The role of the teacher is evolving, and it is crucial that teachers transform their pedagogies and practices to best meet the needs of our diverse 21st century learners. Flipped environments provide teachers with one way of leveraging technology while designing self-paced lessons for students.
While completing my coursework for my Master's Degree in Classroom Technology, I became intrigued with flipped learning. I wanted to explore the impacts of a flipped pedagogical approach. However, I wanted to try something different than the typical flipped classroom. I wanted to explore a partial in-class flip, in which students completed lessons through videos created by the teacher. Students self-paced throughout the videos and completed formative assessments along the way. My big goal here was to understand student perceptions in regards to the partial in-class flip.
With the same group of third graders, I conducted a research study with 4 weeks of traditional style phonics instruction and 4 weeks of in-class flipped phonics instruction. Data was collected along the way to gauge student feelings in regards to engagement, motivation, and feelings about lesson mastery. Pre and post assessments were administered to understand differences in student motivation and thoughts when switching from traditional phonics instruction to in-class flipped phonics instruction.
In regards to findings, this study illuminated several important takeaways. First and foremost, surveys administered at the end of each lesson revealed two big changes when transitioning from traditional phonics instruction to in-class flipped phonics instruction. Student positive thoughts heightened as well as student feelings about their mastery of the content. When comparing and pre and post assessment results, student engagement and motivation increased inside the in-class flipped phonics environment.
Resources for an In-Class Flip