Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental

Science

James Hunter UNE EDU 690 April 18, 2013 Action Research Paper

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

Abstract:
11th and 12th grade students at Wilton High School enrolled in AP Environmental Science were having difficulty in reading the textbook and as a result student engagement and participation was lacking. A study was done to see if the Flipped Classroom would be useful in engaging students in reading online texts, watching online videos, and then utilizing that information to participate in classroom discussion and other activities compared to the previous lecture-and-read style of learning. Through the course of the study student test grades were compared to previous grades, observations of student behavior and participation were noted, and surveys were conducted before and after to compare changes as well as student attitudes to assess their reaction. At the completion of the study it was discovered that the students were able to understand the material and apply it better when asked to participate in classroom discussion and debates. It was also noted that the test grades went up and that the students were very engaged not only in the classroom but also with the new style of learning.

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

Table of Contents
Abstract Introduction Rationale for the Study Statement of the Problem Primary Research Questions Hypothesis Review of the Literature Methodology Research Design Data Collection Plan Sample Selection Data Collection Tools Results Findings Discussion Limitations of Study Further Research Action Plan Conclusion References Appendix I Appendix II Appendix III 2 4 4 5 5 5 6 12 12 12 13 14 15 15 23 25 25 26 29 31 33 35 40

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

Introduction:
Rationale for the Study: Over the past couple of years there has been an increase is open enrollment in high school classes and one of the issues that comes up is when students take course that are above their reading level. At Wilton High School there is a process called Override, which is where parents can have a meeting to override a teachers recommendation for the following year. At this meeting the parents sign a form that states that it is not up to the teacher of record the next year if the student is not up to the ability to provide more than the usual amount of extra help. Unfortunately, at most of these meetings it is never discussed as to what the issues might occur in the following year, including reading ability. This is a big issue when a student is overriding from a College Prep level class to an AP Class, which is a 2 level jump in difficulty. As a result when the students are having difficulty in reading the material it becomes very difficult for them to participate in class discussions because they have not been able to learn the information that the teacher expected. The purpose of this study was to see if there was a change in the way that the material was presented then the students would be able to learn the material and as a result be able to participate more in class. There was also interest in the idea that if this is in fact true, what effect it would have on the students test scores? Part of this process of the flipped classroom is to incorporate more technology, which in todays classroom is a better way to access the students learning styles.

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

Statement of the Problem: When looking at the group of students that were studied it was evident that there was a very large range of ability, including reading ability. Something else that was noticeable was that students who did not participate in the classroom discussion were usually the ones that had the difficulty in reading, and their lack of participation was most likely due to the fact that they did not fully understand the material as well as they did not want to look dumb in front of their peers. The main issue that was focused on was addressing students difficulty in reading by using the flipped classroom to change the way the students gain the material. The issue is that the material can be learned by using the text, but there are other resources that could be utilized to assist the students in overcoming their reading difficulty so that the main issue is learning the material. Primary Research Questions: Through the observations three questions were formulated. First, how will the flipped classroom improve classroom engagement? Second, how will the flipped classroom help to engage those struggling with reading? Finally, how will flipping the classroom help to improve test scores? Hypothesis: The incorporation of the flipped classroom model will enhance the engagement of the students within the classroom, because students will be actively participating in classroom activities. If the classroom is flipped, then students with reading issues will be

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

given the opportunity to focus on reading issues and utilize alternative ways of gaining the knowledge, which will enhance their learning.

Literature Review:
In the study conducted the focus was on the concept of the flipped classroom but not so much in the idea of what is being done at home, however that was also looked at, but more with what was being done in the classroom and the resulting effect. To this extent the literature review focused more on the classroom components of the flipped classroom and what needs to be in place for it to be successful. As such, the literature focuses on the overarching concept and some of the different modalities that can be used, some of which will be used in this study. In this study the problem addressed is Using the Flipped Classroom Model to Enhance Engagement and To Differentiate Instruction for Students in Advanced Placement Environmental Science. What is the Flipped Classroom Method? The flipped classroom is a method that has emerging as a new approach to teaching. According to Bermann, Overmeyer, & Sams (2012) The flipped classroom is a model of teaching in which a students homework is the traditional lecture viewed outside of class on a vodcast. Then class time is spent on inquiry-based learning which would include what would traditionally be viewed as a students homework assignment (para. 2). With this model the students are now using the time at home to more or less review or watch a lecture or educational video of some kind. After doing this the students will then participate in class in a studentcentered activity that will help to build upon previous knowledge and deepen the learning experience while at the same time it will also free up the teacher to work with groups or differentiate the activities so that learning can be maximized within the classroom environment.

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

What is done at home? As this model focuses on two things both need to be looked at individually. The first being the way that the information is disseminated to the students in the home environment, which can either make or break how the class time is spent. Teachers have many different ways to provide the information to the students. One way is to create vodcasts, which are a video version of a lecture. These can be done many ways. Another way to do this is also through podcasts, which are lectures without the video so it more of just the spoken word. Both of these are effective modes, however, the second is very similar to a standard lecture and therefore has its limitations like a normal lecture would. What do you do with class time? When you look at what was being done with class time this becomes much more important. It is this new time that is when students can solidify what is to be learned, and how it is connected to other material. When this was done in the context of students learning from students, it was much more affective. According to Race (1996), Asking people direct questions about how they learn leads towards four primary processes being involved, in an overlapping way. These can be summarized as follows: wanting to learn (Motivation, thirst for knowledge); learning by doing (practice, trial and error, getting ones hands dirty); learning from feedback (other peoples comments, seeing the results); digesting (making sense of what has been learned, getting a grip on it) (para. 3).

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

According to this, the last three need to be done when working with other people as you are learning with and from others. This cannot be done for homework. In the past the homework was the second bullet of practice but we have found that there are better ways to get that same done. How can one create a student-centered learning environment? Another issue that was faced when the flipped classroom model was implemented was the student-centered learning environment. Not all teachers are trained within a student-centered classroom; in fact, most college classes are taught using the old teacher-centered method, and according to Dove (2013), although this is specifically about math it can be applied to a broader range of subjects, More importantly for reform in K-12 education, Judson and Sawada (2001) found that teachers who participated in a greater number of classes as an undergraduate in which the professors used learner-centered practices were significantly more likely to use learnercentered practices in their teaching of middle and high school mathematics (p.1).This indicates how teachers are trained was how they tend to teach so if there needs to be reform in the K-12 system, then there also has to be reform for the preparation of those going into education. There tends to be a higher amount of student-centered teaching in science classes and that comes from the fact that those teachers spend time doing hands-on activities in laboratories and understand that for some of the information to be learned students need to get their hands dirty, so to speak. To create this kind of an environment takes time and energy. A teacher needs to be willing to give up control and be willing to be a facilitator and assist students as they learn from each other. One of the ways to help develop this kind of a relationship in the classroom was described by Pugh (1999), The intent of the independent study contract portion of the program is to build upon individual student interest while encouraging development and application of

Using the Flipped Classroom Model to Enhance Engagement and to Differentiate Instruction for Students in Advanced Placement Environmental Science

key skills in higher order thinking and problem solving (p.1). So by designing a contract you are establishing what the ground rules are and stating what the expectations are for the students. In doing this everything is known from the beginning which then establishes what role each person has in the classroom relationship. In addition to this there also has to be some time spent in building rapport between the students as well as with the teacher. This cannot be expected to just work. According to Shimamoto (2012) Though shown to be effective once established, active learning environments are not generated spontaneously. Teachers must work to develop these environments through the proper use of motivational strategies and active promotion of social interaction (p.2). In other words time needs to be spent doing group building and getting to know each other. Any groups that are established need to be able to be switched at different times so everyone works with everyone. Within the group work there also has to be establishment of roles during different activities. By having group as well as individual responsibilities this will help maintain focus and participation from everyone. According to Powers (2008) Cushion and Sullenger (2000) stated that obstacles to change, such as grading, monitoring, and lack of time can be overcome through the proper set up and structure of the independent study (p.59). This refers to the idea of allowing students to choose what activities they want to use, which is another approach to the classroom portion of the flipped classroom model. A teacher can have many differ ways of reaching the goal of the unit and the students can be given these choices. Once they choose those choices can set the groups and the students can continue as planned. Again, we all know that students learn in different ways, and this is yet another way to incorporate differentiation into the classroom, which in turn also supports the model being researched.

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What are the benefits of the flipped classroom, especially the student-centered portion? From the research that has been done there are many benefits to the model. According to Bergmann and Sams (2012) One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids. We are answering questions, working with small groups, and guiding the learning of each student individually (para. 7). This is one of the major goals. When using this method, teachers can then have the time to observe and step in when needed and assist and also be there to identify when issues are preventing a student from succeeding and therefore start to implement interventions. Another benefit is that according to Marlowe (2012) I believe the top achievers will be motivated and learn regardless of the teaching style, but if the flipped classroom model will help motivate middle and low achieving students to work harder and learn in a more efficient manner, than it is worth exploring (p.21-22). This is very important especially since more and more schools are moving to open enrollment which means that more students are taking classes that used to be above their learning level. What this then will allow is differentiation so that all students can be successful if they work for it. When lower achieving students are hearing that they cannot get into college without taking AP classes, they feel that they have to take them and when they get in there and the class is focused on only the high achievers, then there is not a chance for success. This model will allow more one-on-one time as well as time for individuals who are struggling with similar concepts to get together in a group where the teacher can step in to accommodate them and help them through difficult material. Along these same lines according to Jenkins (2012) By covering lecture material at home and from a video-based platform, students can privately view the material. This allows them to approach things at their

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own pace without worry of peers noticing them moving slower or faster. Students can stop, pause, rewind, and fast forward material so that they can examine things in their own way (para. 3). This also means that those who are having difficulty are not going to be the center of attention, which they tend to be afraid of and as a result are not willing to ask questions as they do not want to be seen as being slower or not as bright. This model again helps to alleviate those kinds of issues and helps to boost the esteem of these students. According to the Center for Digital Education (2012) The flipped classroom experience makes optimal use of instructor and student time, provides increased access to the instructors expertise and enables better scalability of instructional resources to support high-enrollment demands (p. 4). This is also important as with changing economic times class sizes are rising and with greater enrollment there is usually less teacher-to-student contact time and this model will help to actually increase this time even though there are more students in the class. In addition it was noted, according to Butt (2012) However, it was notes that no amount of notes can replace the opportunity for students to ask questions to clarify material (p.3). Again, based on the flipped classroom model more time is created so that students can ask questions and clarify material.

Literature Conclusion: It was seen that the articles that were reviewed were in agreement that the Flipped Classroom approach allows students an opportunities to learn in different ways which then allows differentiation to their learning styles. These articles also demonstrated that teaching in a classroom that is more student-centered works better, and just because the course is college level

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does not mean that it needs to be taught from a college approach. This study was focusing on using new methods to help students with success at college level and based on the literature these methods are successful in many ways. One of the most important things is that this approach allows for more teacher-to-student time which all of the articles agree helps students succeed.

Methodology: Research Design:

One unit, two chapters, was designed to be run using the flipped classroom. The unit was compiled of podcasts to be listened to at home as well as watching online videos, and taking notes online, which was all outlined on a homework sheet (Appendix 1). This was then compared to how the students had been functioning in the course prior to this unit.

Data Collection Plan:

In order to measure the effectiveness of the flipped classroom there was going to be the following data collected. First was a student survey that helped to identify students learning style. Students then also handed in a brief assignment that had them identify three ways that they could improve their studying / learning by understanding how they learn. Data was collected by the researcher through observations of classroom behavior during the units as well as from a post unit survey. This included student questions, discussion held by students in groups, observing groups that were working on subsections of the unit with others

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that were in the same place, groups getting extra assistance from the teacher or students reviewing video selected as course material. End of the unit tests were also collected and analyzed to see improvement in overall grades, as well as improvement within specific sections, especially related to free-response questions. These were then compared to previous exams. Although there is a good correlation as far as similarity between the tests, these are not exact and therefore it cannot be considered exact, but analysis of this would be indicative of student progress as well as to student comprehension.

Sample Selection:
The group that was studied was made up of two sections of an Advanced Placement Environmental Science class. This group had a total of 46 students with 13 of them being in 11th grade and the remaining in 12th grade. Of these students there are 26 girls and 20 boys. There are 9 students in the two sections that were not recommended for the course, but due to open enrollment these students were allowed to override into the program. Over the last couple of years the students that make up the cohort of overrides tend to have lower overall grades in the course, generally somewhere in the 72-79% range for the year. This is the group that was of particular importance as these students are taking an AP for the first time and they are trying to stretch to be in the course and a side part of this study was to find a way to help these students attain success rather than just frustration.

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Data Collection Tools:

The first tool that was used was a learning style quiz (Appendix 2). This quiz was administered to all of the 46 subjects and they answered and calculated their results. Once they calculated which of the three learning styles they were, visual, auditory, or tactile, they then came up with three strategies that they could do to help improve their grades in the course. The researcher then collected these surveys and double checked their work and made a list of ways the students identified to help improve their grades and used that as a means to help identify tools that could be used to help improve learning tools in the classroom. The second tool that was used was classroom observation of the students working on course material as well as during classroom activities. The researcher made observations of the students activity level, as well as their progress with the new activities. These observations were made both during activity as well as during post activity notes and review of class records, as the researcher at times did not have the ability to record at the time post class notes were utilized. Another tool that was used was comparison of end of unit test grades. The researcher used end of unit test grades and compared them to previous unit test grades. With similarities between the tests and the difficulty of material the researcher would be able to identify whether or not the new tools and processes were assisting the students in improving their understanding of the material and improving their grades. This tool was the most important as it was the barometer for identifying if the students were able to apply the information that they learned using the new tools, which would then indicate if this were successful. Another tool that was used was a post study survey (Appendix 3) that was administered to the students to get feedback on their opinion of the process and what they felt helped or did

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not help them. This was used as a means to get specific feedback from the students, which could have not been seen or measured by the other tools. This also was a means to get specific student feedback and see if there were correlations with student opinions, as well as to find any threads amongst their feedback.

Results: Findings:
All of the data was collected between February 20, 2013 and March 20, 2013. The first piece of

data that was analyzed was the learning style inventory. This was administered and according to the data out of the 46 students 47.8% of them were identified as Visual Learners with another 30.4% being Auditory Learners and the remaining students being identified as Tactile Learners. This is demonstrated in Figure1.

Figure 1. % of Students per Learning Style n=46

Visual Learners 54.3% Auditory Learners 15.2% Tactile Learners 8.7% More than 1 Style 21.7%

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This data demonstrated that the majority of the students that took the AP Environmental Science Program were not really typical of most science students in that their learning style was less hands on, which is also a indicative of the class itself as there are fewer labs than the other sciences and there are a lot more discussions. When the data was broken down even more to look at students that might have more than one of these learning styles it became even more clear the preponderance of students were both visual and auditory learners, as detailed in Figure 2.

Figure 2. % of Students with Learning Style n=46

Visual 54.3% Aduitory 15.2% Visual/Auditory 15.2% Tactile 8.7% Visual/Tactile 4.3% Auditory/Tactile 2.2%

The data that was also collected indicated that since then more than two-thirds of the students learned from visual and hearing that the program should include more of those kinds of ideas and processes. As a result the researcher added many, approximately 14 videos in the unit homework which would allow the students more opportunities to adapt the learning to their learning styles.

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In continued analysis of the student learning surveys it was revealed that the students had several ideas as to how to improve their learning processes. Figure 3 is a summary of the 10 ideas reported by the students.

Figure 3. Strategies Identified, by students, to Improve Learning and Number of Responses. (n=46) Review Charts and Diagrams and Tables in Textbook Use of Flash Cards Take more and Better Notes in Class Re-listen and Review Class Lectures (Podcasts) Read Notes Out Loud Re-write Notes (including reading aloud) Teach/Work with others Use White-board to review / Brainstorm Watch Videos related to topic Practice Debates 16/46= 34.8% 11/46= 23.9% 9/46= 19.6% 9/46= 19.6% 20/46= 43.5% 4/46= 8.7% 4/46= 8.7% 6/46= 13.0% 4/46= 8.7% 19/46= 43.1%

Based on the student responses it seemed that the students were under the impression that they improve their learning with review of notes, use of flash cards, and review the charts and tables in the textbook being the most common responses. With the change in how the curriculum was being delivered it allowed for time to be spent in class for students to utilize these opportunities.

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The researcher found that during the data collection time period, since the classroom had been flipped, there was time in the class to focus on other strategies rather than the class lecture so the students were given time to do all of the above and one of the things observed was that numerous students spent time drawing and re-writing the diagrams from the textbook into their notes. The researcher noticed through their observations that the student subjects used the class time efficiently and at times were surprised when class ended and they were deep in work as they did not hear the bell ring. It was also noticed that the students spent significant amounts of time reviewing videos that had been posted to review class material. During the study the researchers notes indicated that the students spent more time on task and were more focused than prior to the study. These notes also reflected that the students were more focused and asked more questions not only from the teacher but also from other students. The researcher also looked at the end of the unit test results for two tests. In figure 4 and 5 respectively those results are laid out. What the researcher found was that the average student score went up approximately 3.7% and 4.8% on these tests over previous exams. Figure 4) Student Scores on Unit 14 Test.

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Figure 4. Unit 14 Test Scores n=46

120 100 80 60 40 20 0 0 10 20 30 40 50 Student Scores on Unit 14 Test (%)

Figure 5. Unit 15/16 Test Scores n=46

120 100 80 60 40 20 0 0 10 20 30 40 50 Unit 15/16 Test Scores in (%)

Based on these figures the researcher was able to see that the lowest score on either of these 2 tests was only a 70% which is higher than any of the lowest test scores from earlier in the same year, as well as the comparable tests from previous years. From the above data the

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researcher was able to see that just from the test data that the student test average increased, which indicated that the flipping of the classroom has been helpful. When the researcher compared the test scores in figures 4 and 5 to previous test scores it was demonstrated that the scores went up. Figure 6 and 7 shows the test scores from previous tests.

Figure 6. Unit 12 Test Scores in % n=46

120 100 80 60 40 20 0 0 10 20 30 40 50 Unit 12 Test Scores in %

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Figure 7. Chap 13/20 Test Scores n=46

120 100 80 60 40 20 0 0 10 20 30 40 50 Unit 13/20 Test Scores in %

According to the student survey data (Appendix 2) collected at the end of the unit the students found that the debates were the second most helpful in preparing for the tests, while the videos were the most helpful because they could review them multiple times before the exam. The students also commented that the online notes were the least helpful as they found that the textbook was easier to read and understand than the online notes. Within the student survey (Appendix 3) there were some more specific data collected. Question number 1 of the survey asked the students what they thought of taking notes at home, was it helpful or not, and out of the 46 student responses 40 indicated that it was very helpful. This data is summarized in Figure 8.

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Figure 8. Number of Responses to Helpfullness of Note Taking at Home n=46

Not helpful = 1 Neither = 1 Helpful = 4 Very Helpful = 40

With question number 4, asking how helpful the classroom activities were, the student responses indicated that 38 of the students found them very helpful. In figure 9 this data is summarized.

Figure 9. How Helpful Were the Classroom Activities? n=46

Not Helpful = 2 Neither = 2 Helpful = 4 Very Helpful = 38

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According to the student survey question number 9, which was asking about the similarity of the material presented in the classroom versus the test, the student responses indicated that there was a high level of similarity, which is summarized in figure 10.

Figure 10. How Similar was the Material Presented in Class Compared to the Test? n=46

Not Similar =2 Similar = 4 Very Similar = 40

Discussion:
Based on the data presented, the researcher was able to come to some conclusions that indicated that the flipped classroom definitely had some benefits as the student test scores did go up; however, to see if this has an effect on the AP Test score, the researcher will not be able to draw any of these conclusions until that test is taken and the scores reported. The researcher was also able to observe some changes in student behavior and student participation within the class during the time of this research. The researcher was able to identify new strategies that were useful to student learning and successful classroom productivity. One of the discoveries that the research found was that the

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debates were successful due to the fact that the students had to research both sides of the argument as they did not know which side they were going to be on until the day of the debate. According to the student responses the debates were helpful as they allowed students to see both sides of the argument and not just what the author stated in the textbook. According to the data, the group of students that were studied had a significant number of individuals identified as visual learners as well as auditory learners. For these reasons the choice of online videos and in-class debates were chosen as those seemed to fit the learning styles that were present in the class. If there were more tactile students then there would have been more of a lab based setting instituted. According to the data the students grades went up, which indicated that the implementation of these strategies helped the students learn the material. In addition, as stated above, student engagement went up, which can also indicate that the students were more involved with the class and therefore participated more, rather than being lectured to. According to the research when the students are more involved with the functioning of the class, their understanding goes up and as a result so do their test scores. In addition, since the student learning styles were incorporated into deciding what activities they would be assigned, the assignments were more aligned with their learning styles and as a result the students were more engaged in doing them. According to figure 10 the student responses indicated that there was a correlation between the material in the classroom and the material that was on the test. The student responses also in figures 8 and 9 indicate that the students found the activities in class and taking notes at home to be helpful to their learning. There is enough data presented to demonstrate that

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if the assignments are more aligned with student learning styles and the flipped classroom is used to allow more time in class to work on the material, rather than just lecture, than there is a correlation to higher test averages.

Limitations of Study:
Some of the limitations to this study were the amount of time that there was to complete the study. The researcher was able to complete 3 chapters of curriculum; however, it was a little more rushed than usual due to weather issues and school vacation that fell during the time of the study. Another limitation was that the typical class time, which is usually 44 minutes was extended for 10 of the days due to state testing so the class period were 66 minutes, which allows for more time to participate in class; however, the students are not accustomed to classes being that long so there were issues with student attention at times. Another limitation was there were only two sections of students tested so the sample size was small and as a result the conclusions can not necessarily be extrapolated to any other group as the demographics are fairly specific, however, similarities could be drawn.

Further Research:
Further research could include a more extended study to see if these findings hold true over a longer period of time. If this study is indicative of how the students perform then if these strategies are done during the whole first semester than there should be a more conclusive finding with the scores on the midterm, as that is a cumulative test that is similar to the AP test.

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In addition, this study could be done to a larger sample size, and or more diverse sample size, to see if these findings can be extrapolated to a larger population of students. If this is the case then there would be data that would suggest that the curriculum should be revised to be tied more to the learning strategies of the students. This would allow for these studies to drive instruction, which is the key to the research.

Action Plan:
After looking at the data and the conclusions that have been drawn it is time to put a plan into place to see what can and should be done as the AP Environmental Science Program moves forward. According to the study the first question was how will the flipped classroom improve engagement in terms of understanding and content? According to the data student test scores did go up so it is recommended that flipping the classroom be continued but starting at the beginning of the school year so that it can be fully integrated. The responsibility will be with the teachers to integrate and continue monitoring this through test scores and continued discussion in group meetings to make sure that the data is being collected and that the success is continuing. It will also be up to the teachers to communicate this new process to the parents at Back to School Night, as well as the administrators so that they are aware of changes to the program, which will also be communicated to the district administrators through the curriculum mapping that will be completed over the summer. The second step will be to look at the second question which was how will the flipped classroom help to engage those struggling with reading? Again, looking at the data and the behaviors that were demonstrated during the study there is evidence that the flipped classroom

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was of assistance. With the test scores going up those with reading issues were able to gain knowledge through participating in class discussions as well as the class debates. The plan from here would be to continue with the online videos and online notes and also to enlist the assistance of one of the reading teachers. One of the issues that is possible, but would need more research, is that some of the students that take this AP class have not been asked to read at a college level and therefore have been in classes that fit within their reading level and this is the first time that they are having difficulty. Once identified plans and interventions can be put into place to assist these students to be able to utilize the book, in addition to the new method being used in class. The responsibility would fall on the teacher to identify those that are having difficulty. Once those students are identified it would then be up to the administrator, the teacher and the reading teacher to work together to come up with plans and collect data to ensure the interventions are in place to assist the student. It would also be the responsibility of the student to follow through with their end of the plan, the new work style, homework, and other assignments. Data collection would still be up to the teacher and then analysis of this data would provide more detailed evidence as to if the intervention were successful, or if other measures needed to be used. The third step in the action plan is to look at the third question which was how will the flipped classroom help to improve test scores. The evidence was found that there was improvement with test scores, especially the free response and short answer. To see if this is true over a longer period of time the study would be continued and would be expanded over a greater sample size. The responsibility will be up to the teacher to collect the data, both quantitative, the test scores, and qualitative, observations of student behavior and class participation, to correlate success to a change in the classroom procedures. It will also be up to the teachers to

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communicate with each other the data that has been collected so that broader patterns can be identified, if they exist. For the teachers to be able to have the time to meet and discuss it will be up to the administrators to allow the teachers to have a common period or other release time to meet and discuss the findings. The rest of the plan is going to be based on what findings are discovered from this plan. It is not possible to say for certainty that the same outcomes will be achieved; however it is possible that the same environment can be achieved and therefore similar outcomes might be achieved. During this whole plan the student responsibility will be to do the work assigned, read the textbook, participate in the class activities, and do their best in the class. Another responsibility for the students will be to communicate with their teachers about any difficulties that they are having so that the data can be recorded to allow thorough research to be conducted. The parents will also have a responsibility, which will be presented to them during the Back to School Night. It will be up to them to monitor their students at home and communicate the changes in their students behavior or work ethic so that the teachers can be get a better picture as to how the implementation of the flipped classroom has affected student work ethic. This information will also be asked for through a survey that is being contemplated as this might be the most effective way to get parental involvement at the AP level, since in the past it is difficult to get them involved as a lot of parents take a hands off approach because their students have demonstrated success and do not need to be watched over. As for the timeline, all of these steps will be instituted over the summer so that they can be started at the beginning of next year. Unfortunately, due to the current point of the year and the fact that the course will be over in 3 weeks, there is not a way to fully incorporate them in

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this year. At the end of the first marking period, and throughout the marking period, the teachers will be meeting to analyze the data and see if the same results are being achieved. If they are and the plan is working then the new system will be continued. If, however, the same results are not being found then it will be up to the teachers to look at what is happening and see if the plans need to be tweaked and if so how. Once that is discussed and those plans are finalized then this same procedure will continue during the second marking period. If the plans are working then we will also meet with some of the other AP science teachers and let them know what is working for us and see if it might be beneficial to their programs. I would also be discussing this with the administrators and letting them know how the process is going show them the data and let them discuss it with the other AP teachers and see if these plans would be helpful to the other programs as well. I strongly feel that the students, if they are finding success in the new system, will also be advocating for it in their other classes as well.

Conclusion:
After conducting the action research study, it was demonstrated that the flipped classroom method helped students with reading difficulties improve at the AP level, at least in Environmental Science. The hypothesis stated that if the classroom is flipped, students with reading issues will be given the opportunity to focus on reading issues and utilize alternative ways of gaining knowledge, which will enhance their learning. Based on the data collected, the students improved their test scores while at the same time they reported getting more out of the new style. The study also demonstrated that not only did the students with reading issues improve but even the students that did not have reading issues also improved. It was noted that this method was successful given the group of students being studied. This study also showed

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that not only did the students that were the center of the study succeed but there was also improvement amongst most of the other students in the class which also demonstrated that this system was successful at other levels other than the one intended. In addition, it was also demonstrated that when the students are more engaged in the classroom then their test scores will increase. Based on these conclusions the plan would be to continue this model through the end of the year but, more importantly implement it at the beginning of next year. It is also encouraged to continue using the online video and notes as it was demonstrated that these benefited the students in this study. In addition, it is also going to be extremely important for the teachers of this course next year to continue to collect and analyze the data so that they can demonstrate if the model is continuing to work. The administration needs to allow the teachers to have time to meet so that they can communicate their findings with each other and make any modifications as the year goes along.

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References:

Bergmann, J., Sams, A. (2012, April). How the flipped classroom is radically transforming

learning. The Daily Riff. Retrieved from

http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radicallytransforming-learning-536.php

Bergman, J., Obermeyer, J., & Sams, A. (2012). Definition of flipped classroom. Retrieved from http://flippedclassroom.com/help/definitions.php

Butt, Adam (2012). Student views on the use of lecture time and their experience with a flipped classroom approach. Canberra, Australia; Australian National University (ANU). Retrieved January 30, 2013 from SSRN: http://ssrn.com/abstract=2195398 Dove, A. (2013, February). Flipping higher education: Using video prep lessons to change the classroom learning experience. Paper presented at the conference of Higher Education Pedagogy. Retrieved from http://www.cideronline.org/conference/conferenceSchedule1.cfm#thursday Honolulu Community College (n.d.). I like your style! Learning styles inventory. Retrieved from http://sites.evscschools.com/Uploads/Files/24a9f32a-d03f-4446-a18a-d96d3d7cfa1c.pdf Jenkins, C. (2012, August 29). The advantages and disadvantages of the flipped classroom [Web log post]. Retrieved from

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http://info.lecturetools.com/blog/bid/59158/The-Advantages-and-Disadvantages-of-theFlipped-Classroom Marlowe, C.A. (2012). The effect of the flipped classroom on student achievement and stress. Montana State University, Bozeman, Montana. Retrieved from http://etd.lib.montana.edu/etd/2012/marlowe/MarloweC0812.pdf Powers, E.A. (2008 Summer). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65. Retrieved from http://www.eric.ed.gov/PDFS/EJ803367.pdf Pugh, Steffi (1999). Developing a foundation for independent learning. Gifted Child Today Magazine, v22 (n2), 26-31, 52-53. Race, P. (1996). A fresh look at independent learning. Deliberations, London Metropolitan University. Retrieved from: http://www.londonmet.ac.uk/deliberations/effective-learning/independent.cfm Shimamoto, D. (2012, April 17) Implementing a Flipped Classroom: An Instructional Module. PowerPoint presented at the Technology, Colleges, and Community Worldwide Online Conference. Retrieved from http://scholarspace.manoa.hawaii.edu/handle/10125/22527

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Appendix 1:
Homework Outline: Chap 14 Date

on-line video

online text
The Solid Earth

3/5/2013 Convergent Plates Earthquakes Divergent Plates

Transform Plates NOAA Subduction NOAA Plate Tectonics NOAA Mid Ocean Ridges

3/6/2013 Composite Volcanoes Volcanoes

Cinder Cones Shield Volcanoes Minerals AL Minerals Other Geologic Minerals Minerals in our Environment

3/7/2013 Area Strip Mining Mining

Mining for Borax Ore Processing

Chap 15 and 16 HW

Date

Online Video
Miller Chap 15 PPT

Online Notes

Misc/Other

3/11/2013 Chap 15

Renewable and Nonrenewable Energy Oil Recovery

Energy Challenges Think about Supply Non-renewable Energy

Math Review Energy Primer

3/12/2013

Nuclear Power Nuclear Fission

Fossil Fuel: Oil and Gas Other fossil fuels Fossil Fuel: Coal Nuclear Power

Energy Problems #13

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Tar Sands

3/13/2013 Chap 16

Fuel Cell Hydro Electric NOAA: Ocean Waves

Renewable Energy Efficiency

Energy Problems 4-7

3/14/2013

NOAA: Ocean Energy Solar Heating Photovoltaic Cells

Solar Hydro Biomass

Energy Problems 810

3/15/2013

Wind Power

Wind Geothermal Hydrogen

CHAP 16

Miller Chap 16 PPT

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Appendix 2:

I Like Your Style!

LEARNING STYLES INVENTORY (Honolulu Community College Faculty Development Teaching Guidebook)

DIRECTIONS: To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so, you will be able to develop strategies which will enhance your learning potential. The following evaluation is a short, quick way of assessing your learning style(s). This 24-item survey is not timed. Answer each question as honestly as you can.
Often 1 I can remember more about a subject through the lecture method with information, explanation, and discussion. I prefer information to be written on the chalkboard, with the use of visual aids and assignment readings. I like to write things down or to take notes for visual review. I prefer to use posters, models, or actual practice and some activities in class. I require explanations of diagrams, graphs, or visual directions. I enjoy working with my hands or making things. I am skillful with and enjoy developing and making graphs and charts. I can tell if sounds match when presented with pairs of sounds. Sometimes Seldom

2 3 4 5 6 7 8

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9 10 11

I remember best by writing things down several times. I can understand and follow directions on maps. I do better at academic subjects by listening to lectures and tapes. I play with coins or keys in pockets. I learn to spell better by repeating the words out loud than by writing the words on paper. I can better understand a news article by reading about it in the paper than by listening to the radio. I chew gum or snack during studies. I feel the best way to remember is to picture it in your head. I learn spelling by finger spelling, (drawing the letters with a finger). I would rather listen to a good lecture or speech than read about it. I am good at working and solving jigsaw puzzles and mazes. I grip objects in my hands during learning periods. I prefer listening to the news on the radio rather than reading about it in the newspaper. I obtain information on an interesting subject by reading relevant materials. I feel very comfortable touching others, hugging, handshaking, etc. I follow spoken directions better than written ones.

12 13 14 15 16 17 18 19 20 21 22 23 24

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I Like Your Style!

LEARNING STYLES INVENTORY SCORING PROCEDURES Place the point value on the line next to the corresponding item.

OFTEN = 5

SOMETIMES = 3 SELDOM = 1 POINTS

NUMBER NUMBER 2 5 3 8 7 11 10 13 14 18 16 21 19 24 22 Total Visual Total Auditory POINTS 1

NUMBER 4 6 9 12 15 17 20 23 Total Tactile

POINTS

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VISUAL LEARNINGS: Visual learners relate most effectively to written information, notes, diagrams and pictures. Typically they will be unhappy with a presentation where they are unable to take detailed notes to an extent, information does not exist for a visual learner unless it has been seen written down. This is why some visual learners take notes even when they have printed course notes on the desk in front of them. Visual learners will tend to be most effective in written communication, symbol manipulation, etc. Visual learners should look at all study materials. They should use charts, maps, filmstrips, notes, and flashcards. Visual learners should practice visualizing or picturing words / concepts in their heads. Visual learners should write down everything for frequent and quick visual reference. Visual learners make up around 65% of the population. AUDITORY LEARNERS: Auditory learners relate most effectively to the spoken word. They will tend to listen to a lecture, and then take notes afterwards, or rely on printed notes. Often information written down will have little meaning until it has been heard it may help auditory learners to read written information aloud. Auditory learners may be sophisticated speakers, and may specialize effectively in subjects like law or politics. Auditory learners may want to use tapes. Taped lectures may help fill in the gaps in the students notes. Auditory learners should sit in front of the classroom where they can hear well. Auditory learners should do reading assignments out loud, or recite summaries of written materials. Auditory learners make up about 30% of the population.

TACTILE LEARNERS: Tactile learners learn effectively through touch, movement and space. They learn skills by imitation and practice. Tactile learners often work slowly because information is normally not presented in a style that suits their learning methods. Tactile learners may also benefit from typing notes, and/or acting out (role playing) different situations. For example, tactile learners might pretend they are different parts of the cell and actually move about the classroom when studying cell structure. Tactile learners make up about 5% of the population.

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Learning Strategies I Will Try Based on My Learning Style(s)

Name: Learning style(s): Instructions: After reading about your learning style(s), write several strategies you will do to improve your learning. 1.

2.

3.

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Appendix III Student Survey

1. How helpful did you find taking notes at home was?
Not Helpful Neutral (did not help did not hinder) Helpful Very Helpful

2. What was the most helpful part of the homework?

3. What part of the homework did you find least helpful?

4. How helpful were the classroom activities?

Not Helpful Neutral (neither helpful nor a hindrance) Helpful Very Helpful

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5. How did the note taking from video compare to the textbook?

6. How did the classroom activities assist you in learning the material?

7. What part of the classroom activities was most helpful?

8. What part of the classroom activities was least helpful?

9. How similar was the information presented on the test compared to the material presented in class and at home?
Not Similar Similar Very Similar

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10. What part of the new style of class assisted you the most in preparing for the test?