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Literature Review Presentation

This document reviews literature on the flipped classroom model and its benefits compared to traditional teaching methods. The flipped model moves direct instruction outside of the classroom via videos and assignments, allowing class time to be used for hands-on activities, projects, and addressing student questions. Research shows the flipped model increases student engagement and motivation, allows individualized pacing, and encourages teachers to improve instruction. While technology and accountability are obstacles, these can be addressed through high-quality instructional videos and assigning work for a grade. The flipped model provides an effective alternative to traditional teaching.

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259 views8 pages

Literature Review Presentation

This document reviews literature on the flipped classroom model and its benefits compared to traditional teaching methods. The flipped model moves direct instruction outside of the classroom via videos and assignments, allowing class time to be used for hands-on activities, projects, and addressing student questions. Research shows the flipped model increases student engagement and motivation, allows individualized pacing, and encourages teachers to improve instruction. While technology and accountability are obstacles, these can be addressed through high-quality instructional videos and assigning work for a grade. The flipped model provides an effective alternative to traditional teaching.

Uploaded by

api-377290190
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Traditional Doesn't Mean

Better: The Benefits of a


Flipped Classroom Model
By Kaleigh Braverman and Emma Webster
ED 776 Theory and Research on Teaching
Abstract
This review of literature examines a flipped classroom teaching model in order to explore
the benefits of using such a model in a variety of classrooms. The traditional teaching model
has been a problematic issue because students access and learn the information through
presentation and lecture. Students become disengaged and miss out on opportunities to
practice and absorb the new knowledge taught. Literature was chosen from a variety of
online resources including educational journals and both informal and formal articles
limited to the years 2012-2016.  Findings and conclusions from the literature reviewed were
compared for similarities and differences in order to find patterns and themes.  Our findings
revealed that a flipped classroom is a highly effective and engaging alternative to
traditional teaching methods. Based on the literature reviewed, we concluded that a flipped
classroom increases student motivation, offers students the opportunity to work at their
own pace and take responsibility of their own learning, and it encourages teachers to reflect
on and perfect their own instructional practices. 
Introduction
What is Flipped classroom instruction? 
• A teaching model that can be integrated into
classrooms using technology and hands-on activities.
• This blended learning structure flips the traditional
model, giving teachers the opportunity to deliver
instruction outside of the classroom via technology.
• Allows for hands-on activities to be moved into
the classroom for teachers to be able to support
students in their exploration of concepts.
Teachers today face a detrimental problem –
teaching students with differing learning styles
and abilities in the same setting. To solve this
problem, teachers need an alternative to the
traditional classroom model, allowing for
responsive instruction and facilitation of higher-
level cognitive skills for all students. This
literature review is significant because the flipped
classroom model is one solution to this problem. 
Analysis of Literature
How can flipped classroom models benefit stakeholders
including students and teachers?
• Maximizing productive classroom time for teachers and
students.
• Students who are absent can easily catch up with instructional
content and review what was missed. 
• Students appreciate having the opportunity to work through
instructional content at their own pace in the flipped classroom
model.
• Both students and teachers had positive outlooks when working
in a flipped classroom and noted increased levels of interest,
engagement, and motivation. This led to increased academic
achievement and increased learning gains.
Analysis of Literature
How do we overcome obstacles to the flipped classroom model?
Potential obstacles; technology and accountability. 
• Technology: Finding appropriate, high-quality instructional videos to
deliver differentiated instruction outside of the classroom. 
1. Teachers should create their own high-quality screencast videos as well as
access reputable resource materials from educational websites.
2. Teachers share their resources with their Professional Learning Networks for
others to use as well.
• Accountability: Students, especially those new to the flipped
classroom structure, may be reluctant to take responsibility for their
own learning outside of the classroom.
1. To avoid this, the researchers all suggest having students complete
assignments related to content learned outside of the classroom for credit
towards their grade. 
Analysis of Literature
How do we use technology to enhance the flipped classroom
model?
• Through the use of…
•  instructional videos
• podcasts
• screencasts
• Learning Management Systems 
• YouTube application for asynchronous lessons for out-of-class learning.

It is important to share resources with colleagues pursuing


the flipped classroom model in order to effectively enhance
instruction and activities through the use of technology.
Conclusions
A Flipped Classroom...
• Offers a new approach to teaching that combines learner-centered instruction
with learning that can be applied in the real world. 
• Uses engaging videos and technology resources to help students focus on their
own learning at home.
• Teachers maximize class time to 
• complete higher-level cognitive activities
• real-world experiments
• build relationships with students
• deliver differentiated and responsive instruction
• work one-on-one with struggling students. 
The literature evaluated in this review supports the notion that the
innovative flipped classroom model is an excellent alternative to the
traditional model in the wake of a difficult time in education.
References
• Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for
Teaching. http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ . 
• Herreid, C. F. & Schiller, N. A. (2013). Case studies and the flipped
classroom. Journal of College Science Teaching, 42(5), 62-66. 
https://www.jstor.org/stable/43631584  
• Nouri, J. (2016). The flipped classroom: for active, effective and increased learning
– especially for low achievers. International Journal of Educational Technology in
Higher
Education, 13(33), 110. http://educationaltechnologyjournal.springeropen.com/arti
cles/10. 1186/s41239-016-0032-z 
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1).  
https://www.educationnext.org/the-flipped-classroom/ 

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