Does the Flipped Classroom really work? Below
are some slides showing the number of students who are proficient on a
given assessment for four courses in which I am able to compare
lecture to the flipped classroom. These comparisons are based on
performance on common assessments. I define proficient as students that
are at 80% or above on a given assessment. Calculus proficiencies are up by 13.6% with the peer instruction flipped classroom compared to lecture with my Fall 2013 results for peer instruction being up by 17.7%. PreCalculus proficiencies are up by 11.3% with the peer instruction flipped classroom compared to lecture with my Fall 2013 results for peer instruction being up by 12.4%. Algebra 2 and Trigonometry proficiencies are up by 12.8% with the peer instruction flipped classroom compared to lecture with my Fall 2013 results for peer instruction being up by 15.1%. *Note: Algebra 2 Traditional Flip data not available. Here is a summary of the flip learning model data for Calculus 1, PreCalculus and Accelerated Algebra 2: I teach "Introduction to Statistics" at Augsburg College's Rochester campus. Since January 2013, I have taught the class using the Peer Instruction Flipped Learning model and my class average is up by 5.5% compared to lecture. Survey results are below. 1. Would you have preferred class to have been taught with the Peer Instruction Flipped Learning Model or Traditional Lecture?
4.
Do you believe the Peer Instruction Flipped Learning Model helped you
understand the material better compared to the Traditional Lecture?

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