New Speak Up 2013 findings show growth in flipped classroom implementation and interest. A quarter of administrators identified flipped learning as having a significant impact on transforming teaching and learning in their school district, surpassing other digital learning trends such as educational games and mobile apps (21 percent) and even online professional learning communities for teachers and administrators (19 percent), according to new findings from Speak Up 2013 released during the CoSN 2014 Annual Conference. An additional 40 percent of administrators said they were interested in their teachers “trying flipped learning” this year.
The white paper, Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning, reveals significant growth in just one year in interest and implementation of flipped classrooms and a drop in concerns about student online access. Teacher interest in professional development on making quality instructional videos and on how to best use class time in a flipped classroom remained high, but this interest among administrators has declined. Some administrators, however, are beginning to provide this training.
During the fall of 2013, more than 403,000 K-12 students, parents, teachers, administrators and community members participated in the 11th annual Speak Up online surveys facilitated by the national education nonprofit organization, Project Tomorrow. For the second year, in conjunction with the Flipped Learning Network, specific questions were asked of students, educators and administrators on flipped learning and use of videos in the classroom.
For the survey, flipped learning was defined as using lecture videos as homework while utilizing class time for more in-depth learning such as “discussions, projects, experiments and to provide personalized coaching to individual students.”
Speak Up 2013 flipped learning findings include:
— One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.
— 16 percent of teachers say they are regularly creating videos of their lessons or lectures for students to watch.
— 45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.
— 37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating video and rich media for classroom use.
— Almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,
— 41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential.
— 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.
— 75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.
The five-page white paper is available online at http://www.tomorrow.org/speakup/2014_FlippedLearningReport.html
