1. Karen Pelitire Southeastern Louisiana University

2. It is hypothesized that 6 th grade mathematics students participating in a flipped classroom learning model will show statistically significant increase in student achievement as evidenced by test scores.

3.  91 sixth grade students ages 11 and 12.  1/3 of the sixth grade population of Prairieville Middle School- a 1 to 1 school.

4.  A flipped classroom was implemented to the sample group by weekly posting, on blackboard: short videos, teacher made power points, and screen casts for students to watch at home. These resources covered material not yet taught in class. The idea being that the teacher could skip the lecture part of class and move straight to activities to reinforce the learning.

5.  Videos from Khan Academy and YouTube.  Teacher made PowerPoints.  Teacher made Screen Cast through Educreations website. Educreations website.

6.  Since the sixth grade math teachers at Prairieville Middle School all administer common assessments, it was easy to make a comparison between the test scores of the control group (traditional classroom model) and the test group (flipped classroom model).

7. 51.65% of the test group mastered the skills tested while only 40.21% of the control group mastered the skills tested.

8. 48.35% of the test group mastered skills tested while only 39.38% of the control group mastered the skills tested. *Only 23.74% of the district mastered the skills tested.

9. 38.89% of the test group mastered the skills taught while only 26.91% of the control group mastered the skills taught.

10. 52.87% of the test group mastered the skills taught while only 32.51 % of the control group mastered the skills taught.

11.  Wow! A flipped classroom model is the way to go, or is it…

13.  As you can see from the last slide when test averages were compared to 5 th grade iLeap scores the results were surprising.  The percentage of students scoring in the high category increased but so did the percentage of students scoring in the low medium and low categories, significantly.

14. Teacher observations were made and journaled throughout the study and here are the findings:  Low performing students did NOT CONSISTENTLY complete their video homework.  On the other hand, all of the high performing students did CONSISTENLY complete their video homework.

15. 14 resources, 11 math skills, and 13 weeks later the answer to the above question is yes and no. For the self motivated student with a high work ethic, a flipped classroom model appears to work and work well. This brings up the question, is a sixth grader mature enough to handle independent, student centered learning? It appears from this study that maybe not all sixth graders are ready for the flipped classroom model. It must be noted here that while observing students who watched the videos in class, a “disconnect” was observed by the teacher in some of the students. These students appeared to learn only from a live teacher.

16. YES!

17.  63% of the students say that they feel the video homework helped them to understand the concepts it taught.  57% say that they prefer learning from a video before coming to class.  40% say they referenced the videos to help with homework or study for a test.  46% say they feel like they performed better on tests because they watched the videos.

18.  57% of the students said they would like to see their teacher use more video homework in the future.  In conclusion, it appears that a modified version of a flipped classroom model will be beneficial to a sixth grade math class where videos are made available for students, but as supplement to classroom lectures.

19.  This study got off to a rough start because of all things, technological issues.  Many of the iPads could not connect to wifi at student’s homes- still an issue now but better.  And then for some who could actually connect their home wifi, Blackboard blocked Khan Academy and YouTube videos on their iPads so… that’s when Educreations came in to use since the iPads had the Educreations app installed on them.  Students who did not watch videos at home had to watch in class and got a late start on the practice sessions.

20. PROSCONS STUDENT CENTERED LEARNING INSTEAD OF TEACHER CENTERED TECHNOLOGICAL ISSUES MORE TIME FOR ENGAGING PRACTICE WITH SKILLS INSTEAD OF LECTURES TIME CONSUMING FOR TEACHER TEACHER EASILY ACCESSIBLE TO STUDENT DURING PRACTICE IT’S SUCCESS DEPENDS ON A STUDENT’S WORK ETHIC STUDENT ALWAYS ABLE TO ACCESS VIDEO FOR REFERENCE DOUBLE WORK FOR TEACHER WHEN STUDENTS DON’T OR ARE NOT ABLE TO VIEW VIDEOS. ABSENT STUDENTS ALWAYS HAVE LECTURE AVAILABLE TO THEM MORE WORK FOR TEACHER AT HOME STUDENTS CAN RECEIVE A LECTURE WHEN TEACHER NEEDS TO BE OUT SOME STUDENTS MAY HAVE A “DISCONNECT” WHEN LISTENING TO A VIDEO VS A LIVE TEACHER.