Research
The research is out there. Flipping works. The time invested in creating a flipped class pays off exponentially in the long run.
From Vanderbilt: "He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses..." See full article here.
From Vanderbilt: "He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses..." See full article here.
From Spartan College of Aeronautics and Technology (Tulsa, OK): “The combined first-time pass rate under the old, traditional learning style program was 83.9 percent, college data show. The combined first-time pass rate for the new program [flipped model] is 96 percent, a more than 12 percentage point increase." See full article here.
From Spartan College of Aeronautics and Technology (Tulsa, OK): “The combined first-time pass rate under the old, traditional learning style program was 83.9 percent, college data show. The combined first-time pass rate for the new program [flipped model] is 96 percent, a more than 12 percentage point increase." See full article here.
US News and World Report: “At Villanova, Weinstein helped lead a pilot program for flipping engineering courses. New data from the program given to U.S. News shows the bottom third of students’ grades were more than 10 percent higher than in a traditional classroom (the difference between a D+ and a C) and more than 3 percent higher for the class as a whole (moving from a C+ to a B-).” See full article here.
EmergingEdTech.com, reporting on a high school math class: "The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.” See full article here.
EmergingEdTech.com, reporting on a high school math class: "The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.” See full article here.