The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach | Le perfectionnement professionnel des enseignants de mathématique en 6e année mettant en œuvre l’approche de la classe inversée

Authors

  • Karen Goodnough Memorial university of Newfoundland
  • Elizabeth Murphy Memorial University of Newfoundland (retired)

DOI:

https://doi.org/10.21432/T2HK75

Keywords:

flipped approach, mathematics, action research, elementary, professional learning, K-12

Abstract

The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and reflection. Data collection relied on semi-structured interviews, teachers’ reflections, plan of action, and final multimedia artefact. Post-project data analysis relied on a framework adapted from workplace and organizational learning. The findings revealed that, using the AR model in conjunction with a flipped approach, teachers learned to expand their practice to encompass teaching as collaborative inquiry and design. Implications point to the potential role of the approach for scaffolding teachers’ professional learning in contexts of educational reform. Implications also highlight the value of community and of models of inquiry for supporting and scaffolding teachers’ complex learning as they implement a flipped approach. Future studies may investigate issues of sustainability and feasibility of teachers’ professional learning with the flipped approach using other models of inquiry and in other grades and subject areas.

L’objet de cet article est de saisir la signification du perfectionnement professionnel de quatre enseignants mettant en œuvre l’approche de la classe inversée dans leur cours de mathématique en 6e année. Le perfectionnement professionnel s’est déroulé durant un projet de recherche-action de deux ans au cours duquel les enseignants ont pris part à une planification collaborative et itérative, à une mise en application, à de l’observation et à une réflexion. La collecte de données s’est basée sur des entrevues semi-structurées, sur les réflexions des enseignants, sur des plans d’action et sur les artefacts multimédias finaux. L’analyse des données post-projet s’est appuyée sur un cadre adapté issu de l’apprentissage en milieu de travail et de l’apprentissage organisationnel. Les conclusions révèlent que des enseignants ayant différents niveaux d’expertise dans leur discipline, d’aisance avec la technologie et d’expérience en enseignement ont amélioré leur pratique en enrichissant leur collectivité et leurs outils pour devenir concepteurs de l’apprentissage. De futures études pourraient se pencher sur les questions de la durabilité et de la faisabilité du perfectionnement professionnel des enseignants appuyé par la recherche-action, ainsi que sur l’approche inversée pour déterminer quels outils sont les plus essentiels. Les implications ont souligné la différence de mise en œuvre de l’approche inversée de la maternelle à la 12e année comparativement à sa mise en œuvre en contexte postsecondaire relativement à la participation des parents.

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. doi:10.1080/07294360.2014.934336

Bishop, J., & Verleger, M. (2013). The flipped classroom: A survey of the research. American Society for Engineering Education, Atlanta, GA. Retrieved from https://www.asee.org/public/conferences/20/papers/6219/view

Blair, E., Maharaj, C., & Primus, S. (2015). Performance and perception in the flipped classroom. Education and Information Technologies. doi:10.1007/s10639-015-9393-5

Clark, K. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. The Journal of Educators Online, 12(1), 91-115. Retrieved from http://files.eric.ed.gov/fulltext/EJ1051042.pdf

Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. Pearson (Eds.), Review of research in education (pp. 249–305). Washington, DC: American Educational Research Association.

Coufal, K. (2014). Flipped learning instructional model: Perceptions of video delivery to support engagement in eighth grade math (Unpublished doctoral dissertation). Lamar University, Beaumont, TX.

Danker, B. (2015). Using the flipped classroom approach to explore deep learning in large classrooms. The IAFOR Journal of Education, 3(1), 171-186. Retrieved from http://iafor.org/archives/journals/education/journal-of-education-v3-i1/V3I1_Danker.pdf

Davis, A. (2013). Using instructional design principles to develop effective information literacy instruction: The ADDIE model. College & Research Libraries News, 74(4), 205-207. Retrieved from http://crln.acrl.org/content/74/4/205.full.pdf+html

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Tech Trends, 57(14). doi:10.1007/s11528-013-0698-1

Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R. Punamäki (Eds.), Perspectives on activity theory. Cambridge, England: Cambridge University Press.

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/13639080020028747

Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. doi:10.1016/j.edurev.2009.12.002

Franqueira, V., & Tunnicliffe, P. (2015). To flip or not to flip: A critical interpretive synthesis of flipped teaching. In V. Uskov, R. Howlett & L. Jain (Eds.), Smart Education and Smart e-Learning (pp. 57-67.) Heidelberg, Germany: Springer International Publishing.

Galway, L., Berry, B., & Takaro, T. (2015). Student perceptions and lessons learned from flipping a masters level environmental health course. The Canadian Journal of Learning and Technology, 41(2). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/26976/19884

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A white paper based on the literature review titled a review of flipped learning. Retrieved from: http://flippedlearning.org/wp-content/uploads/2016/07/WhitePaper_FlippedLearning.pdf

Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4). Retrieved from: http://www.ajet.org.au/index.php/AJET/article/view/2439/1298

Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed.) (pp. 567-607). Thousand Oaks, CA: Sage.

Kenney, J., & Newcombe, E. (2014). Flipping instruction in an undergraduate education course: Findings from an action research study. International Journal of Technology in Teaching and Learning, 10(1), 1-13.

Kolodner, J., Camp, P., Crismond, D., Fasse, B., Gray, J. Holbrook, J., Puntambekar, S., Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design™ into practice. Journal of the Learning Sciences, 12(4), 495–547. Retrieved from https://stemedhub.org/resources/800/download/Kolodner_etal_2003_PBL_Meets_Cased-Based_Reasoning.pdf

Lintern, F., Davies, J., McGinty, A., & Fisher, J. (2014). Aiming for outstanding: Action research from students of the MSC in the teaching of psychology. Psychology Teaching Review, 20(2), 49-63. Retrieved from http://collections.crest.ac.uk/id/eprint/8253

MacKinnon, G. (2015). Determining useful tools for the flipped science education classroom. Contemporary Issues in Technology and Teacher Education, 15(1). Retrieved from http://www.citejournal.org/volume-15/issue-1-15/science/determining-useful-tools-for-the-flipped-science-education-classroom

Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning and Technology, 41(2). Retrieved from https://www.cjlt.ca/index.php/cjlt/article/view/26977

McKenney, S., & Reeves, T. (2015). Conducting educational design research. New York, NY: Routledge.

McNiff, J. & Whitehead, J. (2010). You and your action research project. New York, NY: Routledge.

McTaggart, R. (1997). Guiding principles for participatory action research. In R. McTaggart (Ed.), Participatory action research: International context and consequences (pp. 25-44). New York, NY: State University of New York Press.

Miles, M., & Huberman, M. (1994). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications.

Ng, W. (2015). Technology integration and the flipped classroom. In W. Ng, New digital technology in education (pp. 149-169). New York, NY: Springer International Publishing.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.

Triantafyllou, E., & Timcenko, O. (2015). Student perceptions on learning with online resources in a flipped mathematics classroom. In CERME 9-Ninth congress of the European society for research in mathematics education (pp. 2573-2579).

Visnovska, J., Cobb, P., & Dean, C. (2012). Mathematics teachers as instructional designers: What does it take? In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to ‘lived’ resources: Mathematics curriculum materials and teacher development (pp. 323–341). Berlin, Germany: Springer.

Yarbro, J., Arfstrom, K., & McKnight, K. (2014). Extension of a review of flipped learning. Retrieved from http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/Extension%20of%20FLipped%20Learning%20LIt%20Review%20June%202014.pdf

Downloads

Published

2017-03-31

Issue

Section

Articles