtain these resources, it indicates a greater priority on the availability of technology in the
home.
PROFESSIONAL IMPLICATIONS
The process of performing an action research project reinvigorated my teaching as well as
validated instructional choices I have made over the years. Developing a plan of action and
seeing it to fruition with focused scrutiny of this particular instructional strategy as well as
the personal reflection was very fulfilling and enlightening as an educator. I have often seen
new strategies highly promoted and adopted without enough contextual consideration to
support it. The research that I conducted helped me evaluate the benefits and limitations of
technology based flipped learning within my classroom environment. Analysis uncovered
encouraging results in certain areas (behavioral and perceptive), and prompted questions
for further study in others (academic) for me to contemplate. Motivation, personal
responsibility and heightened levels of satisfaction in learning were key elements for
success. And while my students performed better than some of the non-SED schools in our
district on the new Common Core State Standards test (SBAC), there is still much more to
be done to hone this strategy for optimum academic results at the elementary level.
Studentsâ improvements in attitude and increased responsibility, reflected in their relaxed,
cheerful active participation in class activities, has convinced me that this is a worthwhile
instructional strategy that I will continue to use. I will also continue to modify the methods
and instructional strategies based on the changing needs of my students. As educational
reform continues to unfold through standards clarifications, good first teaching practices
research and the implementation of data collection and analysis in professional learning
communities, my personal reflections illustrate the greatest impact is that the cyclical
process of action research has become a natural, integral and perpetuating element of my
instructional practices to provide quality instruction for my students.
REFERENCES
Amare, N. (2006). To slideware or not to slideware: Studentsâ experiences with PowerPoint
vs. lecture. Journal of Technical Writing and Communication, 36(3), 297-308.
Ash, K. (2012). Educators view âflippedâ model with a more critical eye. Education Week,
32(2), S6-S7.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class
every day. Eugene, OR: International Society for Technology in Education.
Bergmann, J., & Waddell, D. (2012). To flip or not to flip? Learning & Leading With
Technology, 39(8), 6-7.
12. An Inquiry into Flipped Learning
Dâaddato & Miller
44
Bowman, L., Palmer, G., & Harroff, P. (June, 2013). Mobilities and transitions: Learning,
institutions, global and social movements-conference proceedings, 26-35. Retrieved
from http://www.crll.org.uk/media/crll/content/conference/Final_conference_
proceedings.pdf
California Department of Education. (2014). Local Control Funding Formula Overview.
Retrieved from http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp
Chetty, R., Hendren, N., Kline, P., & Saez, E. (2014). Where is the land of opportunity? The
geography of intergenerational mobility in the United States (No. w19843).
Cambridge, MA; National Bureau of Economic Research Program(s).
Day, C. (2004). School reform and transitions in teacher professionalism and identity: The
fashioning of a new accountability agenda. International Journal of Educational
Research, 37(8), 677-692.
Esterberg, K. G. (2002). Qualitative Methods in Social Research. Boston: McGraw-Hill
Humanities/Social Sciences/Languages.
Flipped Learning Network (FLN). (2014, February). Growth in flipped learning:
Transitioning the focus from teachers to students for educational success. Retrieved
from http://flippedlearning.org/survey
Freire, P. (2000). Pedagogy of the oppressed: 30th anniversary edition. New York, NY:
Continuum.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A Review of Flipped
Learning. Retrieved from http://www.flippedlearning.org/Page/63
Hardiman, M. M. (2012). The Brain-Targeted Teaching Model for 21st-Century Schools.
Thousand Oaks, CA: Corwin.
Hattie, J.A.C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. New York, NY: Routledge.
Illuminate Education Inc. (2015, March 14). Retrieved from https://cusd.illuminateed.com/
dna/?prev_page=DashboardPage&page=SisLogin
Kemmis, S., & McTaggart, R. (1988). The Action research planner (3rd ed.). Victoria,
Australia: Deakin University Press.
McNiff, J. (2002). Action research for professional development: Concise advice for new action
research (3rd ed.). Retrieved, from www.jeanmcniff.com
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA:
Pearson.
13. An Inquiry into Flipped Learning
Dâaddato & Miller
45
Paul, R., & Elder, L. (2007). A critical thinkerâs guide to educational fads: How to get beyond
educational glitz and glitter. Berkeley, CA: Foundation for Critical Thinking Press.
Robinson, G. (1961). Legislation Influences Curriculum Development. Educational
Leadership, 19, 26-30.
Ruffini, M.F. (2014). Blending face-to-face and flipping. The Journal. Retrieved from
http://thejournal.com/Articles/2014/09/03/Blending-Face-to-Faceand-Flipping.
aspx?p=1
Schiro, M. (1992). Educatorsâ perceptions of the changes in their curriculum belief systems
over time. Journal of Curriculum and Supervision, 7(3), 250-286.
SOPHIA Learning LLC. (2012, May 17). Retrieved from https://www.sophia.org/flipped-
classroom-survey-survey?utm_source-surveyĂŠutm_source=twitter&utm_medium=
organic&utm_campaign=-flippedinfographic
Yarbro, J., McKnight, K., McKnight, P., & Arfstrom, K. M., (2014). Flipped learning. Retrieved
From http://www.flippedlearning.org/com/lib07/VA01923112/Centricity/Domain
/41/Extension%20of%20Flipped%20Learning%20Lit%20Review%20June%2020
14.pdf
Young, J. R. (2004). When good technology means bad teaching. Chronicle of Higher
Education, 51(12), A31.
BIOGRAPHICAL NOTE:
_____________________________
Teresa Dâaddato has been teaching at the same Title I school for the past 27 years (Clovis
Unified School District, Fresno, CA). During that time she has served as a master teacher,
mentoring teachers new to the profession. She holds a Masterâs Degree in Curriculum and
Instruction and is an advocate for research-based progressive educational strategies in the
classroom and professional development through action research.
Libbi R. Miller serves as Assistant Professor of Curriculum, Instruction and Technology at
California State University, Fresno, CA. Her research interests include educational
technology, democratic education, and education for social justice.
_____________________________
14. An Inquiry into Flipped Learning
Dâaddato & Miller
46
Appendix A
Student Survey Prior to Study