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The transition of flipped instruction : from professional development to classroom
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sauer, Alison |
| Copyright Year | 2016 |
| Abstract | .............................................................................................................................. 5 Introduction ......................................................................................................................... 6 Literature Review .............................................................................................................. 11 History of Flipped Instruction ........................................................................... I I Benefits of Flipped Instruction ......................................................................... 13 Challenges ......................................................................................................... 14 Methodology ..................................................................................................................... 15 Context and Participants ................................................................................... 16 My Relationship to the Participants .................................................................. 16 Procedures of Action ......................................................................................... 18 Data Collection and Analysis ............................................................................................ 20 Data Collection ................................................................................................. 20 Data Analysis .................................................................................................... 21 Findings ............................................................................................................................ 23 Professional Development Transference .......................................................... 23 Classroom Practice ............................................................................................ 26 Classroon1 Activities ......................................................................................... 30 Discussion and Implementations ...................................................................................... 34 Recomn1cndations ............................................................................................. 36 Reflection and Conclusion ................................................................................................ 3 7 References ......................................................................................................................... 39 Appendix A ....................................................................................................................... 41 FLIPPED INSTRUCTION FOR PROFESSIONAL DEVELOPMENT 4 Appendix B ....................................................................................................................... 44 Appendix C ....................................................................................................................... 45 Appendix D ....................................................................................................................... 48 FLIPPED INSTRUCTION FOR PROFESSIONAL DEVELOPMENT 5 Abstract This action research study was designed to implement flipped classroom professional development for high school teachers, and investigate whether the flipped professional development could be transferred from the teacher learning into student learning. Over three months the teachers' flipped professional development covered the flipped classroom model, differentiated group work, and the technologies needed to flip a lesson. Each of the seven participants created and delivered three flipped lessons in their classrooms. The major findings suggest that the flipped learning skills were transferred from professional development to practice (with the aid of instructional coaching.) Recommendations for further professional development on classroom expectations and more technology tools are presented. In conclusion, the flipped model skills can be transferred into the classroom setting.This action research study was designed to implement flipped classroom professional development for high school teachers, and investigate whether the flipped professional development could be transferred from the teacher learning into student learning. Over three months the teachers' flipped professional development covered the flipped classroom model, differentiated group work, and the technologies needed to flip a lesson. Each of the seven participants created and delivered three flipped lessons in their classrooms. The major findings suggest that the flipped learning skills were transferred from professional development to practice (with the aid of instructional coaching.) Recommendations for further professional development on classroom expectations and more technology tools are presented. In conclusion, the flipped model skills can be transferred into the classroom setting. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1707&context=grp |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
