Effectiveness of an In Class Flip for Third Graders
By: Gabrielle Clark
Students not only noted “liking” the lessons more, but 71% of students noted that they preferred working through the in-class flipped model over the traditional model of instruction. Percentages also heightened when students starting using the flipped model in regards to student ownership over their coursework.
I have learned a lot about partial in class flipped instruction through this action research project. I plan to use these findings to deepen my use of flipped instruction in the future. I do plan to continue to use flipped videos for certain types of instruction in my third grade classroom. One step I plan to take is to develop more videos for students to use to reteach reading and writing skills, to help differentiate and personalize learning in my classroom. I also plan to create flipped videos for math review stations for my math workshop black, putting my students in charge of their learning for a block of time during our math instruction. I would like to continue to use multiple styles of teaching because some students did not that they found the videos to be boring. My classroom makeup will constantly change from year to year, but I think it is important to use flipped videos as a component of my instruction, but not the sole component. Some students prefer videos, while others benefit from whole group modeling or kinesthetic approaches. Future research is needed to look into student motivation in the traditional flipped model, teacher use of time in the flipped environment, and the impact of the flipped environment on student achievement.
About the Author
Gabrielle Clark is a third grade teacher at Saline Area Schools. She graduated with her Bachelor’s Degree from the University of Michigan in 2013 and a Master’s Degree in Technology from BGSU in 2018. Her passion is teaching