Running head: FIELD EXPERIENCE B: FLIP OUT 1

Field Experience B: Flip Out

Lisa Cantwell

Grand Canyon University

TEC-561

February 27, 2019

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Part 1 Webpage Link:

https://lisacantwell.weebly.com/flipped-learningclassroom-model.html

Part 2 Live Meeting

Part 3 Reflection:

I shared my website with my colleague, with the information and videos concerning a

Flipped Classroom. While searching online, there were many resourceful videos that share

information about the flipped classroom. I created a quick presentation with information about

creating a flipped classroom and examples and suggestions for use. It was quite difficult finding

the right resource to create the video. I believe this is because I was wanting to choose a tool

that would be easy, quick and useful. I had started to use Powtoon to create the video but was

unable to find one that would allow me to alter the information without choosing to purchase the

Pro images and cartoons. I had to change my video to a different video creator, called Biteable

which seemed easier to use but had a limit on the amount of text and character spacing that was

available on each slide. I could only use 80-character counts for each slide, which limited the

information I could use. I had already started the task, so I didn’t want to try to find another

alternative to creating the video.

I found that I would have liked to change the animations, because it didn’t quite fit the

topic. However, because there is concise information on each slide, it is easy to follow and has

the right amount of information to inform the viewer of creating a flipped classroom without

being overwhelming.

I found using videos and sharing information on a website, to be a valuable way to share

information with my colleagues. Teachers have access to the information and videos and can
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respond through feedback to ask questions or comments about the material they reviewed. I

would most definitely use this medium again when sharing information with teachers or

colleagues. One of the most valuable aspects is that they have access to it when they are able to

view it and can respond at any time. One downfall is that one of the teachers who viewed the

content mentioned it was very difficult to view the videos and content on their mobile phone,

because they didn’t have a computer at home. She was able to view it again once she had a

mobile device at school.

My colleague’s reception to the information was one of mixed reviews. She responded to

the Google Form by saying that she felt the administrators should be aware of the flipped

classroom before she would be willing to try it. She also felt that students in lower grades are

already loaded down with too many tasks and homework at home that she didn’t feel it would be

beneficial to add on more tasks for them to complete. She felt students were already on devices

and weren’t spending enough time outside as it is. Although she was hesitant to add on more

technology time outside the class, she did feel some elements would be beneficial in

differentiating the classroom. She also asked if there were real life examples of teachers

implementing the flipped classroom and would like to know more about the data on flipped

classrooms. Although she was hesitant about creating a flipped classroom each day, she does

like some elements such as using videos to differentiate work which will free her up to be able to

help to the other students.

One thing this teacher did mention is that she enjoyed being to view the information and

videos on her own time, rather than sitting in a staff meeting having to sit through the

information. She did like being able to sit down and at her own leisure go through the

information. She also found the survey at the end of the information was easy to respond and
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give feedback. She found using this technique could be utilized for some of our own trainings

that we have had at our school.

After reviewing this information, I find that she has valid reasons to be hesitant in

creating a flipped classroom. However, the benefits of trying a flipped classroom can be

rewarding when students already have that information before they come to class, which allows

the teacher to work with those who may need extra assistance and provide differentiation for

those who need it most.

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References

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive

learning. British Journal of Special Education, (3), 341. https://doi-

org.lopes.idm.oclc.org/10.1111/1467-8578.12177

Caviglia-Harris, J. (2016). Flipping the undergraduate economics classroom: using online videos

to enhance teaching and learning. Southern Economic Journal, (1), 321. Retrieved from

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?

direct=true&db=edsgao&AN=edsgcl.461503183&site=eds-live&scope=site

Gomez-Lanier, L. (2018). Building collaboration in the flipped classroom: A case

study. International Journal for the Scholarship of Teaching & Learning, 12(2), 1–9.

https://doi-org.lopes.idm.oclc.org/10.20429/ijsotl.2018.120207

Raffaghelli, J. (2017). Does flipped classroom work? Critical analysis of empirical evidences on

its effectiveness for learning. Form@re : Open Journal per La Formazione in Rete, Vol

17, Iss 3, Pp 116-134 (2017), (3), 116. https://doi-

org.lopes.idm.oclc.org/10.13128/formare-21216