Flipped Classroom Pt. 2

After completing trying 3 flipped lessons I asked my class some multiple choice and yes or no questions. Here is the questions and the responses:

 

1) Watching the videos for homework was:

–          Interesting

–          Boring

–          Neither

65% of the students answered interesting, 5% clicked boring and 30% said neither.

 

2) The videos were easy to access from home:

–          Yes

–          No

90% said yes and 10% said no.

3) I liked this type of homework better than typical “non-flipped” homework:

–          Yes

–          No

95% said yes to this and 5% said no.

4) I enjoyed the following days class after flipped homework:

–          Yes

–          No

95% said yes and 5% said no.

5) I re-watched some videos to help understand the concept:

-Always

-Never

-A couple times

45% said always, 10% said never and 45% said occasionally

6) The Videos were boring:

-Yes

-No

40% said yes and 60% said no.

7) I like that there were different entry levels in the next lesson that were based on how much I knew about the concept:

95% said yes and 5% said no.

8) I would like to do more “flipped” homework instead of traditional homework:

95% said yes and 5% said no.

 

20 students took the assessment. These results were very interesting. I was blown away with how popular “flipping” the classroom was amongst the students. Again, I admit that I spent a lot more time on these lessons than I do on every lesson I teach and I wonder if I spent this much time on traditionally shaped lessons if the results would be the same.

It is also important to note that how you word a question can formulate certain results. Questions 1 and 6 are very similar. It could be argued that the first question is talking about the experience and the sixth question is speaking to the actual video. But it may be that how I worded the question changed the response.

1) Watching the videos for homework was:

–          Interesting

–          Boring

–          Neither

65% of the students answered interesting, 5% clicked boring and 30% said neither.

6) The Videos were boring:

-Yes

-No

40% said yes and 60% said no.

 

 

Here are some of my conclusions from this survey:

That the majority of students enjoyed flipping a classroom.

That offering different learning starting points the following day is important.

That accessing the videos is not too great a challenge.

That students will often take the opportunity to re-watch a lesson if they have that option.

That students like this kind of homework more than traditional homework

That I may have to look at my other homework opportunities with more scrutiny.

Until next time,

-Jesse

 

 

 

 

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3 Responses to Flipped Classroom Pt. 2

  1. Hi Jesse,
    These results and your subsequent reflections are certainly important in the broader discussion of “Why Flip a Classroom”. I strongly urge you to share your results on this forum, as it could generate more discussion to your benefit: http://flippedclassroom.org/forum/categories/flipped-class-pedagogy-and/listForCategory

    Also, you will want to (if you haven’t already) check out this resources page, as it could serve as a great model for you for if/when/hopefully you bring your classroom work to your admin’ and/or other teachers: https://docs.google.com/document/d/1IOI5-tXZvOEVCFhoN5hlsccnRa-8_77nx3GDdB6C-tE/edit

    Again, picking up from your first installment, I really enjoyed reading about your approach. You’re classroom sounds like a great place to be!

    See you soon,
    garth.

    • Hi Garth,

      Thanks for the comment and the attention. I have been working with a pocket of teachers at BVG who are experiementing with this in similar fashion. I will do a blog on our collective work. I will also take a look at the link to the other forum. I really appreciate it.

      Happy dancing,

      Jesse

  2. Very interesting data. Similar to what we have found at York. On the time issue the fact that you can take comfort in is that the “lesson” is done and ready for next year. It would be a tall order to try and “flip” an entire course in one year nor would it be recommended. Sprinkle it in among other instructional strategies and you have a classroom where the learning experiences are varied, engaging and personal.

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