Hi Rosie, thanks for your analysis. One argument I have to your point "In a flipped classroom, this student would not fall behind. Instead, this student would continue to work on step 2" is that not every student will be able to get a concept through watching a video. I am not saying that students do not learn from videos, but I have found that many of my students still struggle with math when watching a video or do not retain the conceptual knowledge because they were really just following and memorizing a process that they watched on the screen. Thus, they would have issues applying this concept to new scenarios. Flipped learning lessons must be mixed with activities that allow for students to build knowledge in multiple modes so that they fully understand a concept and its application.

Rachel Luceor

ED.893.645.9A.SU18

Although the Flipped Learning model has stated benefits, research studies have provided conflicting results on whether the model results in statistically significant student achievement. In a study by Dr. Renner and Dr. Johnson, “No significant difference was found between pre- and post-test scores of students who did and did not participate in the flipped classroom approach” (Hennessey, 2012). The fact that these studies show that the Flipped Learning model is not effective in all instances means that there must be improved structures for how to implement Flipped Learning for different types of classrooms. Until these structures are improved and refined, one cannot say that Flipped Learning is effective for all students.

As a science and math teacher, I am trying to steer away from having my students memorize processes and formulas. When students watch videos to receive instruction (we can use Khan Academy math lessons as an example), they are often watching one process of doing a math problem. Lisa Nielsen mentions, "Flipping instruction might end up just meaning we can provide time to do more of the same type of memorization and regurgitation teaching that just doesn't work" (Nielsen, 2011). By providing instruction only through video methods, we risk our students understanding a process instead of the concept.

References:

Hennessey, M.A. (2012, August 10). New Study on the Flipped Classroom by Concordia Portland’s Dr. Jeremy Renner Shows Mixed Results. Retrieved from https://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/

Nielsen, L. (2011, October 8). Five Reasons I'm Not Flipping Over The Flipped Classroom [Blog Post]. Retrieved from https://theinnovativeeducator.blogspot.com/2011/ 10/five-reasons-im-not-flipping-over.html

Rachel Lucero

ED.893.645.9A.SU18