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Running Head: THE EFFECTS OF THE FLIPPED MODEL ON GIFTED STUDENTS 1

The Effects of the Flipped Model of Instruction When Implemented with Gifted Students

Stephanie Rush

Kennesaw State University

April 2015

THE EFFECTS OF THE FLIPPED MODEL ON GIFTED STUDENTS 2

Table of Contents

CHAPTER ONE

Introduction and Problem Statement ………………………………………………….4

Purpose of the Study …………………………………………………………………….5

Research Questions …………………………………………………………………….5

Definition of Terms …………………………………………………………………….5

Limitations …………………………………………………………………………….6

Significance of Study …………………………………………………………………….6

CHAPTER TWO

Impact on Student Perception …………………………………………………………….8

Impact on Student Achievement ……………………………………………………10

Gifted Instruction ……………………………………………………………………11

CHAPTER THREE

Introduction ……………………………………………………………………………12

Research Design ……………………………………………………………………………13

Data Sources ……………………………………………………………………………13

Research Context ……………………………………………………………………………14

Researcher’s Role and Background ……………………………………………………15

Data Collection …………………………………………………………………………....15

Data Analysis Procedure ……………………………………………………………………17

Credibility and Consistency …………………………………………………………….21

Ethical Considerations ……………………………………………………………………22

Summary ……………………………………………………………………………………22


CHAPTER FOUR

Results ……………………………………………………………………………………24

Discussion……………………………………………………………………………………24

Conclusion ……………………………………………………………………………27

REFERENCES ……………………………………………………………………………28

APPENDICES ……………………………………………………………………………31


CHAPTER ONE

Introduction and Problem Statement

The middle school student is a developmentally complex human being. Students at this

age are very social, preferring collaborative learning activities over passive learning. Due to

physical growth, students are known to be restless, which make it difficult for them to sit in a

desk all day. Teaching implications in response to such traits include:

present limited amounts of new information to accommodate the short-term memory,

provide opportunities for students to process and reinforce the new information and to

connect the new information with previous learning, provide lessons that are varied, with

lots of involvement and hands-on activities, and provide lessons and activities that

require problem solving and critical thinking (Lorain, n.d.).

These characteristics are even greater in advanced learners. Such developmental characteristics

keep educators challenged with the task of engaging students in the classroom. Gifted students

are very social, and, when provided the opportunity, will socialize rather than work together

productively. If students were engaged in the learning, though, the opportunity to socialize rather

than discuss would not arise. While gifted students are knowledgeable in a content area,

motivation plays a large part in their success. If a student is not motivated to learn, he or she will

not put forth the effort required of him or her.

There is no “one size fits all” instruction. Teachers have to continuously change strategies

in order to keep students engaged during instruction. The flipped classroom model of instruction

is one strategy that educators are utilizing. “’Flipping the classroom’ means that students gain

first exposure to new material outside of class, usually via reading or lecture videos, and then use


class time to do the harder work of assimilating that knowledge, perhaps through problem-

solving, discussion, or debates” (Brame, 2013, para 1). In this model, learning of the content

takes place outside of the classroom so that students can engage in application of the concepts in

the classroom. This allows for the teacher to observe student understanding and provide

immediate feedback, correcting any misunderstandings in a timely manner.

Technology plays a crucial role in the implementation of a flipped classroom model.

Students must have access to a device, and often the Internet, in order to view the lectures or

videos. However, learning that takes place outside of the classroom could also include reading a

chapter in the textbook or a printed article. Having students learn the lesson at home allows for

more one-on-one time with students in class. Bergmann and Sams (2013) suggest that “this

time-shifting of direct instruction results in higher student achievement and increased

engagement” (p. 24).

Purpose of this Study

The purpose of this study is to determine whether the flipped classroom model of

instruction is a preferred method of learning by gifted students. Specifically, I am looking to see

if implementation of the flipped classroom model has positive effects on the performance and

engagement of gifted students and in turn, decreases social behavior in the classroom.

Research Question

1. What happens to gifted students when they participate in the flipped model of

instruction?

Definition of Terms

For the purpose of this study, the following definitions will be used:


Flipped Classroom Model: a model in which students use technology at home to watch

online video lectures, demonstrations, and explanations of assignments while class time is

used to do what is usually assigned for homework (Michigan State University, n.d.).

Vodcasts: video content made available through the Internet through a subscription feed

(Educational Technology Network, 2009).

WebQuest: an inquiry-oriented lesson format in which most or all the information that

learners work with comes from the web (Dodge, 2007, para. 3).

Limitations of the Study

This study is limited to a select few participants due to access to so few gifted students.

This study is also limited by these student participants being in one school in a small, rural town

in South Georgia. The demographics of the school also limit the study--all participants are

white. The duration of the study limits the results to the implementation of the model in only

one unit of study rather than all mathematics units, which vary greatly. Students are limited by

not having the necessary technological devices and/or Internet to view materials outside of the

classroom.

Significance of the Study

The school at which this study takes place uses scores from the Criterion Referenced

Competency Test (CRCT) to place students in advanced classes in each content area. Sharing

intelligence in the area of mathematics does not mean that all students in this class learn at the

same level or pace. Individualized lessons are necessary for students to work at their own pace

and performance level. Flipping the classroom can offer the teacher ways of individualizing

lessons for students. Research in higher educational settings shows mixed attitudes toward the


flipped model (Butt, 2014; Enfield, 2013; Findlay-Thompson & Mombourquette, 2014; Fulton,

2013; Gagnon et al., 2013; Kiviniemi, 2014; Martίnez-Caro & Campuzano-Bolarίn, 2011; Pierce

& Fox, 2012). However, there is little research on the effects of the model used in a middle

school or advanced class settings.


CHAPTER TWO

Review of Literature

Impact on Student Perception

While there are no found studies showing the impact of using the flipped model of

instruction at the middle school level, studies are available involving undergraduate and graduate

level experiences. Several studies showed no impact on student achievement, but researchers

concluded a positive impact on student perceptions of learning while engaged in the flipped

model (Butt, 2014; Enfield, 2013; Findlay-Thompson & Mombourquette, 2014; Gagnon et al.,

2013; Kiviniemi, 2014; Martίnez-Caro & Campuzano-Bolarίn, 2011).

In a study of approximately 100 students in the final course of the undergraduate actuarial

program at the Australian National University, Butt (2014) found students’ perception to the

flipped classroom structure to be positive. Students in the study ranked their own learning by

engaging in an activity the highest compared to reading or listening. The use of inverted

learning allows for students to engage in activities inside the classroom, after learning the

content prior to the activity. Students also ranked individual study highest as being their

preferred university activity.

Enfield (2013) studied the impact of the flipped classroom model with undergraduate

students in a multimedia course at California State University Northridge. While student

achievement was not the focus of this study, the researcher did find there to be a positive impact

on student learning. Results concluded that students felt more confident in their ability to learn a

new technology without taking a formal (lecture) course. Students also stated that they believed

the skills learned in the course, using the flipped model, would benefit them both professionally

and personally.


Findlay-Thompson and Mombourquette (2014) performed case study interviews to

evaluate the flipped classroom model in an undergraduate business course. Looking at average

grades on three major exams, and a variety of quizzes. Researchers found there to be no

significant grade differences between students in the flipped classroom experiment group and the

lecture classroom control group. However, students reported that they felt they had done better

in the flipped classroom, stating that they “believed they had earned better grades because of the

flipped classroom” (p. 68).

Similar to the flipped classroom model, blended teaching consists of the use of online

learning outside of class in addition to in-class sessions. Gagnon et al. (2013) studied the impact

of blended teaching in an undergraduate research class of first-year nursing students. In this

quantitative study, a control group participated in “conventional, face-to-face classroom

teaching” along with five traditional classroom meetings while the intervention group engaged in

“interactive, Internet-based modules for self-study” (p. 378). Results of this study showed no

significant differences in learning due to the teaching method. However, it was found that

“students who were less motivated in the intervention group performed better than the

counterparts in the control group” (p. 380).

Like Gagnon et al., Kiviniemi (2014) studied the effects of a blended learning approach.

His study in a graduate-level public health course evaluated exam scores, overall course scores,

and evaluation ratings of the course from participants in a two-semester masters-level health

course. The first semester was the baseline semester in which students were presented with new

content in class through lecture. The second semester consisted of blended learning. During this

semester, students viewed pre-recorded presentations that were posted online and then engaged

in active learning approaches during class time. Results showed no significant differences in


exam scores but higher overall course point totals. While little difference was noted in student

responses regarding the overall rating of the course and the instructor, comments suggest that

students (73%) noted characteristics of blended learning as being effective elements of the

course.

Martίnez-Caro and Campuzano-Bolarίn (2011) conducted a field study to determine the

factors affecting students’ satisfaction in engineering courses, comparing traditional learning

with blended learning. In this study, 2,658 students participated in 21 graduate and postgraduate

engineering courses, consisting of an experimental group engaging in the blended learning

approach and a control group learning by traditional instructional methods in each course.

Results from 796 students showed that students were more satisfied in blended courses as

compared to face-to-face traditional courses. Additionally, researchers sought to determine the

factors that were associated with greater satisfaction in the blended course. They identified these

factors to include access to the teacher, class attendance, motivation, and collaboration with

classmates.

Impact on Student Achievement

While several studies showed no impact on student achievement but a positive impact on

how students perceived their learning to be when engaged in flipped or blended learning, only

two studies found showed positive effects on student achievement (Pierce & Fox, 2012; Fulton,

2013).

Pierce and Fox (2012) assessed the use of vodcasts and active-learning exercises using a

flipped model approach in a renal pharmacotherapy module. A design experiment was used to

study and assess pretests and posttests and compare groups. Results showed improvements in


scores from 2012 when the instructor utilized the flipped model compared to the results from

2011 during which traditional instruction occurred. In addition to improved student

performance, students also “expressed a consistently high preference for the flipped classroom

instructional model relative to the traditional instructor-led lecture model” (p. 5).

Fulton (2013) writes about the experience of moving to flipped learning at Byron High

School. She notes that after having flipped the classrooms—in all subjects—that “the data look

promising (p. 26). Data showed improvements of math proficiencies on chapter tests and

quizzes for students who mostly learned in the flipped classroom model as compared to the

traditional lecture model.

Gifted Instruction

While the studies conducted involved the use of the flipped model of instruction focus on

undergraduate and graduate level courses, gifted instruction occurs in K-12 learning. Though

not exactly flipped learning, several studies are available which show a focus on the use of

online learning in the gifted classroom setting. Although gifted students share an increased

intellectual ability in at least one subject area, they make up a very heterogeneous group of

students. “Current research confirms that online learning can be a particularly good fit for many

types of gifted students” (Thomson, 2010, p. 662).

Thomson (2011) suggests that “the opportunity to work at a pace consistent with their

rate of learning, as well as expanded access to advanced level courses, make online learning a

particularly good option for many gifted students” (p. 32).


CHAPTER THREE

Methodology

The characteristics of middle school students can present challenges to teachers. These

challenges can be even greater when teaching more advanced, or gifted, students. Social

behavior can sometimes hinder the delivery of instruction, making it difficult for the teacher to

teach and other students to learn. Flipping the classroom provides an alternative to direct

instruction. The characteristics of this method—“students gain first exposure to new material

outside of class, usually via reading or lecture videos, and then use class time to do the harder

work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates”

(Brame, 2013, para. 1)—offer a possible solution to the problem of engaging gifted students in

their learning.

The purpose of this study is to determine what effects implementing the flipped model of

instruction may have on gifted students. This study most closely follows theoretical sampling in

grounded theory (Creswell, 2012). Students will utilize technology to learn content outside of

class, and concepts will be practiced and applied to real-world situations inside class.

Technology that will be utilized to learn content includes online videos, screencasts of teacher

presentations, and WebQuests. Siegle (2014) notes that “for the concept to work, students must

have access to technology outside their school day” (p. 52). Because this may be a challenge for

some students in the study, the researcher’s classroom and Chromebooks will be made available

before and after school as well as during lunch. Students without technology access at home can

utilize these times as often as needed. An interview, observation, and survey will be conducted


with three gifted students regarding the flipped model. This is the most appropriate design as it

focuses on generating a theory regarding the implementation of the model of instruction.

This chapter discusses research design, data collection, and data analysis used to answer

the research question What Happens to Gifted Students When They Participate in the Flipped

Classroom Model of Instruction? The chapter also describes the methodological issues including

concerns regarding limitations, reliability and validity/credibility and consistency.

Research Design

In order to generate a theory about what happens when gifted students participate in the

flipped classroom model of instruction, theoretical sampling in grounded theory was used.

Creswell (2012) describes theoretical sampling in grounded theory as meaning “the researcher

chooses forms of data collection that will yield text and images useful in generating a theory” (p.

433). Not knowing what to expect as the outcome, this was the most appropriate design method

to use. Data collected for this study are designed to answer the following research question:

What happens when gifted students participate in the flipped classroom model of instruction?

Data Sources

To find out what happens when gifted students participate in the flipped classroom model

of instruction, interviews, surveys, and an observation was conducted. The purpose of the

interviews was to find out about students’ current homework habits, learning preferences, and

their feelings toward a new way of learning—the flipped model. An observation was performed

to see how students could and would interact on a given task with the knowledge gained

previously through the flipped model of instruction. Surveys were completed by students

following their experience with the flipped model to determine their thoughts about the model.


Students participated in the flipped model for a period of three weeks during which a 7th grade

unit on probability was taught. Interviews took place prior to implementing the model, surveys

were conducted following the implementation, and an observation was performed during

implementation.

Participants

The participants in this study included three seventh grade students. All three students

are in my second block accelerated math class. These students were selected for this study

because they are identified as being gifted in the area of mathematics. There are a total of six

gifted students in the class. I originally contacted each of them, as well as their parents, about

participating in my study. These three students and their parents consented to participating.

Each student and his or her parent signed the informed consent form provided (see appendices).

Their anonymity is protected by the use of first and last initials used throughout the study. No

names are released. The table below summarizes the participants’ information.

Table 1. Participant DemographicsPseudonym Gender Race Position Age Subject Grade

CR M W Student 13 Gifted Math 7

HN F W Student 13 Gifted Math 7

ZT F W Student 12 Gifted Math 7

Note: M = Male. F = Female. W = White. Subject = Subject area in which the study took place.

Research Context

The research project took place at Jeff Davis Middle School, a small school in the rural

South Georgia town of Hazlehurst. There are approximately 656 students enrolled. Of these,

320 students are female and 336 are male. Hispanic students make up approximately 20% of the


student population, Black students account for 15.5%, White students make up 61.9%, and

American Indian, Asian, and Multiracial students account for the remaining 3% of the student

population. There are less than 8 students per grade level (6-8) who are identified as being

gifted. Gifted students are served in each of the four content areas: math, ELA, science, and

social studies. Students in gifted/accelerated classes include those who are labeled as gifted and

as well as the top achieving students in each content area, up to 28 students total for the class

section, as decided by the school.

Researcher Background and Role

My role in this study is the teacher researcher, interviewer, observer, and interpreter.

Because of my interest in technology, as well as my pursuit of a specialist’s degree in

Instructional Technology, I am subjective to teacher and student technology use. I believe that

technology can be used to greatly enhance learning and increase student engagement. With what

little experience I have with using the flipped classroom model, I have great expectations that it

can positively affect my instruction by offering students the opportunity to learn at their own

pace and in their own environment, and giving them an opportunity to apply their learning in a

deeper context through application exercises in the classroom. While I have this belief based on

researched information, I remained objective by maintaining an open mind, asking clarifying

questions during interviews, and rephrasing participants’ responses in my own words to ensure

that I was interpreting them accurately.

Data Collection

Data was collected over a period of three weeks. Students participated in the flipped

model for a period of three weeks during which a 7th grade unit on probability was taught.

Interviews took place prior to implementing the model, an observation was performed during


implementation, and surveys were conducted following the implementation.

Interview

This interview was conducted for the purpose of gathering information about the

students’ age and grade level, responsibilities at home that may interfere with completing

homework, typical homework assignments, and feelings toward the implementation of the

flipped classroom model of instruction. The interviews took place on February 23, 2015, at Jeff

Davis Middle School in Room 723 between 8:15 a.m. and 9:00 a.m. The interviews were

conducted by Stephanie Rush. CR is a seventh grade male student. HN and ZT are seventh

grade female students. All three are students in the gifted math class.

Survey

A survey was conducted to follow up with students about their experience participating in

the flipped classroom model. The survey consisted of six questions: What did you like about the

flipped classroom model of learning? What did you dislike about the flipped classroom model of

learning? Would you prefer to continue using the flipped model? How do you think your

learning could have been improved? Did you complete all assignments (view presentations,

lessons, videos) that were assigned? and Do you feel that this model made you more or less

successful compared to traditional teaching? The survey was administered via a Google Form.

Students typed their responses to each question, and because of the nature of Google Forms, all

responses were sent to me immediately.

Observation

The purpose of conducting the observation was to see how students would interact and

collaborate to complete a given task using the knowledge gained from their “flipped” homework


lesson. The night before this task was completed, students were provided with an introduction to

probability, which included an overview of how probability is expressed as a value between 0

and 1. The task that students worked together to complete involved placing 44 cards with

various values (represented as decimals, fractions, and percents), fractional pictures, and

subjective and non-subjective statements on them. Students were to create a number line from 0

to 1 and arrange the cards in the appropriate places based on their probabilities. This observation

was conducted on March 3, 2015 by Stephanie Rush. The students who were observed were CR,

HN, and ZT.

When conducting this observation, behaviors to look for included students being Engaged

(talking about and completing the task), Off-Task Talking (talking to students in other groups,

talking about topics not relevant to the task among the group), and Rich Discussion (problem-

solving, reasoning, argument). When these behaviors were observed, the time was recorded

along with a description of the group’s behavior at the time, and reflective notes.

Data Analysis Procedure

I used content analysis to analyze the data, following the steps set forth by Creswell

(2012). Data was collected through an interview, an observation, and a survey. Once data was

collected, data was prepared for analysis—interviews were transcribed, the observation was

typed and organized, and survey responses were collected on a spreadsheet. I read through the

data to obtain a general sense of it and reread it through several more times, assigning a code

label to text segments. In assigning a code, I highlighted words that signaled certain ideas in

different colors. Once all text had been coded, connections and themes began to arise. From

there, I narrowed those themes. The following table shows the reduced codes that emerged.


Table 2.

Categories/Themes Based on Interviews and Survey

Positive Feelings Toward the Flipped Model Negative Feelings Toward the Flipped Model Prefers individual learning Increased focus when alone Needs slower pace

Prefers direct instruction Skill practice following instruction

Coding

While no studies offer information about student perceptions of the flipped

classroom model of instruction at the middle school level, there are studies that show a positive

impact on student perceptions of learning while engaged in the flipped model (Butt, 2014;

Enfield, 2013; Findlay-Thompson & Mombourquette, 2014; Gagnon et al., 2013; Kiviniemi,

2014; Martίnez-Caro & Campuzano-Bolarίn, 2011). Based on the student perceptions found in

these studies, I was seeking to find how my own students perceived the idea and implementation

of the flipped classroom model. Using open coding following grounded theory methods, I

analyzed the transcripts for ideas that emerged from the transcriptions. I chose to interview,

observe, and survey the same three students to provide for consistency and triangulation of data.

Evidence of Code Reduction

In analyzing all coded data sources, a couple of themes emerged. After utilizing open

coding, I reread transcripts, the observation, and survey responses and performed axial coding. I

looked for connections among the codes I had generated through open coding. Finally, selective

coding was used to generate an overall theme.


Evidence of coding: Interviews

Student responses to each of the questions in the interview were used to generate codes or

themes. The codes generated from the interviews with all three students focus on background

information, student learning styles, student learning habits, current homework, student

technology use, and students’ feelings toward the flipped model prior to experiencing it.

The following codes were generated as a result of analysis of data sources.

Table 2

Codebook for Interviews

Code Information

Background Information

Information about the student’s age, grade level, favorite subject, afternoons at home/responsibilities, and internet access.

Indicators: Seventh grade, math, gifted, brothers and sisters, choresRule(s): Any words or phrases that describe the student’s age, grade level,

subject of interest, responsibilities at home, and internet access.

Learning Style Information about the student’s preferred learning style.Indicators: Visual(ly), figure it out, hearing, doing, presentations, direct

instruction.Rule(s): Any words or phrases that describe how a student learns best.

Learning Habits

Information about the student’s learning/working habits.

Indicators: Listening to music, quiet, take stuff home, stay in my room, distracting. Rule(s): Any words or phrases that describe the environment or setting while

learning/working.

Homework Information about the types of homework a student has to complete outside of class.

Indicators: Paper and pencil, notes, worksheets. Rule(s): Any words or phrases that describe the type of homework a student

completes outside of the classroom.

Technology Use

Information about any kind of technology used by the student at home for school purposes.

Indicators: Computer, phone, Quizlet, (Google) Classroom. Rule(s): Any words or phrases that describe the student use of technology


Code Information

outside of the classroom but for class purposes.

Feelings toward Flipped Model

Information that describes a student’s feelings toward the implementation of the flipped classroom model of instruction.

Indicators: It would make things worse, as successful, fast learner, more time, less distracting, focus better.

Rule(s): Any words or phrases that describe how a student would feel if they were to learn by the flipped classroom model of instruction.

Evidence of coding: Survey

The codes generated in the survey were simply the students’ positive and negative

feelings toward the flipped classroom model. Students expressed both like and dislike for the

model. Both the positive and negative feelings that emerged involved their learning style and

preferences as well as technical aspects of implementing the model. Also, a student’s overall

perspective was displayed.

Table 1

Codebook for Survey

Code Information

Positive Feelings Toward Flipped Model

A student’s positive feelings toward the flipped model including what they like about it.

Indicators: I liked, I enjoyed

Rule(s): Any words or phrases that describe a student’s positive perception of the flipped classroom model of instruction.

Negative Feelings Toward Flipped Model

A student’s negative feelings toward the flipped model including what they dislike about it.


Code Information

Indicators: I did not like

Rule(s): Any words or phrases that describe a student’s negative perception of the flipped classroom model of instruction.

Overall Positive Outcome

A student’s feeling of an overall positive outcome as a result of the flipped model.

Indicators: More successful

Rule(s): Any words or phrases that describe a student’s overall perception of the flipped classroom model to be positive.

Figure 1.

Coded Survey Responses

Credibility and Consistency

Issues of credibility and consistency arose from the study itself as well as data collection.

One issue regarding credibility and consistency in this study was that of stability, or my ability to


code the data consistently. To address this, peer review occurred through discussion board. My

research partner evaluated all methods and outcomes during this study. Also, I was very careful

to be consistent in the interview process to ensure that I asked the same questions with each

participant. A short time period for data collection also takes away from the credibility and

consistency. The fact that the research consisted of only one topic—probability—might lead to

responses based on student perception of probability rather than the flipped design. Finally, the

consistency of 12 and 13 year-olds may have led to reliability issues. To increase the credibility

and consistency in this study, triangulation was used in analysis of the data. “Research

methodologists refer to the use of multiple data sources as ‘triangulation’” (Dana and Yendol-

Hoppey, 2009, p. 112). Collecting multiple sources of data of both types will help to increase

the confidence in the data, thus making it more credible and consistent.

Ethical Considerations

Prior to beginning the study, I met with participants to explain to them the purpose of my

study, any risks and benefits they would face (none) and distributed the informed consent papers

to be signed by their parents. Throughout the study, participants’ names were kept anonymous

by the use of their initials only.

Summary

In summary, this study was conducted to determine what effects the implementation of

the flipped classroom model would have on gifted students in the math classroom. Interviews,

an observation, and a survey were conducted with three seventh grade students who are

identified as being gifted in the area of mathematics. The data collected was qualitative in nature

and once organized, was coded in order to generate themes and connections to answer the


research question What Happens When Gifted Students Participate in the Flipped Classroom

Model of Instruction?


CHAPTER FOUR

Results and Discussion

The categories generated from the pre-implementation interviews consisted of

background information, learning style, learning habits, homework, technology use, and feelings

toward the flipped model. The categories that were generated from the post-implementation

surveys included positive and negative feelings toward the flipped model and an overall positive

perception resulting from the model. While not as insightful, the codes that emerged from the

observation included student engagement and rich discussion. Though the sample for this study

was very small, only three students, one theme was apparent about students’ perceptions: a

student’s learning style and preferences dictates their feelings toward the flipped model, both

before and after experiencing it.

Discussion

The original research question was “What happens when gifted students participate in the

flipped classroom model of instruction?” While this question was not answered directly, it is

suggested that students perceive the model based on their learning styles before engaging in the

model. All three of the students in this study ultimately relied on their own learning styles and

preferences to form their perception of the flipped model.

CR has a preference for learning by doing or reading about doing. Overall, he preferred

the flipped model due to being able to progress at his own pace while learning new material.

Though he has two younger sisters at home that often distract him, his favorite subject is math

and likes to figure things out for himself. The flipped model plays into his preferences by

allowing him to learn at his own rate, by himself, and being given the opportunity to work


through problems himself or by talking with classmates. He expressed his preference for less

distraction while learning, which the model affords him.

HN also has two younger sisters but felt the flipped model would be beneficial to her due

to her being a fast learner and not needing teacher directed instruction. She noted that she felt

more successful overall with the flipped model because her learning at home was free of normal

classroom distractions and she could learn at her own pace, watching the videos and viewing the

content as many times as needed.

ZT had overall negative feelings toward the flipped model both before and after

implementation due to her learning preferences. Like both CR and HN, ZT had Internet access

at home and was able to view the lessons, but she did experience technical difficulty with one of

the lessons. While she found certain positive aspects of the model—less questions asked in class

—her overall feelings toward it were negative. ZT’s preference for visual aids while learning

contributed to her negative feelings. She expressed that more videos would have been more

helpful, but because she relies on teacher-directed instruction, she would prefer traditional

learning over continuing the flipped model.

Having a classroom mixed with gifted students and “accelerated” students presents an

instructional challenge. Though all students in the classroom are high math achievers as

evidenced by their score on the CRCT last year, the students within the class learn and

comprehend new content at various rates. In order to maximize learning for all students, I

wanted to implement the flipped model of instruction to evaluate what effects it may have on

gifted students. The purpose of the current study is to determine what happens when gifted

students participate in the flipped classroom model of instruction. To answer my research


question, I collected qualitative data through interviews, surveys, and observation, coding the

data in order to find an emerging theme.

As with any instructional strategy, there is no “one size fits all” method. This rings true

with the flipped model. While it seems to be more differentiated since students can access

material at their own pace and as many times as needed to understand the concept, it is not

preferred by all students. Out of the three students who participated in this study, two had

positive feelings toward the flipped model prior to implementation simply based on their

learning preferences. While CR and HN preferred differing learning styles—CR preferred

“figuring it out” on his own and HN preferred visual learning—both students had a positive

perception of the model before implementation. They each expressed that they would feel

comfortable learning the content outside of the classroom, specifically noting that there would be

less distraction and that they did not require direct instruction. On the other hand, ZT was very

hesitant about the flipped model due to the fact that she preferred teacher-directed instruction and

practice of the concept immediately following instruction.

During the observation, it was ZT was more subdued compared to CR and HN. While

CR and HN were more assertive in beginning and completing the task, ZT was hesitant, only

doing what was asked of her but not taking a lead in the group. This further confirmed her need

for direct instruction and immediate practice in order to be confident in her understanding of the

concept. All three students, though, were very engaged in the task and offered very rich

discussion that could not have taken place without prior knowledge of the content.

As expected from the interview and observation, CR and HN expressed positive feelings

toward the model after implementation while ZT felt she was less successful as compared to

traditional instruction. ZT did note, however, that she liked how they were able to work


collaboratively. If given the choice to continue using the model, she stated no. On the other

hand, CR expressed that he would prefer the model and noted that he like that he could learn the

material at his own pace. HN, too, would prefer the model. She expressed that she liked

learning the content without the classroom distractions. However, HN pointed out that she did

not like not being able to ask questions during or following instruction.

Conclusion

While this study is very limited and may not be representative of all gifted students, a

clear connection exists between the student’s learning style or preferences and their feelings

toward the flipped model. Further research is needed to confirm the existence of such a

connection.

This study presents recommendations for the classroom. Because the flipped model is

not a preferred method of all students, it should not be the only mode of delivery. However, it

offers some great benefits such as decreasing classroom distractions during instruction and

increasing student engagement in classroom tasks/activities. Alterations can be made by the

teacher so that students can ask questions immediately after the learning—via email, journal,

class discussion board, etc.


References

Bergmann, J., & Sams, A. (2013). Flipping for mastery. Educational Leadership, (4).

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved

October 23, 2014 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-

classroom/.

Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from

Australia. Business Education & Accreditation, 6(1), 33-43.

Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative

and qualitative research (4th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice

Hall.

Dana, N., & Yendol-Hoppey, D. (2009). The reflective educator's guide to classroom research:

Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand

Oaks, Calif.: Corwin Press.

Dodge, B. (2007). Webquests. Retrieved from www.webquest.org.

Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on

Undergraduate Multimedia Students at CSUN. Techtrends: Linking Research & Practice

To Improve Learning, 57(6), 14-27.

Findlay-Thompson, S., & Mombourquette, P. (2014).Evaluation of a flipped classroom in an

undergraduate business course. Business Education & Accreditation, 6(1), 63-71.

Fulton, K. P. (2013). Byron's Flipped Classrooms. Education Digest, 79(1), 22-26.

http://www.webquest.org/

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-%09classroom/

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-%09classroom/


Gagnon, M., Gagnon, J., Desmartis, M., & Njoya, M. (2013). The Impact of Blended Teaching

on Knowledge, Satisfaction, and Self-Directed Learning in Nursing Undergraduates: A

Randomized, Controlled Trial. Nursing Education Perspectives,34(6), 377-382.

doi:10.5480/10-459

Kiviniemi, M. T. (2014). Effects of a blended learning approach on student outcomes in a

graduate-level public health course. BMC Medical Education, 1447. doi:10.1186/1472-

6920-14-47

Lorain, P. (n.d.). Brain Development in Young Adolescents. Retrieved October 23, 2014, from

http://www.nea.org/tools/16653.htm

Martínez-Caro, E., & Campuzano-Bolarín, F. (2011). Factors affecting students’ satisfaction in

engineering disciplines: traditional vs. blended approaches. European Journal Of

Engineering Education, 36(5), 473-483. doi:10.1080/03043797.2011.619647

Pierce, R., & Fox, J. (2012). Vodcasts and Active-Learning Exercises in a "Flipped Classroom"

Model of a Renal Pharmacotherapy Module. American Journal Of Pharmaceutical

Education, 76(10), 1-5.

Podcasting/Vodcasting. (n.d.). Retrieved December 3, 2014, from

http://www.edtechnetwork.com/podcasting_vodcasting.html

Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational Leadership, 70(6),

16-20.

Siegle, D. (2014). Technology: Differentiating Instruction by Flipping the Classroom. Gifted

Child Today, 37(1), 51-55.


Thomson, D. L. (2010). Beyond the Classroom Walls: Teachers' and Students' Perspectives on

How Online Learning Can Meet the Needs of Gifted Students. Journal Of Advanced

Academics, 21(4), 662-712.

Thomson, D. (2011). Conversations with Teachers on the Benefits and Challenges of Online

Learning for Gifted Students. Gifted Child Today, 34(3), 31-39.


APPENDICES


Appendix A

Informed Consents


Appendix B

Interview Protocol

Instructions for Interviewer

The following paragraph was read to each interviewee prior to questions being asked. A

consent form was signed prior to conducting all interviews.

(Student), I am conducting research to determine what happens when students, specifically

gifted students, participate in the flipped classroom model of instruction. The purpose of this

interview is to get some information about you and your learning and homework habits. I will

also be asking a few questions about your learning preferences and habits. Your answers will

only be used for the purposes of this study, and at no point will your name be used in the study.

Your responses to these questions will not have any influence on your grade in this course. This

interview will take approximately 15 minutes. I will also be taking notes as you respond to my

questions, so please do not be startled when you see me writing your responses.

The following statement was used to close each interview: Thank you for your time and

participation in this interview. Your responses will remain completely confidential and will not

have any influence on your grade in this class.

Interview Questions and Probes

(Questions are numbered, probes are bulleted.)

1. Tell me a little about yourself.

age grade gifted/accelerated classes


favorite subject of interest brothers/sisters at home responsibilities at home internet access outside of school

2. How do you learn best? What types of instructional materials help you learn best?

by seeing by hearing by doing

3. What does it look like when you do homework?

paper/pencil computer music playing or quiet other people around

4. Do you think you would learn well/better from viewing materials on the computer by

yourself? Why or why not?

more or less distraction

5. How do you feel about learning new content outside of class (as homework) so that you can

do more practice and application inside class?

presentations viewed at home opportunity to ask questions in class

6. What have you heard about a teaching method called the flipped classroom? Does it sound

like a method you would be interested in trying?

Appendix C

Observation Protocol

Observational Field notes – Gifted Student interactions during the classroom portion of a flipped instructional model.


Setting:

Observer:

Role of Observer:

Time:

Length of Observation:

Time Descriptive Behavior(s) Reflective Inference(s)

KEY: E—Engaged, OT—Off-Task Talking, D—Rich Discussion/Reasoning


Appendix D

Observation Notes

Observational Field notes – Gifted Student interactions during the classroom portion of a flipped instructional model.

Setting: JDMS Room 723

Observer: Stephanie Rush

Role of Observer: Teacher

Time: 9:10-10:10 a.m.

Length of Observation: 60 minutes total

Time Descriptive Behavior(s) Reflective Inference(s)

9:12amStudents divided up cards to cut out. CR and HN cut cards while ZT draws number line. (E)

HN takes control of the group and delegates jobs to CR and ZT. ZT is very subdued compared to CR and HN. She does what is asked of her but is not the one to take initiative.

9:15am

Cards are cut and students immediately start discussing. HN explains the number line to CR because he signed out early the day before and did not know what the homework lesson was and therefore did not get the information. (E)

For whatever reason CR did not view last night’s presentation. He quickly understands the explanation, though.

9:17am

Students begin sorting cards into groups. They have put equivalent fractions, decimals, and percents together. (E)

They clearly have a solid foundation of representations of numbers (fractions, decimals, percents). They were able to easily sort these cards out.

9:26am The group now has most cards grouped but about 11 cards are

These students are very literal. They are most comfortable with


left over out of a group because students cannot seem to figure out where they belong. Many are situational cards. They move onto arranging groups of cards on the number line. (E)(D)

the “number” information—those cards that are exact and there is no discussion as to where they belong. They cannot figure out the cards with subjective statements on them because they are arguing based on their own experiences.

9:50am

The group has all sorted cards glued to the number line and in the correct order. They begin again arguing about the situational cards. (D)(E)

HN and ZT seem to have more experiences from which to base their arguments on. For instance, one card says “you will go to the beach sometime.” The girls argue that it is 100% based on the fact they have been before and will go again. CR’s family does not travel so he says “maybe.” On the other hand, CR follows sports and has a strong argument that the card that says “the Braves will win the world series” should go near 0% because in his opinion, it is highly unlikely. The conversation is very rich, though. All three have justification for where they say each card should go, and they come to a conclusion based on all views.(D)

10:05am The remaining cards are placed on the number line. Students check over their final placements of cards and agree with all placements. Students begin cleaning up their area and throwing away paper scraps and


putting desks back where they belong.(E)

KEY: E—Engaged, OT—Off-Task Talking, D—Rich Discussion/Reasoning

Appendix E

Coded Interviews

Interview with CR

Time of Interview: 8:15 am

Date: February 23, 2015

Place: JDMS Room 723

Interviewer: Stephanie Rush

Interviewee: CR

Position of Interviewee: Student

Rush: Ok, first tell me a little bit about yourself.

CR: Ok, I’m in seventh grade gifted math, and uh..

Rush: What’s your favorite subject?

CR: (wait time) Probably math.

Rush: Ok. Do you have brother and sisters at home?

CR: sisters

Rush: How old are they?

CR: 8 and 11

Rush: Do you have any responsibilities when you get home in the afternoons? To help take care of them, chores?

CR: I just try and get my stuff done and maybe help out with chores.

Rush: Ok, do you have internet access at home?


CR: Yes

Rush: Ok. How would you say that you learn best? Are you a visual learner, kinesthetic, auditory?

CR: I do better if I just do it.

Rush: So, if you were learning new content, would you want to listen to somebody talk about it or show you how to do it, or just let you figure it out?

CR: Let me figure it out.

Rush: ok. What types of instructional materials help you learn best?

CR: hmm

Rush: Umm, for instance, like powerpoint presentations, or giving you something to read about?

CR: Reading

Rush: You would rather read about it than see it worked out.

CR: nods head

Rush: Ok. Whenever you get home to do homework in the afternoons, what does that homework look like? Is it just on paper and pencil? Do you ever get on the computer?

CR: It’s mostly paper and pencil. I check myself on the computer.

Rush: Ok, so you do use the computer sometimes. Um, are you ever required to get on the computer for any homework? I know that you use Google Classroom in some classes.

CR: You’re not seriously required. Like you don’t have to.

Rush: Ok. Um, do you like to do your homework with music playing or do you like it to be quiet?

CR: Quiet.

Rush: Ok. You have younger sisters. Do they ever interfere with your trying to do homework?

CR: All the time.

Rush: Ok, so there’s always kind of noise around or your sisters bothering you?

CR: Yeah but I still fight through it.


Rush: Do you think that you would learn better or would you benefit from viewing materials on the computer by yourself? For instance, if you were to go inside your bedroom and sit in front of a computer and watch a video or click through a powerpoint on your own, do you think that you could learn better, um, compared to sitting in class with a teacher teaching it?

CR: I probably would learn better by myself.

Rush: By yourself? Why do you think that’s so?

CR: ‘Cause I can focus better.

Rush: You can focus. So maybe less distraction that what you have in the classroom?

CR: nods head

Rush: How do you feel about learning a new content outside of class, like for homework, so you can do more practice and application inside class? How would you feel about that?

CR: I’d feel fine about it. I mean, it don’t make any difference to me.

Rush: So do you think you could be as successful learning it on your own as long as you at least have the opportunity to ask questions in class?

CR: yes

Rush: Ok. Um, we’ve talked about the idea of the flipped classroom before now, so how would you feel about learning by this method? Is that something you think that it’s something you would be interested in, and would be good for you, or are you kind of opposed to the idea?

CR: I probably could do it.

Rush: Ok. Thank you for your time and participation. Your responses will remain completely confidential and will not have any influence on your grade in this class.

Interview with HN





Interviewee: HN



Rush: Ok. First, tell me a little about yourself.

HN: Umm, I’m thirteen. I’m in the seventh grade and I’m in the second block gifted class.

Rush: All right. What’s your favorite subject?

HN: Math, actually.

Rush: Good. Do you have any brothers or sisters at home?

HN: I do. I have two little sisters.


HN: One is 10 and one is 6.

Rush: Ok. Do you have any responsibilities at home? Do you have to take care of them?

HN: Yeah, sometimes I help out my mama in the afternoons.

Rush: Do you have internet access at home?

HN: Yes

Rush: Good. How do you learn best?

HN: Visually. I have to see it to be able to do it.

Rush: So you like presentations on the board, powerpoint, those kinds of things?

HN: Yes.

Rush: Ok. Um, what does it look like whenever you do homework?

HN: Well, it’s usually paper and pencil. And I like to listen to music.

Rush: You do like to listen to music while you do it?

HN: Yeah.

Rush: How much homework do you tend to have in a day?

HN: Just a few pages, not too much.

Rush: And that’s for each subject or for all of them?


HN: For all subjects.

Rush: Are there other people around bothering you?

HN: No, I just stay in my room.

Rush: Ok. Do you ever do homework on the computer? Do you ever have any homework…I know for social studies ya’ll have a lot in Google Classroom. Do you ever have to do anything on the computer for homework?

HN: Umm, we never really have to. We can if we, like we can, but we don’t have to.

Rush: Ok. Umm, do you think that you would learn better or would you benefit from viewing materials on the computer by yourself? Like, for instance, if for homework, you had to go online and watch a powerpoint presentation, do you think that you could do that by yourself and understand what was going on?

HN: I think I could cause I’m like a fast learner, and I can do stuff on powerpoints, so I think I could.

Rush: Ok, do you think it would be less distracting if you were to sit in your room and view the material like that as opposed to in the classroom with thirty other kids?

HN: Definitely.

Rush: Ok. Umm, so how do you feel about learning new content outside of class, like as homework, so you can do more practice and application inside the class? Is that something that you think you could benefit from?

HN: I think I could ‘cause we’d have like more time to like look at it and everything so, I think so.

Rush: Ok. We’ve talked a little about the flipped classroom before now where you would actually view the presentations online at home so we could do some task-like activities in class, spend more time answering questions in class, and spend less time actually learning the material. How would you feel about learning by this method?

HN: Hmm (wait). I’d feel comfortable with it.

Rush: As a gifted student, do you think that you would still be as successful if I were to give you the material to learn at home rather than teaching it to you in class?

HN: Hmm..


Rush: Now, keep in mind that in class, I would still be here to answer any questions or to clarify anything and then work on stuff, so..or you could talk about it with your peers in class. So, do you think you would still be as successful or do you need that direct instruction from the teacher?

HN: Umm, no I don’t really need that direct instruction, so, yeah, I think I’d be as successful.

Rush: Ok, thank you for your time and participation. Your responses will remain completely confidential and will not have any influence on your grade in this class.

Interview with ZT





Interviewee: ZT


Rush: Ok. Um, first tell me a little bit about yourself. How old are you, what grade are you in?

ZT: I am 12 and I am in the 7th grade.

Rush: Ok. And you are also in the gifted math class?

ZT: Yes ma’am.

Rush: What’s your favorite subject?

ZT: Social Studies.

Rush: Ok. Do you have any brothers or sisters at home?

ZT: One brother and one sister.


ZT: My brother is in 5th grade and is….

Rush: 5th grade is fine.

ZT: Ok, my brother is in 5th grade and my baby sister was born in December of last year.


Rush: Oh wow, so she’s young!

ZT: Yeah like 3 months.

Rush: Ok, so with that being said, do you have any responsibilities in the afternoons when you get home helping out with your brother and sister?

ZT: Yes.

Rush: Do you have internet access at home?

ZT: Yes

Rush: Ok. How would you say that you learn best? Like, do you learn visually…

ZT: Visually.

Rush: Ok, so you’re a visual learner. So you need to see the presentations, like powerpoint presentations, worked examples, those kinds of things.

ZT: Yes.

Rush: Ok. What does it look like whenever you do homework at home? Is it mostly on paper with pencil, do you ever do homework on the computer, worksheet type things?

ZT: Everything that you assign to us.

Rush: So just the math homework?

ZT: Like, we, oh, you mean homework in general?

Rush: Yes, in general.

ZT: Most of it is, I normally have to take stuff home because I’m a little bit slower in class, so I take extra assignments home for homework. Most of it is just writing down notes from class, so paper and pencil.

Rush: So do you ever get on the computer for homework?

ZT: Well, I get on my phone.

Rush: What do you do whenever you have to get on your phone.

ZT: Sometimes I just see our assignments on Classroom or get on Quizlet and study.

Rush: Ok, umm, you said that you are a little bit slower in class, so you tend to take some work home with you. Umm, this study is about the flipped classroom, which is where you would view the material at home, and do more of the practice type things in class. Because you said you are


a little bit slower in class, do you think you might would learn better or benefit from viewing the materials at home, from learning it on your own, through like a presentation on line and then coming to class with that knowledge and doing something with it?

ZT: This whole class is new since I’ve moved. My last school…I had like a C in math. And since I’ve moved, what we’re doing right now is so good for me. Like, it’s helped me get all A’s normally.

Rush: So having the direct instruction in math and then practicing it?

ZT: Whatever we’re doing basically right now, whatever you just said.

Rush: Ok, so, so let me ask you this question again. If you had to view the lesson at home on your own, do you think that you could learn better or do you think it would make things worse for you?

ZT: I think it would make things worse.

Rush: Ok. Umm. I’m going to leave it at that, because I think you’ve kind of given me your feelings toward the flipped classroom just by answering that question. So, thank your for your time and participation. Your responses will remain completely confidential.

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