For Immediate Release:
March 21, 2014
Contact: Amber Taylor, 703-201-4893
amber@taylored-communications.com
New Speak Up 2013 Findings Show Growth in Flipped Classroom Implementation and Interest
Washington, D.C. – 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 to be
released during the CoSN 2014 Annual Conference on Friday. 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 concern
among administrators has declined while some are beginning to provide this
training.
“Students, teachers and
administrators are increasingly interested in tapping into digital tools such
as video to transform the classroom experience. From this research, it is
evident that the flipped learning model is gaining the attention of educators
who are interesting in improving student achievement and teacher effectiveness
by leveraging digital tools to enable innovation,” said Julie Evans, CEO of
Project Tomorrow.
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.”
The five-page white paper will
be available online at www.flippedlearning.org/research
and http://www.tomorrow.org/speakup/2014_FlippedLearningReport.html.
“We know from other research that teachers who are flipping their
classrooms report higher student achievement, increased student engagement and
better attitudes toward learning and school,” said Kari M. Arfstrom, Executive
Director of the Flipped Learning Network. “Many flipped teachers report that
their job satisfaction has improved and they are feeling re-energized, so we
are excited to see more teachers and administrators looking to implement this
model in their schools.”
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 to 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.
- While, 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.
“These results show that both
more professional development for teachers and tapping into librarians and
media specialists to support teachers’ fledgling implementations of flipped
learning show great promise,” said Arfstrom.
About Project Tomorrow
Project Tomorrow®
is the nation’s leading education nonprofit organization dedicated to the
empowerment of student voices in education. With 17 years of experience in the
K-12 education sector, Project Tomorrow regularly provides consulting and
research support about key trends in K-12 science, math and technology
education to school districts, government agencies, business and higher
education. The Speak Up National
Research Project annually polls K-12 students, parents and educators about the
role of technology for learning in and out of school and represents the largest
collection of authentic, unfiltered stakeholder voice on digital learning.
Since 2003, over 3.4 million K-12 students, parents, teachers, librarians,
principals, technology leaders and district administrators have shared their
views and ideas through Speak Up. www.tomorrow.org
About Flipped Learning Network
The mission of the
Flipped Learning Network™ (FLN) is to provide educators with the knowledge,
skills, and resources to successfully implement Flipped Learning. The goals of
the FLN are to 1) Serve as the hub connecting educators engaged in Flipped
Learning; 2) Facilitate and collaborate on research relevant to Flipped
Learning; and 3) Provide access to professional learning opportunities on
Flipped Learning. www.flippedlearning.org
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