Innovation or Speculation? Research-based Insights into Flipping the ELA Classroom

Innovation or Speculation? Research-based Insights into Flipping the ELA ClassroomCarl A. Young & Clarice M. Moran NC State UniversityNatascha Brooks & Hannah WeaverWake County Public SchoolsNCTE CONFERENCE 2015Minneapolis, MN -- Friday, Nov. 20th

Clarice Moran () - See previous slideClarice Moran () - This is like the after slides. Just put up the positive "after" student quote and then say these commentsClarice Moran () - Same as previous slide. Note these comments when you read the negative student quote on the after slide.Clarice Moran () - We will push 'play' at this point and let Hannah's video run here. If she has a video with the info on her slides, then I think we should cut her slides from this presentation and let her video stand alone.Its a small, flat world...

Dr. Carl A. Young, Associate Professor, English EducationNC State University ~ former Middle and HS English ELA Teacher@carl_youngDr. Clarice M. Moran, Postdoctoral Scholar, English EducationNC State University~ former English teacher@ClariceMoranNatascha Brooks, 6th grade English teacher, Raleigh, NC@MsBrooksMPMSHannah Weaver, 7th grade English teacher,Apex, NC@hannahmw27

Some background...Teaching and research interests tied tointegrating digital technologies in ELA~ eps & inquiry-based learning, social media, digital video, etc.The transition to a focus on flippingResponses to our research findings on flipping the ELA classroom

An Important Lens: Literacy instruction in the brave new world of technology (McKenna, PDK, 2014)#1. Technology is now indispensable to literacy development.#2. Technology requires new skills and strategies.#3. Technology can support those who struggle.#4. Technology can transform writing [/ learning].#5. Technology offers a means of motivating students.#6. Waiting for research is a losing strategy. ~ This does not mean, however, that research cannot inform technology use! It definitely should! Our research efforts aim to develop best practices for flipping the ELA classroom!

Article written in response to the slow and tentative integration of technology in the English language arts. He refers to these as important insights to have going forward. Important lens in general, but also in considering flipped learning.

What is itexactly?

Flipped ClassroomBaker (2000) campus-wide Intranet.Lage, Platt, & Treglia (2000)- inverted classroomKing (2003) guide on the sideAccess to technology was the KINDLING

Bakers (2000) flip. Used with permission.

Flipped Learning DefinitionFlipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.- Flipped Learning Network, 2014

The Research Plusses +Leans on active learning strategies and peer work (Bergmann & Sams, 2012)Some aspects connected to Dewey (Nagel, 2013)Teacher may have increased one-on-one time with students (Fulton, 2012)

The Research Deltas Students in flipped college courses expressed dissatisfaction with the course (Strayer, 2007)Student engagement decreased among secondary students in language arts flipped classrooms (Moran, 2013; Moran & Young, 2014)Johnson (2006) found that humanities-based courses may not be appropriate for flipping

High School Study on FlippingParticipants: Two sections of an AP English class, grade 11, public school. 49 participants.How: Two flips. Used Jing screencasting software.Survey/Other: Computer Attitude Questionnaire (Knezek, & Christensen, 1996); two focus groups

Results of High School StudyI like the flipped method. I prefer traditional classes. The flip is impersonal. The flip is not good for English class. School is school. I dont care.

Middle School Study on FlippingParticipants: 183 7th grade language arts students; 2 early-career teachersHow: Three-week unit on poetry. 3 teacher-made videos.Survey/Other: Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990); 6 case studies

Results of Middle School StudyFour subscales of MSLQ indicated that overall student engagement went down during flipped unit. Pacing is an issue.I like the flipped method. I dont like the flipped method.I enjoy having less homework with the flipped method. I dont care. School is school.

Tales from the Front LinesNatascha Brooks and Hannah Weaver7th Grade ELA classes in Wake County Public Schools, NC

Natascha Brooks _ Staff - MillsParkMS () - look for new imageCarl Young () - That is an AWESOME SLIDE! :)Natascha Brooks _ Staff - MillsParkMS () - used screen shots from our actual videos as images..does that work? also, minor thing but are slanted images okay or should I straighten to make it more professional?Before the FlipDeciding what to flipConcrete vs. Abstract

Deciding when to flipBeginning vs. End of YearDeciding how to flip

Deciding how to flipVideo toolsAssessment/Monitoring tools

Video ExamplesPoetic Form (Powerpoint/ Jing)Annotation Video (Doc Cam)How-to Comment (Screencast)Argument Writing (Educanon)

Brooks present this slideNB: Deciding what to flip. Concrete vocabulary/terms. Not abstract or discussion based. Original study: Poetry/plot terms. Since the original: EOG Review, Modeling (like how we modeled the annotation). Serious limitations on what we would flip: wouldnt flip literacy strategies, class discussions, speaking/listening standards, writing

Videos: Show videos (doc. Camera and ppt slides videos2 minutes of each).

NB: creating the videos. Doesnt take a lot of time after youve worked out the kinks. Research which software tool is best for you. We like using our document cameras and Quicktime (Apple). While they watched the videos, they had to fill out notes sheets that we had created.

HW: Creating stations. Time consuming. Has to be self-explanatory because kids cant be bothering you with questions about the activities while youre trying to conference with kids. Requires a lot of advanced planning. Entire unit has to be totally done before you start. BUTthen youre done!! Put materials together in labeled bins so students could get them on their own. Example of station.15

During the FlipModeled how to learn through a videoUnit of study: term-heavy poetry unitStructure of the ClassVideos for Homework: Notes/ Assessment tool--several days to watchWhat does the class look like if you arent teaching?Asynchronous Independent Practice (original study) Group Practice (Stations)Student/teacher conferencesInteractive ActivitiesStudents were instructed that with a question, they should: 1: rewatch video2: ask a peer3: ask a teacher

-Modeling: took a class period to explain what flipping is, watch sample video and show them how we want them to pause, rewind, and rewatch, and take notes during the video. Discussed what having the videos available would offer to the students, and how they would be responsible for their own learning-Homework: several days to watch 5 minute video (watch on device, at home, during study hall), and completed notes while watching. As we will discuss later, we found that there might be better ways to assess if students watched/understood the video-Chose vocab heavy poetry unit to flip-Originally had asynchronous independent practice, and we conferenced with each student as they worked--sounded like a good idea, but did not quite work outIf students had a question, they should rewatch the video, ask a peer, or ask a teacher (did not work)16

After the Flip: Student PerspectivesPositives:Fun, interactive way to learn

Self-paced and self-regulated learning

At school, we have to get it done in a certain amount of time. But at home, I get as much time as I need. Also, at school, there are a lot of distractions...but at home...I can concentrate and I get better scores.

Brooks presentNB: As a whole, many of the kids like it. Saw the words fun and engaging pop up many times on our survey. Many students were very reflective about their best learning environment, and enjoyed learning in the comfort of their home at their own pace.

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After the Flip: Student PerspectivesNegatives:No real-time assistance

When I came to a point when I had a question to ask, there was no one to ask it to.

Stressful to keep up

Tech issues

Brooks present thisNB: Several students noted that they did not like the flip because there was no one there to assist them when they needed it. They noted that they like have the teacher, and their classmates, around to ask if they needed something.Stress came from educanon questions interrupting the videoTech issues such as internet, app crashing, limited access to computer18

After the Flip: Teacher PerspectivesPositives:More engaging use of class timeStudents enjoy it (overall)Simple (once you get the hang of it)With the right assessment tool, you have great formative assessmentGood to use videos for review

Brooks present thisNB: As a whole, many of the kids like it. We liked it to a certain extent also, but mainly as a change-up from the normal routine. We like speaking with kids individually (wish we had more time). For many of the kids, I liked the added responsibility to be self-guided.

HW: Things that didnt work: Some kinds of thinking were difficult/impossible for students to do without teacher support. Alliteration example, teaching the same lesson 120 times. Kids who do well in anything did well with the unit. Kids who dont do well didnt. Added stress on families and working around technology at home.

NB: What would we do again? My biggest frustrations were accountability and assessment efficiency. Mastery connect and Educanon?? Hybrid model where part of the class is them working on the stations and we do some guided activities together for the other part of the class, so they dont have to attend to the same task for 60 minutes straight.

HW: Hybrid model with more structure?? Using it in moderation or as a different teaching strategy. Neither of us would totally flip our classrooms for the whole year.19

After the Flip: Teacher Perspectives

Negatives:Hard to find the right unit to flip: review or new concepts?What if students dont watch?Tech complicationsCant reach each student each day (Isnt that a goal of flipping?)Age/maturity of studentsWould I flip again?

Brooks present thisNB: As a whole, many of the kids like it. We liked it to a certain extent also, but mainly as a change-up from the normal routine. We like speaking with kids individually (wish we had more time). For many of the kids, I liked the added responsibility to be self-guided.

HW: Things that didnt work: Some kinds of thinking were difficult/impossible for students to do without teacher support. Alliteration example, teaching the same lesson 120 times. Kids who do well in anything did well with the unit. Kids who dont do well didnt. Added stress on families and working around technology at home.

NB: What would we do again? My biggest frustrations were accountability and assessment efficiency. Mastery connect and Educanon?? Hybrid model where part of the class is them working on the stations and we do some guided activities together for the other part of the class, so they dont have to attend to the same task for 60 minutes straight.

HW: Hybrid model with more structure?? Using it in moderation or as a different teaching strategy. Neither of us would totally flip our classrooms for the whole year.20

Natascha Brooks _ Staff - MillsParkMS () - hide slide in ppt versionFollow-up: What Weve ChangedNeither of us completely flip classrooms; both use elements from flipped model as an instructional strategy.

How can we be sure students have watched the video? What do we do about students who havent?How can we increase student engagement and on-task time in class with the flipped model?Given our large class sizes, how can we get to each kid, each day?How do we decide what to flip?

Question 1: 0- 2:54Question 2: 2:54- 4:35Question 3: 4:35-6:35Question 4: 21

Guidelines for Flipping the ELA Class (based on our research findings)1. Discuss and model the flip process for students (be proactive about discussing the process, including strategic note-taking, active video-viewing, demonstrating understanding, as well as competency with the technologies involved)2. Choose appropriate content for flipping (content that can be taught and/or modeled directly rather than more complex or abstract material is recommended; e.g., literary terms, poetic devices, genre forms, background information on authors or texts, revision and editing strategies, etc.)3. Flip content on a regular basis but not exclusively (students need practice with the strategy, but not all ELA content necessarily lends itself to flipping; be purposeful in terms of when and what you decide to flip)4. Create engaging and varying opportunities for students to demonstrate what theyve learned and how to apply it (students should be accountable for the work they do in the flipped context, both in terms of viewing and also processing the viewing experience; collaborative activities seem to work best for demonstrating mastery; include opportunities for reflection on both the flip process as well as the content learned)5. Take a proactive approach to classroom organization and management (be proactive in planning how to organize the flip approach and how to manage collaborative work in terms of what students do outside of the classroom and also what they do afterwards inside of the classroom)

May be better to remove the annotations and just keep the headings. Ive included them now as placeholders.

Tested Tools for Flipping

More Tools for Flipping

Natascha Brooks _ Staff - MillsParkMS () - Is doceri a flipped resource? I have seen it used and it flips the teacher iPad to the computer screen but I haven't seen it used with video homework. Just wondering in case we need to explain this toolQuestions?