Final Reflection

Final Reflection
EDLD 5314
by Terri Jones
Introduction
The flooding of technology into classrooms has provided opportunities for me to increase
student engagement through multimedia. I researched the implementation of the flipped
classroom into several school districts as a tool for increased student engagement and
achievement. I expected to find some articles involving middle schools and elementary schools,
but most of them involved secondary education. This topic is my passion because globalization
has opened many new ways for students to connect and access information and I want to meet
their individual educational needs. These students are comfortable multi-tasking and using a
variety of multi-media tools. They also need skills in critical thinking, collaboration, self-
directed learning, and researching so that they can discover strategies for problem solving in a
global society. I want to be an innovative leader on my campus by implementing this
instructional model in my classroom and sharing my experience with other teachers. During my
research, I found some benefits, challenges, and barriers to implementing the flipped classroom.
The global lessons I learned will help me to implement a successful flipped classroom into my
elementary school.
What Research Says
During my research, I discovered some global lessons on implementing the flipped
classroom. Implementation was ineffective when teachers were not properly trained, students
did not have access to content, and technology was not updated. However, I found that the
flipped classroom instructional model includes personalized, creative learning where students
can apply knowledge, learn problem solving skills, and actively participate in class discussions.
In addition, it improves student confidence and achievement. This allows the students to watch
lessons at their own pace, make reflections, and review the content again if necessary (Bergmann
& Sams, 2012; Bauer & Haynie, 2017). The next two sections on global lessons will highlight
what the research indicated were the common elements of a successful flipped classroom and
some obstacles that occurred during the implementation process. In the last section, I will reflect
on how to apply this new information to implement a successful flipped classroom.
Global Lessons Learned-What Worked
The flipped classroom model included several components that contributed to success.
First of all, I found that implementation of the flipped classroom worked when schools and
teachers had a common goal. I also learned that the flipped classroom model worked when it
was small-scaled and focused on one particular subject area and grade level. The
implementation of the flipped classroom was also effective when students were held accountable
for their learning by taking pre-quizzes, post quizzes, and correcting their mistakes (Lee, 2018;
Yi, 2018).
I also concluded that a supportive environment was an important component of
successful implementation. When professional learning was ongoing, embedded, and modeled,
the teachers were more confident and willing to take new risks with technology.
Tracking systems allowed teachers to keep track of student progress, the number of
questions answered, and student scores in order to obtain real-time data. Since the teachers spent
less time lecturing, and more time interacting with the students, they were able to use immediate,
targeted intervention and clear misconceptions quickly based on current data (Greenwald, et. Al,
2011; Lapowsky, 2015; Thompson, 2011).
Finally, I learned how self-paced learning contributed to an effective flipped classroom.
For example, struggling students had more time to practice content while high-achieving
students had more freedom to advance at an accelerated pace to obtain greater mastery and
deeper learning (Greenberg, Medlock, & Stephens, 2011).
Global Lessons Learned-What Could Have Been Done Better?
During my research, I also learned several global lessons about some ineffective
techniques. The first problem I noticed was a lack of planning, communication, and common
goals. The staff at LA Unified School District were not fully on board with the project. In
addition, the teachers were not confident, well trained or prepared to integrate technology into
their classrooms. Their plans were too large-scaled and lacked a clear focus.
The second problem was that internet connectivity was not updated and students could
not access it. Implementing the flipped classroom should have included a year of planning,
preparing materials, and testing it out in advance (Lapowsky, 2015; Young, 2017).
The third problem with implementation was that many of the schools did not have
accountability measures in place to monitor student participation. The teachers were not
requiring entrance tickets to ensure that the students were prepared to participate in class
discussions and projects (Lapowsky, 2015; Lee, 2018).
The fourth problem I discovered was that the teachers did not prepare students for self-
directed learning. With lack of monitoring, student-teacher interactions, and regular feedback,
the students’ motivation to cooperate was low (Lee, 2018).
Finally, I found that some teachers in China did not have a sufficient communication
platform where students can accept assigned tasks, interact freely with teachers, turn in
assignments, and post questions and discussions with teachers and peers to keep them engaged
and informed (Yi, 2018).
Applying These Lessons to My Innovation Plan

Based on my research, I am prepared to take several steps toward implementing the
flipped classroom in my school. I would like to pilot the flipped classroom instructional model
in my classroom first in order to work out any kinks and gain full support.
I can take the time to plan and practice using the flipped classroom prior to
implementation. Then, I can share my success stories with the teachers on campus. I will also
need to ensure that accountability measures are in place prior to small group instruction. My
students will need access to the content on flash drives, DVD’s, iPods, personal devices, or other
technology devices (Bergmann & Sams, 2012; Lee, 2018).
When preparing to introduce the flipped classroom model to other teachers on campus, I
must first ensure that the implementation process is well planned and focused around a common
goal (Lee, 2018; Young, 2017). I also need to ensure that they have proper professional learning
and time to practice before implementation. I must also ensure that the flipped classroom model
is monitored, evaluated, and adjusted through surveys, observations, and interviews (Lee, 2018;
Yi, 2018). I am looking forward to taking small steps toward implementing the flipped
classroom.
References
Bauer, A. & Haynie, A. (2017). How do you foster deeper disciplinary learning with the flipped
classroom? New Directions for Teaching and Learning. DOI: 10.1002/tl.20247.

Bergmann, J. & Sams, A. (2014, November 4). The Flipped Class: Overcoming Common
Hurdles [video file]. Edutopia. Retrieved from
https://www.youtube.com/watch?v=bwvXFlLQClU
Çağlar, M., Öznacar, B., &Köprülü, F.(2017). The Success of Implementing Flipped Classroom
in Teaching Foreign Language for International Students. Retrieved from https://eds-b-
ebscohost-com.libproxy.lamar.edu/eds/pdfviewer/pdfviewer?vid=1&sid=3b35949a-b4ae-
4432-a3c4-94c52ecd7dc4%40pdc-v-sessmgr02
Comstock, M., Eric Greenwald, E., Naomi TylerKatrina Woodworth ( 2013). Evaluation of the
first year of the Oakland blended learning pilot. Retrieved from
https://www.sri.com/sites/default/files/publications/oaklandblendedlearningpilot_nov2013.pd
f
Cukurbasi, B., & Kiyici, M. (2018). High School Students’ Views on the PBL Activities
Supported via Flipped Classroom and LEGO Practices. Educational Technology & Society,
21 (2), 46–61. Retrieved from
https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=128981055&S=R&D=a9
h&EbscoContent=dGJyMNHr7ESeprE4zOX0OLCmr1Gep69Sr6y4TLSWxWXS&ContentC
ustomer=dGJyMPGqsUi3prFKuePfgeyx43zx
Greenberg, B., Medlock, L., & Stephens, D (2011). Blend my learning: Lessons learned from a
blended learning pilot. Retrieved from
https://blendmylearning.files.wordpress.com/2011/12/lessons-learned-from-a-blended-
learning-pilot4.pdf
Lage, Maureen J., Platt, Glenn J., & Treglia, M. (2000). Inverting the classroom: A gateway to
creating and inclusive learning environment. Retrieved from
Lapowsky,I. (2015). What schools must learn from LA's iPad debacle. Retrieved from
https://www.wired.com/2015/05/los-angeles-edtech
Lee, Min-Kyung (2018, March 8). Flipped classroom as an alternative future class model?:
implications of South Korea’s social experiment. Educational Technology Research and
Development, v66, n3, p837-857 Retrieved from https://eds-a-ebscohost-
com.libproxy.lamar.edu/eds/pdfviewer/pdfviewer?vid=2&sid=c9ee721c-495c-48f6-ac12-
2380596e963b%40sessionmgr4007
Li, Yi (2018). Current problems with the pre-requisites for the flipped classroom teaching-a case
study in a university in Northwest China. Smart Learning Environments, 5(2). Retrieved
from https://slejournal.springeropen.com/track/pdf/10.1186/s40561-018-0051-4
Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2017). Teachers’
Readiness to use inquiry-based learning: An investigation of teachers’ sense of efficacy and
attitudes toward inquiry-based learning. Science Education International, 28(4), 315.
Retrieved
from https://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid
=s4720966&db=eric&AN=EJ1161535&site=ehost-live
Thompson, C. (2011). How Khan Academy is changing the rules of education. Retrieved from
https://www.wired.com/2011/07/ff_khan/ Young, J. R. (2017). Lessons from flipped
classrooms and flipped failures. Retrieved from https://www.edsurge.com/news/2017-08-08-
lessons-from-flipped-classrooms-and-flipped-failures
Unal, A. & Unal, Z (2017). Comparison of Student Performance, Student Perception, and
Teacher Satisfaction with Traditional versus Flipped Classroom Models. International
Journal of Instruction, v10, n4, p145-164Retrieved from
https://files.eric.ed.gov/fulltext/EJ1155632.pdf

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Final Reflection

student engagement through multimedia. I researched the implementation of the flipped

global society. I want to be an innovative leader on my campus by implementing this

What Research Says

During my research, I discovered some global lessons on implementing the flipped

on how to apply this new information to implement a successful flipped classroom.

Global Lessons Learned-What Worked

I also concluded that a supportive environment was an important component of

2011; Lapowsky, 2015; Thompson, 2011).

Finally, I learned how self-paced learning contributed to an effective flipped classroom.

deeper learning (Greenberg, Medlock, & Stephens, 2011).

Global Lessons Learned-What Could Have Been Done Better?

discussions and projects (Lapowsky, 2015; Lee, 2018).

the students’ motivation to cooperate was low (Lee, 2018).

and informed (Yi, 2018).

Applying These Lessons to My Innovation Plan

technology devices (Bergmann & Sams, 2012; Lee, 2018).

classroom? New Directions for Teaching and Learning. DOI: 10.1002/tl.20247.

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