*In 2010-2011, I did not "flip" my class. All lessons were taught in class and all practice was done at home by students. A very small amount of support videos were available to students near the end of the year, but were optional and only watched by a few students. (Math Analysis only; no videos available for Algebra 1).*

*In 2011-2012, I began trialing the flipped class in the first semester and fully flipped my class during the second semester. This flipped classroom included all lesson instruction being done via video and most practice done in class. Students were required to watch the lesson, write a summary, and ask a higher-order thinking question at home. In class, students reviewed the lesson, answered their questions, and worked on practice. Activities and methods were structured, but varied based on content and throughout the week to mix things up.*

*The only difference between the 2010-2011 school year was the flipped classroom. All instruction, supplementary materials, quizzes, tests, practice assignments, online resources, teaching strategies, etc were identical. (Quizzes and tests had different questions, but same content and level of difficulty).*

*I am using a GoogleDocs Spreadsheet with formulas input to analyze my data. I have looked back into my 2010-2011 gradebook to gather the information from all tests that year. The only place that the data would be skewed is in the 2010-2011 class averages. Students who failed the test but retook it had their score "excused" (erased from the average) and input in a different category. Their original scores are no longer available. Their original grades were input in the "F" category for this data analysis piece, but their scores do not factor into the class average, making the 2010-2011 averages seem slightly higher than they actually were.*

*Student demographics from both years were similar in terms of number of students, grade levels of students, and general class environment for Math Analysis. Student achievement in the first semester was pretty much identical to the previous four years. There were quite a few difference in my Algebra 1 classes (many more sophomores, larger class sizes by 3-5 students, much lower 1st semester grades and scores, much lower CST scores, etc)*

###
__Math Analysis Data __

###
__(student understanding/achievement)__

Unit M Test Scores 7.3% increase in class average

Unit N Test Scores 6.9% increase in class average

Unit O Test Scores 1.5% increase in class average

Unit P Test Scores 4.2% increase in class average

Unit Q Test Scores 5.7% increase in class average

Flipping my class also changed the way I assessed my students. So, I do not have any more comparative assessments for this semester.

Unit R Test Scores (assessment was changed too much from last year to accurately compare)

Unit S Test Scores (assessment was changed too much from last year to accurately compare)

Unit N Test Scores 6.9% increase in class average

Unit O Test Scores 1.5% increase in class average

Unit P Test Scores 4.2% increase in class average

Unit Q Test Scores 5.7% increase in class average

Flipping my class also changed the way I assessed my students. So, I do not have any more comparative assessments for this semester.

Unit R Test Scores (assessment was changed too much from last year to accurately compare)

Unit S Test Scores (assessment was changed too much from last year to accurately compare)

Unit T Test Scores (assessment was changed too much from last year to accurately compare)

Unit U Test Scores (assessment was changed too much from last year to accurately compare)

Unit V Test Scores (assessment was changed too much from last year to accurately compare)

__Algebra 1 Data__

__(student understanding/achievement)__Chapter 8b Test Scores (7% class average increase)

Chapter 9 Test Scores (9.8% class average increase)

### My Goals for the Flipped Classroom

__For Students:__
Using the Flipped Classroom ideology will increase student understanding of the material as shown by:

- An increase in the percentage of students receiving A's and B's on my Chapter/Unit Tests by an average of 5% over my 2010-2011 students (taught with a Traditional Classroom)
- A decrease in the percentage of students receiving F's on my Chapter/Unit Tests by an average of 5% less my 2010-2011 students (taught with a Traditional Classroom)
- An overall class average increase of 5% over my 2010-2011 students on each individual Chapter/Unit Test

Using the Flipped Classroom ideology will increase student motivation in math as shown by:

- A decrease the number of homework cards students receive by 20% for the entire semester. (1st semester - 219, 230, 206 = 655 HW cards in 3 Algebra 1 classes; 113, 156 = 269 HW cards in 2 Math Analysis classes)
- A consistent decrease in the number of homework cards students receive each week as we continue through the flipped classroom model.

__For Myself:__

Using the Flipped Classroom ideology will allow me as a teacher to:

- Interact with every student (ALL of them) on a daily basis in at least a short math-related conversation.
- Be able to more easily and readily assess student mastery of the content on a daily basis and provide the immediate support they need to succeed.

I see you controlled for the instructional materials very well, and I'm really happy about the homework cards decrease. But I'm just wondering, aren't the students the biggest variable here? Too bad you couldn't advance with last year's kids and study the difference as a case study.

ReplyDeleteTo compensate for the change in students, I did compare both years' first semester grades (both non-flipped). For Math Analysis, both classes were pretty much identical in terms of how they fared on the tests. So, I feel it is an accurate comparison for my purposes.

DeleteIf you take a look at the detailed Algebra 1 reports, you will see the comparisons I did from the two years that showed the 2011-2012 students were actually much lower than the 2010-2011 students, but still did about the same or even better.

This is not meant to serve as official research data, but was collected for my own reflective purposes and to have some rough data to back up what I was doing.

The most important "proof" of me using the flipped classroom is the anecdotal and qualitative evidence I gather on a daily basis in my classroom.

Thank you for your comment!

I can think of no better reason to collect this type of data. Thanks for responding. I'm learning all I can about flipping, since I've not done it yet and am planning to implement some next year.

DeleteI'm curious whether or not you did any comparison of Standardized test scores.

ReplyDeleteWe do not have a standardized test for Math Analysis, so I couldn't really do anything comparing those. The students used to take the "Summative" state exam, which basically covered the first 3 years of math (alg, geom, alg2) but not anything from this course.

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