For my study - about the effectiveness of using an in-class flipped model to differentiate in first grade math - I’m planning to collect and analyze quantitative data...at least, at first.
The plan is to give the students a pre-assessment for the math unit. Then, the students will learn the content of the unit by watching in-class screencasts at a math station (and, of course, meeting in small groups with me and working on various types of independent and partner practice). Finally, at the end of the unit, the students will take a post-assessment. I’ll then compare the scores of the pre- and post-assessments to quantitatively evaluate student learning. Presuming that this experiment in “flipping” yields promising results, I’d like to follow up with several additional types of analyses. First, I’d like to repeat the study with a similar quantitative analysis for a different type of math unit. I wonder if this type of in-class flip might work better with some math concepts/units than others, so it would be revealing to experiment with other units like geometry or graphing. Second, I’d like to repeat the study without using an in-class flip for a similar math unit. I’d then compare the post-assessment results for the flipped and un-flipped units. It would be revealing to quantitatively see the difference (if any) in student learning between the two. Third, I’d like to include a qualitative analysis of student perceptions of their flipped experience. So much of how first graders learn is driven both by their enjoyment and by their feelings of self-efficacy. Do the students enjoy learning from the screencasts? Do the students think that the screencasts keep their attention as well as a teacher would? And do the students believe that they are good at learning math from the screencasts? Do they think that they are growing as math learners? Finally, I’d like to include qualitative data about the impact of this model on the teacher. Does an in-class flip require significantly more or less planning? Does the screencasting have an up-front increase in preparation and planning, yet significantly make math group rotations more smooth? Is the increase in preparation worth the (hopefully) increase in results?
2 Comments
Dana Hand
7/24/2016 10:09:45 am
It sounds like you are very motivated by your study and are excited to experiment with the concept of flipping. I think you are right that qualitative data will be extremely important in your research, especially with your younger students. It is important that you are teaching them to be metacognitive and think about themselves as learners instead of just focusing on whether the process was engaging/fun for them. The impact on the teacher is also important because we all know that teachers are willing to do whatever it takes for their students (even if it takes more time at first) if the results are promising. Exciting work!
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Kristin Pruitt
7/25/2016 09:40:26 pm
I am so excited to see your study in action. Your enthusiasm for the flipped classroom comes through.
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