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Annie Corbett

Mrs. Gwost

College Composition II: ENGL 1411

10 March 2017

Flipping the Classroom: An Examination of the Determining Factors for Success

Students shuffle into their tenth grade geometry class and as they enter the classroom, the

familiar sounds of electronic devices being activated for the days activities can be heard. Once

everyone has taken a seat, the teacher answers any questions from the previous nights video.

This question and answer session lasts only a short time. Students are soon working in small

groups on projects and assignments corresponding to the previous nights video(s). The teacher

then circulates throughout the class to ensure the students understand the material. This sequence

of events can be expected for a typical day in a flipped classroom.

Students in a flipped setting are required to watch video lessons outside of class, allowing

them to complete assignments during the class period, where the teacher can always help them.

Such a transition from traditional teaching is the result of recent advancements in technology,

prompting many schools to upgrade to a one-to-one technology to student ratio. When practiced

correctly, flipped classes can cover more information than traditional classes and allow for more

projects (Bergmann and Sams 14-15). Therefore, understanding how and why flipped classrooms

work is becoming increasingly more crucial for college-bound students as well as modern

teachers. Students unaware of the inner workings of the flipped pedagogy may have a difficult

time succeeding in learner-centered instruction. Understanding the rationale behind the flipped

classroom pedagogy is even more important to those pursuing careers in the STEM fields. The
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success of flipped classrooms is not only decided by teacher efforts, but also the culmination of

clear communication and understanding of the theory behind flipped instruction.

Students in a flipped setting will have more time to complete assignments than in a

traditional class (Bergmann and Sams 15). The extra time allows for not only more information

to be covered, but for more open-ended, cross-curricular projects that actively engage students

and bring real-life relevance to their math skills (Fulton 17). Through the flipped model,

students have the opportunity to cover information more effectively than in a traditional class.

When students in a traditional class would be spending twenty-five minutes asking questions

from the homework, students in a flipped classroom would have already started more extensive,

hands-on activities and/or directed problem solving projects (Bergmann and Sams 15). The time

saved by not needing to review information allows flipped classes to progress much faster than

traditional classes, resulting in more overall success.

Due to the fact that students watch the videos at home and cannot always ask questions

immediately, teachers must resolve the problems before they occur. Teachers Jonathan Bergmann

and Aaron Sams, coauthors of Flip Your Classroom: Reach Every Student in Every Class Every

Day, have developed a solution to this potential problem, we spend a considerable amount

of time at the beginning of the year training the students to view videos effectively (14).

Effective viewing includes pausing or replaying segments of the videos to allow students to fully

understand the content and take notes. Bergmann and Sams also recommend the Cornell note-

taking technique for students watching the videos (14). This technique is much different from

how students are used to taking notes, but it seems to be an effective way for note-taking in

flipped classrooms. Once students understand how to watch the videos and take proper notes,

they have the potential to succeed.

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Since his transition from Albany to Little Falls, math teacher Cory Schlagel has

implemented EDpuzzle as a means of sending out videos to students. EDpuzzle is a website that

allows Schlagel to post his own videos, use videos from other sites such as Khan Academy and

Youtube, and make sure students are watching the videos. For some videos that might describe

easier lessons, students can skip through certain portions. Through EDpuzzle, Schlagel can create

videos that the students cannot skip through and add questions into the videos to assure students

watch them to their entirety. Schlagel has also created a more self-paced flip, where students can

view videos during class time and ask questions as they arise when watching the videos. Because

videos are a main component of flipped classrooms, it is crucial for teachers to effectively create

and circulate videos.

The next key component of flipped classroom success is clear communication. Parents

require justification for why a teacher decides to flip. Parents unaware of the goals of flipped

classrooms may think teachers are not teaching at all, but simply making students watch videos.

Since the process of flipping transfers some of a teachers control to the parents, it is even more

crucial to ensure full parental support (Hirsch, 4 Tips). Most learning in the flipped classroom

occurs at home. Without parental encouragement, students cannot be expected to succeed in

flipped classrooms. In order to boost flipped success, teachers must maintain proper

communication with parents. Parents are more likely to be supportive if they are made aware of

the rationale behind flipping. Informing parents in advance goes a long way when introducing

something new (Bergmann and Sams 101-02).

Because flipped classrooms differ so greatly from how parents were taught, it can be

difficult for parents to accept the new pedagogy (Fulton 16). Some parents also share a concern

about the demand [flipped classrooms] can make on a familys home computer (Fulton 16-17).
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Another common concern with flipped classrooms is for the students who may not have reliable

internet access. Solutions to these concerns include burning DVDs for students, uploading videos

to flash drives, and using cell phones. Some students have even received computers donated to

their school (Bergmann and Sams 96-97). Parents are also curious about the flipped teaching

style and in some cases, they have become more involved with their students homework than

ever before (Graham and Walker). As with any new pedagogy, communication is necessary for

success, no matter how seemingly insignificant.

Flipped classrooms may not work for every type of student, but the best way for them to

succeed is to give all students equal opportunities to succeed. High school teacher Daniele

Massey has found the flipped strategy allows [her] to individualize instruction for all learners,

including ability level, needs, and learning style (qtd. in Graham and Walker). Another example

of a teacher adjusting to student diversity is Schlagel. While at Albany, he encountered problems

with athletes in his flipped class. He then decided to change to a more hybrid flipped style. His

take on flipped instruction includes providing videos for four to five day lessons the first day so

athletes and other busy students can get ahead and be prepared for missing class. Joe Hirsch,

teacher and Lead Learning Designer of Akiba Academy, also learned the importance of providing

lessons ahead of time for students. Hirsch learned early on to give significant lead time for

students to watch lessons, releasing new content about 3-4 days prior to the in-class application,

which in turn kept him accountable to a delivery system that honored the busy lives of students

outside of school (100 Videos). Staying a few days ahead of students allows for a stress-

reduced and more productive environment.

Many types of students are experiencing success for the flipped model. Flipped

classrooms have not only been utilized for advanced level courses, but for regular courses as
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well. Students in regular classes are also experiencing success. Parents of a tenth grade geometry

student expressed their support of flipped classrooms after their son became more confident with

his studies and no longer required a tutor (Fulton 16). Eleventh grade precalculus students enjoy

being able to work out the difficult problems in class that they otherwise would not have tried

(Fulton 14). It is interesting that even advanced students are expressing they would not have

finished assignments had it not been for the flipped style. Not only are flipped classrooms

allowing for a more rapid pace, but they also encourage students to attempt the difficult

problems, knowing the teacher is always there to help. Advanced and regular students alike are

experiencing success in flipped classrooms.

Students seem to be adjusting fairly well to the flipped pedagogy, however not all

students are aware of their success. Some students are doing extremely well in flipped

classrooms, but think they are doing the opposite. Their tests scores implied success, but their

end of the semester evaluations suggested otherwise (Van Sickle 33). A possible reason for such

a discrepancy is some of the students may have experienced their first class involving learner-

centered instruction, which may have caused a lack of preparation outside of class (Van Sickle

34). In order to ensure full success, where the students also believe they are succeeding, teachers

must continue to search for ways to improve student perception.

Flipped classroom success requires more work outside of class for students and teachers.

As a lead learning designer, Hirsch has extensive experience in technology and how it can

influence learning. After completing his 100th video, Hirsch has come to this conclusion about

flipped classrooms: One things for sure -- unless it's designed for better outcomes, flipped

learning is just plain upside down. But done right, it can turn the educational system on its

head (100 Videos). Teachers cannot rely on technology to improve learning. They must invest
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as much time and effort, sometimes more, into flipped classrooms as they would for traditional

lecture-based instruction. As a result, time management can become a major struggle for teachers

creating their own videos. For algebra teacher Tyler Johnstone, a 15 to 25 minute video lecture

takes almost three times as long to create (qtd. in Graham and Walker). Teachers who create

videos for every lesson sometimes need to work into the summer. Schlagel spent one summer

making videos for just the first half of the chapters to be covered for his higher algebra class. If

teachers truly decide to incorporate the flipped model, they must understand the time

commitment required for success.

Amongst the negative beliefs circulating around flipped classrooms, a favorable reception

of the flipped model has been ascertained through a recent survey of parents. Some parents

appreciate the extra help their children receive during class time, eliminating the necessity of

students coming in before or after school. Others favor the flipped model because it allows for

more hands-on activities and projects (Fulton 16). This positive feedback could simply be the

result of clear and concise communication to parents and students. Flipped instruction is

receiving positive endorsements worldwide. Many experts in the flipped teaching field agree that

the flipped pedagogy has been effective throughout the world by increasing achievement of

student learning outcomes (Van Sickle 31).

The growing emphasis of technology in schools has revolutionized teaching. Teachers are

becoming more like tutors during actual class time in the flipped model. Students lacking reliable

internet access need not worry about flipped classrooms, for there are many solutions to that

problem. Even athletes can excel in learner-centered classes because of teachers preparing

lessons early. Some teachers who have adopted the flipped teaching style have been successful

because they have utilized technology to its fullest. National Education Association senior policy
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analyst Mike Kaspar believes technology is not the answer, and its not the enemy. Teachers

have to work to make flipped classrooms succeed; Bad pedagogy is bad pedagogy whether its

flipped or not (qtd. in Graham and Walker).

Works Cited

Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom: Reach Every Student in Every

Class Every Day. 1st ed., ISTE and ASCD, 2012.

Fulton, Kathleen. "Upside Down and Inside Out: Flip Your Classroom to Improve Student

Learning." Learning & Leading with Technology, June 2012, pp. 13-17, files.eric.ed.gov/

fulltext/EJ982840.pdf.

Graham, Edward, and Tim Walker. "What Flipped Classrooms Can (and Cant) Do for

Education." neaToday, 29 Mar. 2013.

Hirsch, Joe. "4 Tips for Flipped Learning." Edutopia, 22 Jul. 2014, www.edutopia.org/blog/4-tips
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-for-flipped-learning-joe-hirsch.

---. "100 Videos and Counting: Lessons From a Flipped Classroom." Edutopia, 19 Oct. 2015,

www.edutopia.org/blog/100-videos-lessons-flipped-classroom-joe-hirsch.

Schlagel, Cory. Personal interview. 16 Feb. 2017.

Van Sickle, Jenna. "Discrepancies between Student Perception and Achievement of Learning

Outcomes in a Flipped Classroom." Journal of the Scholarship of Teaching and Learning,

vol. 16, no. 2, Apr. 2016, pp. 29-38. Ebsco, doi:10.14434/josotl.v16i2.19216.