Fielding Graduate University: Flipping Your Classroom Analysis

This essay, titled "To Flip or Not to Flip Your Classroom," explores the concept of the flipped classroom, a pedagogical approach that inverts traditional teaching methods by delivering instructional content outside of class and using class time for interactive activities. The essay begins by introducing the flipped classroom model and its emergence as an alternative to traditional lectures. It then delves into the challenges associated with this approach, such as the need for teachers to develop new skills in video creation and the potential for students to spend excessive time on coursework, as well as issues of resource limitations. Despite these challenges, the essay highlights the benefits of flipping the classroom, including increased student engagement, improved homework completion rates, and the development of student discipline. The author emphasizes that the flipped classroom is not a universally suitable method and should be implemented with careful planning, adequate training for teachers, and consideration of student needs and preferences. The essay concludes by recommending a phased implementation of the flipped classroom model, combined with traditional teaching methods, to achieve the best outcomes. It underscores the importance of collaboration, networking, and ongoing evaluation in the process.

Running Head: TO FLIP OR NOT TO FLIP YOUR CLASSROOM 1
TIILE:
“TO FLIP OR NOT TO FLIP YOUR CLASSROOM”
FRANCIS PONGO
FIELDING GRADUATE UNIVERSITY
DR. PALLOFF
SUMMER 2016

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 2
Contents
Introduction....................................................................................................................................2
Challenges.......................................................................................................................................3
Benefits............................................................................................................................................4
Conclusion......................................................................................................................................6
Reference:.................................................................................................................................10

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 3
Introduction
The traditional system of teaching and learning where the teachers spends 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 hone. The students then do a
presentation during the classroom hours by sharing their findings. Thus the focus is shift from
teachers giving lectures to students engagement. Some simple define this method as using
videos to do assignment. I think flipping the classroom is more than just using a video. It is
engaging and empowering our students to utilize 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 group or individual video and other
multimedia activities is carried on by the students. The next day is spent discussing their findings
and sometimes calls for a follow up assignment (Saltman, 2011). According to Hennick(1999)
flipping the classroom is more about focusing and spending time with students and less time
lecturing them.

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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 the 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.
Challenges
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.
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 of time. For this
reason some of the teachers are unwilling to learn the new skill and those that do learn it have 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 gives them
videos to view you can imagine how much time they have to spend on all theses. It becomes
overwhelming for bot the students and their. After a long day in school, students will need that

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 5
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 include tutorials, skill
builders with drill and practice, comprehensive courseware, test prep, problem-solving
challenges, simulations and visualization tools, and serious educational games (Schneiderman,
2006)”
Benefits
Not withstanding the above challenges, proponents of flipping the classroom have stated
some of its many benefits. More 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 6
According to national polls, the adoption of this method has 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 now complete their homework. There is 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 become more discipline by committing to the courses. They are involve from the
initial introduction, through 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. Just like with the other methods,
assignments are giving 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, most students
current own a smart phone 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

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 7
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. The factors to be considered
to achieve the main objective of teaching and learning. Educators need to prepare the topic as
prescribed in the curriculum and ensure students will benefit 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 on the hybrid system. So learning this should not be a
whole new method. Commiting to it and following through by the stakeholders is rather
important. The benefits of the blended system can now be advanced. To get the best out of the
system is to combine both the traditional face to face with flipping the classroom ((Albrecht,

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 8
2006; Bonk & Graham, 2006; Bourne & Seaman, 2005; Garrison & Vaughan, 2008; Marquis,
2004).
I will recommend the use of flipping the classroom but must be done in stages over a
considerable period of time. The teachers must be provided the needed training to ensure they
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 on mandating or forcing teachers to flip their
classrooms may result in poor and irrelevant work. Another actor that needs to be considered is
the students buying into this system. If the students like teachers fail to buy into it may result in
poor student performance and all other benefits that is associated with flipping the classroom.
According to Swisher ( 2007)” . Redundancies, unnecessary sounds, and unsupportive graphic
elements detract from learners' cognitive processing”It is obvious that the benefits outweighs the
challenges. But this is not for everyone. The decision must be made on individual bases. 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,
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 brings out the
best in all the teachers, which benefits the students tremendously.
The reason to either flip or not may be financial such as in the case of Byron School
district in Minnesota back in 2009 according to Fulton(2012). It is cheaper at the long run to use

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technology through flipping the system. It is easy to share one video posted online than the cost
of textbooks for thirty or more students on 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.

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Reference:
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

TO FLIP OR NOT TO FLIP YOUR CLASSROOM 11
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
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

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