Designing a Flipped Classroom System: Orientation, Feedback, and Collaboration

The flipped classroom movement requires teamwork and collaboration among teachers to secure school leadership support, time, and IT resources. The debate surrounding flipping the classroom continues, with some appreciating the change and others fighting against it. Financial considerations also play a role in the decision-making process, as seen in the case of Byron School District. Despite individual experiences and perceptions, the flipped classroom has been shown to be an effective method of teaching and learning.

Running Head: TO FLIP OR NOT TO FLIP YOUR CLASSROOM 1
TITLE:
“TO FLIP OR NOT TO FLIP YOUR CLASSROOM”
FRANCIS PONGO
FIELDING GRADUATE UNIVERSITY
DR. PALLOFF

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 2
SUMMER 2016
Table of Contents
Introduction....................................................................................................................................3
Challenges.......................................................................................................................................4
Benefits............................................................................................................................................5
Conclusion......................................................................................................................................7
Reference:.......................................................................................................................................9
Challenges.......................................................................................................................................4
Benefits............................................................................................................................................5
Conclusion......................................................................................................................................7
Reference:.......................................................................................................................................9

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 3

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 4
Introduction
The traditional system of teaching and learning where the teachers spend 90 percent of the time
to lecture as the students listen and take notes and sometimes get an assignment has come under
critical scrutiny from a section of educators, policy makers, parents and event students.
According to Gojak (2012, para. 1),. “Whenever a different strategy comes along, educators
wonder about its potential, including for the latest addition--the flipped classroom.”.
Flipping the classroom has emerged as one of the alternatives to the above challenge. Flip the
classroom is a system where the students are given tasks to take home. The students then do a
presentation during the classroom hours by sharing their findings. Thereforeus the focus is the
shift from teachers giving lectures to students’ engagement. Some simple define this method as
using videos to do the assignment. I think flipping the classroom is more than just using a video.
It is engaging and empowering our students to utiliseutilize their ability to learn and understand
without boundaries.
It takes a couple of days for students to complete the cycle. The instructor presents the topic and
engages the students in the classroom. A follow-up of a group or individual video and other
multimedia activities are carried on by the students. The next day is spent discussing their
findings and sometimes calls for a follow-up assignment is called (Saltman, 2011). According to
Hennick (1999), flipping the classroom is more about focusing and spending time with students
and less time lecturing them.

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 5
The teachers are responsible for providing the instructional videos. This can be prepared
wholly or partially by the teacher. They may also use already available quality and relevant
videos such as those on Youtube as a reference point for the students. There are other
professional sources that teachers may acquire likethe needed training and skills to be able to
produce quality videos. They may also collaborate with other teachers across the globe to
produce such videos. Some teachers even engage their class in producing such videos..
CChallenges
As much as some educators believe in flipping the classroom, there are some that find it
difficult to accept it as an effective teaching and learning method. Poor quality videos, too much
time spent on school work, the cost involve, and the lack of resources are some of the concerns
expressed by these educators.
The majority of our teachers may not have the required skills in capturing, editing and
delivering quality and relevant video to be used in flipping the classroom. Teachers are therefore
forced to have to learn new skills which may be perfected over a long period. For this reason,
some of the teachers are unwilling to learn the new skills and those that do learn it, has the initial
challenge of not being able to produce quality and relevant videos.
Students are required to spend too much time on one topic or subject. They have to spend time
at home viewing videos which can be time-consuming. If each subject teachers givess them
videos to view, you can imagine how much time they have to spend on all theses. It becomes
overwhelming for both the students and their teachers. After a long day of school, students will

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 6
need that a down time to rest, play and engage in other family activities. This can be more
challenging for younger students in k-12.
The challenge of lack of resources applies to both the teacher and the students. For the
teacher, have to have a camcorder and other editing tools to produce such videos. The students
need access to a computer and internet access to browse. With multiple students in a family,
sharing one computer can be a nightmare for the parents.
According to Morsund & Ricketts, (2012), using the appropriate video for the right stage
and taking students learning style into consideration can be a huge challenge. Videos may be too
universal and therefore not relevant to individual students. This will defeat the purpose of
teaching and learning. Some educators also believe we have "Types includinge tutorials, skill
builders with drill and practice, comprehensive courseware, test prep, problem-solving
challenges, simulations and visualisation tools, and serious educational games (Schneiderman,
2006)”
Benefits
Notwithstanding the above challenges, proponents of flipping the classroom have stated
some of its many benefits. One of the benefits is mMore student-focused learning process and
teamwork. According to
Saltman (2011), flipping the classroom has “indicated fewer failures, better discipline,
increase in homework completion, and more students reaching proficiency”.

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 7
According to national polls, the adoption of this method had shown a better performance
in students as compared to the past when other methods were used. Though some stakeholders
question these findings, supporters still credit the success to flipping the classroom. "Early data
suggest significant increases in student learning and achievement when flipping compared to
baseline data on the same courses taught in the traditional classroom lecture mode, using the
same assessments”(Fulton, 2012).
Students are not able tonow complete their homework. There is an the increase in
completion of homework as the students will need to present their findings after reviewing the
videos. Also, they get involve in the discussion of the topic which prepares them to complete
such homework. This practice will enhance their performance in school.
Student becomes highlymore disciplined by committing to the courses. They are involved
from the initial introduction, through the viewing of the videos and later discussing their findings
and doing a follow-up assignment where necessary.
Though opponents claim this system puts too much burden on students, teachers give
students what they can handle as described in the curriculum as per their capability. Just like
with the other methods, assignments are givening based on the topic. It is much easier for
students to watch a video for
about an hour long as compared to watching three or more hours of non-educative
television or internet streaming. With the question of not having access to internet or computer,

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 8
most students currently own a smartphone or tablet. Theses mobile devices provide quality
videos just like using a desk or laptop. Parents need not worry about multiple children sharing
the same computer. It is also cost effective since students do not have to pay extra for using their
mobile devices for both watching videos and talking on the phone.
When it comes to teachers not having the needed skills to produce quality and relevant
videos, this is not true. There are several resources for free or at a minimal cost that they can tap
into. According to Deubel (2010), Cam Studio, Educretions and Jing are some of the free access
portals that have resources for educators to achieve flipping the classroom
Conclusion
Flipping the classroom is not for every educator or students. There are various factors to
be considered in order to achieve the main objective of teaching and learning. Educators need to
prepare the topic as prescribed in the curriculum and ensure that the students will be benefitted
from the topic. Flipping is just the method of delivery. It is not the main objective of the topic.
Resources should, therefore, be allocated accordingly. Teachers and students need not spend all
or most of their instructional time and resources on the videos. As stated by Deubel(2003)” A
decision as to whether or not flipped instruction is appropriate should be made in the last stage”.
According to Palloff (2014), this system is not new but a build up of the hybrid system. So
learning this should not be a

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 9
whole new method. Committing to it and following through by the stakeholders is rather
important. The benefits of the blended system can now be advanced. In order tTo get the best out
of the system is to combine both the traditional face to face andwith flipping the classroom has
to be combined ((Albrecht, 2006; Bonk & Graham, 2006; Bourne & Seaman, 2005; Garrison &
Vaughan, 2008; Marquis, 2004).
I will recommend the use of flipping the classroom but it must be done in stages over a
considerable period of time. The teachers must be provided with the needed training to ensure
that they are can be able to provide a relevant and quality work. Teachers must be open to
learning and using this method to deliver to their students. Any form of mandating or forcing
teachers to flip their classrooms may result in poor and irrelevant work. Another actor that needs
to be considered iFurther, there is a need fors the students to be bought uying into this system. If
the students like their teachers, fail to buy into itt may result in poor student performance and
loss of all other benefits that are associated with flipping the classroom will be seen. According
to Swisher ( 2007)". Redundancies, unnecessary sounds, and unsupportive graphic elements
detract from learners' cognitive processing”It is obvious that the benefits outweigh the
challenges. But this is not for everyone. The decision must be made on individual basis. Proper
planning is needed, and ongoing review must be part of the process. Faculty and students
orientation plus honest feedback is required. The system should be run in line with the
curriculum and the goals and objectives of each topic. According to Bergmann and Sams(2012)”
Leaders of the flipped classroom movement say each teacher will have a different experience,

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 10
but securing school leadership support, time, and IT resources will be important to every effort.”
This requires teamwork. It is not a one man show. Collaboration and networking bring out the
best in all the teachers, which benefits the students tremendously.
According to Fulton (2012), tThe reason to either flip or not may be financial such as
seen in the case of Byron School District in Minnesota back in 2009. according to Fulton(2012).
It is cheaper, in the long run, to use technology through flipping the system. It is easy to share
one video posted online thaen the cost of textbooks for thirty or more students in a class. The
debate will continue depending on individual experience and perception. Like any method, some
will appreciate the change, with others fighting against it. And there will be those that will
remain neutral and go with the majority flow.

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 11
Reference:
Albrecht, B. (2006). Enriching student experience through hybrid learning. Educause Center for
Applied Research, Research Bulletin, Volume 2006 (12).
Allen, I., & Seaman, J. (2005). Growing by degrees: Online education in the United States.
Wellesley, MA: Sloan Consortium.
Bonk, C. J., & Graham, C. R. (Eds.). (2006). Handbook of blended learning: Global perspective,
local designs. San Francisco: Pfeiffer.
Bourne, K. & Seaman, J. (2005). Sloan-C Special Survey Report: A Look at Blended
Center for Teaching and Learning at UT Austin (n.d.), What is the flipped classroom?
https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional
multimedia design. Journal of Educational Multimedia and Hypermedia,12(1), 63-90. Retrieved
from http://www.ct4me.net/....
Deubel, P. (2010, September 15). Are we ready for testing under common core state standards?
T.H.E. Journal. Retrieved from http://thejournal.com/....
Fall 2014; 124, 2; ProQuest
Garrison, D.R. & Vaughn, N.D. (2008). Blended learning in higher education: Framework,
principles, and guidelines. San Francisco, CA: Wiley.

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 12
Gojak, L. M. (2012, October 3). To flip or not to flip: That is not the question! NCTM Summing
Up. Retrieved from http://www.nctm.org/....
Hennick, Calvin (1999); FLIP YOUR CLASSROOM
Jonathan Bergmann and Aaron Sams(2012) Before you fl ip, consider this
Kathleen Fulton (2012)Upside Down and Inside Out: Flip Your Classroom to Improve Student
Learning
Learning.
Marquis, C. (2004). WebCT survey discovers a blend of online learning and classroom-based
teaching is the most effective form of learning today. Retrieved from
[http://www.webct.com/service/ViewContent?contentID=19295938].
Morsund, D., & Ricketts, D. (2012). Math maturity. In IAE-pedia [Information Aged Education
wiki]. Retrieved from http://iae-pedia.org/....
Rena M. Palloff, PhD, LCSW(2014) Can they flip? Teaching Instructors to Flip the Classroom
through a Flipped Approach
Saltman, D. (2011). Flipping for beginners: Inside the new classroom craze. Harvard Education
Letter Tech Talk Series, 27(6). Retrieved from http://www.hepg.org/....
Schneiderman, M. (2006, November 6). Software & Information Industry Association: Written
testimony of Mark Schneiderman before the U.S. Department of Education's national math
panel. Palo Alto, CA. Retrieved from http://www.siia.net/....
Swisher, D. (2007). Does multimedia truly enhance learning? Moving beyond the visual media
bandwagon toward instructional effectiveness. Retrieved from http://www.academia.edu/....
V94 N2 kappanmagazine.org

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 13
Gojak, L. M. (2012, October 3). To flip or not to flip: That is not the question! NCTM Summing
Up. Retrieved from http://www.nctm.org/....
Saltman, D. (2011). Flipping for beginners: Inside the new classroom craze. Harvard Education
Letter Tech Talk Series, 27(6). Retrieved from http://www.hepg.org/....
Morsund, D., & Ricketts, D. (2012). Math maturity. In IAE-pedia [Information Aged Education
wiki]. Retrieved from http://iae-pedia.org/....
Schneiderman, M. (2006, November 6). Software & Information Industry Association: Written
testimony of Mark Schneiderman before the U.S. Department of Education's national math
panel. Palo Alto, CA. Retrieved from http://www.siia.net/....
Deubel, P. (2010, September 15). Are we ready for testing under common core state standards?
T.H.E. Journal. Retrieved from http://thejournal.com/....
Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional
multimedia design. Journal of Educational Multimedia and Hypermedia,12(1), 63-90. Retrieved
from http://www.ct4me.net/....
Swisher, D. (2007). Does multimedia truly enhance learning? Moving beyond the visual media
bandwagon toward instructional effectiveness. Retrieved from http://www.academia.edu/....
Rena M. Palloff, PhD, LCSW(2014) Can they flip? Teaching Instructors to Flip the Classroom
through a Flipped Approach
Albrecht, B. (2006). Enriching student experience through hybrid learning. Educause Center for
Applied Research, Research Bulletin, Volume 2006 (12).
Allen, I., & Seaman, J. (2005). Growing by degrees: Online education in the United States.
Wellesley, MA: Sloan Consortium.

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 14
Bonk, C. J., & Graham, C. R. (Eds.). (2006). Handbook of blended learning: Global perspective,
local designs. San Francisco: Pfeiffer.
Bourne, K. & Seaman, J. (2005). Sloan-C Special Survey Report: A Look at Blended
Center for Teaching and Learning at UT Austin (n.d.), What is the flipped classroom?
https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
Garrison, D.R. & Vaughn, N.D. (2008). Blended learning in higher education: Framework,
principles, and guidelines. San Francisco, CA: Wiley.
Learning.
Marquis, C. (2004). WebCT survey discovers a blend of online learning and classroom-based
teaching is the most effective form of learning today. Retrieved from
[http://www.webct.com/service/ViewContent?contentID=19295938].
Kathleen Fulton (2012)Upside Down and Inside Out: Flip Your Classroom to Improve Student
Learning
Jonathan Bergmann and Aaron Sams(2012) Before you fl ip, consider this
V94 N2 kappanmagazine.org
Hennick, Calvin (1999); FLIP YOUR CLASSROOM
Fall 2014; 124, 2; ProQuest