1 / 27

Research Proposal on Reverse Instruction

Research Proposal on Reverse Instruction. A Study on Flipping the Classroom. Abstract. The concept of a reversed classroom stems from discovering the benefits of more time on task, direct instruction, reduced lecture time, and modifying homework tasks.

gemma-richard
Download Presentation

Research Proposal on Reverse Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research Proposal on Reverse Instruction A Study on Flipping the Classroom

  2. Abstract • The concept of a reversed classroom stems from discovering the benefits of more time on task, direct instruction, reduced lecture time, and modifying homework tasks. • Assigning a short lecture as homework gives teachers more time in class for time on task and direct instruction. • Greater comprehension is shown from shorter lectures over longer ones and they make ideal homework assignments. • Students are less likely to have behavior issues when more actively engaged in the lesson.

  3. Purpose In this study, I propose exploring potential benefits for a reversal of lecture and study activity times in high school education.  Many teachers across the nation are already employing this blended instruction strategy and this would help verify the efficacy of this method.

  4. Research Questions • 1.  Will more direct instruction increase measurable comprehension of subject matter as reflected in test scores? • 2.  Will students have greater compliance in homework because they have lectures instead of practice? • 3.  Will more time on task, due to less lecture time, reduce behavior management issues in reversed classrooms? 

  5. Hypotheses • Reverse classroom students will have higher test scores in content area tests. • Greater compliance in homework will occur in flipped classrooms. • Higher participation levels will occur in more engaging classrooms resulting in fewer behavior issues.

  6. Key Terms • Blended instruction – teaching pedagogy that uses both virtual and face-to- face instruction. • Reverse instruction – a classroom method that appoints the time for lecture material to an at home assignment, while completing practice material during classroom time. • Time on task – the amount of time actively engaged in assigned learning.

  7. Key Terms • Homework – coursework that is assigned to be completed outside classroom attendance, usually at home. • Direct instruction - a teacher centered model of instruction that includes high levels of teacher support/scaffolding, ongoing evaluative monitoring with feedback, and strong student-teacher engagement of the material (Stein, 1998). • Podcast/vodcast – audio or video/audio files that can be downloaded from the internet for personal use.

  8. The Independent Variable • The independent variable is blended instruction in a reversed format. It will be used in the treatment classrooms. • Reverse instruction teachers will be in-serviced prior to implementation for consistency. • Reverse classroom instruction creates a second independent variable through increased time of direct instruction.

  9. Dependent Variables • One dependent variable is test scores from standardized content in three required courses; Geometry, Biology, and Government. • A second dependent variable is homework compliance measured quantitatively through grades, and qualitatively through student survey response. • The third dependent variable is the number of behavior management interventions as tallied by teachers and reported to the school office.

  10. Significant Themes • Blended and direct instruction are beneficial. • Reduced lecture time is associated with greater comprehension. • Homework is best achieved in manageable portions at the students best level of capability. • Behavior management is minimized when participation is higher.

  11. Blended and Direct Learning are Beneficial • In extensive meta-analysis it has been found that a combination of both virtual and face to face instruction is likely to be more effective than either one alone (US Dept., 2008). • Integrated teaching method has promising results, (Stein, Carnine, & Dixon 1998), and includes mastery of material through formative evaluation before moving on in coursework, (Overmyer, 2010), extra use of worked examples, (Carroll, 1992), and more use of discussion, (Matthews, 2008).

  12. Shorter Lectures are Better • The use of lecture has shifted to explaining a synthesis of ideas presented in multiple formats (Freisen, 2011). • It is a much needed bridge to merge information and “oral communication with writing and newer media technologies.” (2011). • McFeeley & Milner call for it to become kernels of information, short in length (2009).

  13. Maximize Homework • Benefits from homework are directly proportional to how much compliance in completing it (Keith, 1982). • Homework compliance increased because a short lecture is easier; applied practice has been less frustrating with support later in class. (Buffenbarger 2011). • Homework directly related to class work is more effective (Murphy, 1989). • Podcast and vodcast are made readily available for students via CD, DVD, flash drives, or internet (Bergmann,2008) (Schaffhauser ,2009) .

  14. Inverse Relationship to Behavior Problems • Clintondale High has shown dramatic reduction in referrals to the office for discipline since flipping their classrooms. (Higgins, 2011) • In the first year of reversed classrooms and school-wide emphasis on this use of time; “Students are less frustrated and disruptive in class because there is someone on hand to help one-on-one.” (Buffenbarger , 2011)

  15. Research Design • Mixed method - Qualitative through student survey; quantitative through test scores, homework grades, time use, and behavior number comparisons. • Quasi-experimental – Sampling requirements prevent site randomization. Individual randomization is prevented by whole class treatment. The use of a control group is used for comparison. (Gall, Gall & Borg, 2009)

  16. Sampling • Pair up classes, control and treatment, for high school Geometry, Biology, and Government.  • These are all basic requirements for graduation and, therefore, more standardized in content. • Select a high school large enough to have two classes offered in these subjects. It would be chosen by school population and willingness to participate.

  17. Data Collection • Use the same course content and tests for both control and treatment classes. • Teachers will record length of in-class lecture and length of direct instruction in minutes.   • Homework grades will be simple pass/fail in order to compare the two types of homework; student survey phrased with two answer choices for each question. • The teachers will tally behavioral interruptions; the office will provide records of discipline referrals as well.

  18. Data Analysis • ANOVA is appropriate for homework and test comparisons, compared both by subject and between subjects, and between control and treatment groups.  • A simple chi-square is all that is needed for behavior frequency comparisons.   • The basic t test comparison can be used once surveys are analyzed for positive/negative responses regarding homework preferences. (Gall, Gall & Borg, 2009)

  19. Ethics • Anonymity is inherent in group comparison of scores. Student surveys will be anonymous. • An Institutional Review Board must be used because the students are minors. • Accountability in finances will be through the funding audit and record keeping as required. (Gall, Gall & Borg, 2009)

  20. Human Relations • Letters will be sent to Division A schools within the state of funding to solicit participation. • Teachers will be in-serviced ahead of implementation and provided IT support. • Parent letters about homework changes will be sent the first week of class.

  21. Time Line • Submit application to Institutional Review Board and apply for grant funding in January. • Upon IRB and funding approval send letters to principals of Division A schools in the state of funding. Allow one month for responses. • Choose the study site and interview data analysis teams in February.

  22. Time Line Continued • Begin technology purchases and IT training when funding is released. • In-service participating teachers in August. • Implementation begins the first week of school. • Program runs for 1 semester. • Analyze data and report findings when available.

  23. References • Bergmann, J.; Sams, A. (2008) Remixing chemistry class. Learning and Leading with Technology. 36(4) 24-27. • Buffenbarger, A. (2011) Flipping the classroom: Homework in class, lessons at home. National Education Association Filed under PSC Featured NewsUnion-Led Efforts September 30, 2011 • Carroll, W.M. (1992). The use of worked examples in teaching algebra. Paper presented at the Annual Meeting of the American Education Research Association 15p.

  24. Friesen, N. (2011). The lecture as a transmedial pedagogical form: a historical analysis. Educational Researcher, Vol. 40, No. 3, pp. 95–102 DOI: 10.3102/0013189X11404603 • Gall, M. D., Gall, J. P., & Borg, W. R. (2010) Applying educational research, Boston, MA: Pearson Education, Inc.   • Higgins, L. (2011) School's radical flip gets results. Retrieved 11/12/2011 from: Detroit Free Press Oct.23, 2011 • Keith, T.Z. (1982) Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology 1982, Vol. 74, No. 2, 248-253.

  25. Matthews, M.S.; Farmer, J.L.(2008) Factors affecting the Algebra I achievement of academically talented learners. Journal of Advanced Academics, 19(3), 472-501 • McFeeley, Robert and Milner, Joseph O., Ph.D. (2009) The kernel lecture and its effect on student engagement. Wake Forest University Department of Education lecture. Research Projects Presented at Annual Research Forum Retrieved on Nov. 12, 2011 • Murphy, J.; Decker, K.(1989) Teachers’ use of homework in high schools. Journal of educational research May/June1989Vol.82(5)

  26. Overmyer, G.R., Doctoral Student (2010) The impact of mastery learning and video podcasting on learner performance in secondary mathematics: Pre-vodcasting and the reverse classroom. Content Preliminary Examination, School of Education, Colorado State University Retrieved Nov. 9, 2011 • Schaffhauser, D.(2009) The vod couple. Retrieved 11/30/2011 from: http://thejournal.com/Articles/2009/08/09/Vodcasting.aspx?Page=5retrieved&p=1 • Stein, M.; Carnine, D.; Dixon, R., (1998.) Direct instruction: integrating curriculum design and effective teaching practice. Intervention in School and Clinic vol. 33. No. 4 (pp. 227-234)

  27. Urtel, M.G. (2010) Academic podcasts: The student perspective. Academic Exchange Quarterly Winter 2010 ISSN 1096-1453 Volume 14, Issue 4 • U.S. Department of Education (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Office of Planning, Evaluation, and Policy; Development Policy and Program Studies Service U.S. Department of Education under Contract number ED-04-CO-0040 Task 0006 with SRI International. Bernadette Adams Yates served as the project manager Retrieved from: www.ed.gov/about/offices/list/opepd/ppss/reports.html

More Related