Applying the flipped classroom model to English language arts education

305 Pages·2017·6.666 MB·English

by  Clarice M. Moran (editor), Carl A. Young (editor)

Applying the Flipped
Classroom Model to
English Language Arts
Education
Carl A. Young
North Carolina State University, USA
Clarice M. Moran
Kennesaw State University, USA
A volume in the Advances in
Educational Technologies and
Instructional Design (AETID) Book
Series
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ISBN: 978-1-5225-2242-3
eISBN: 978-1-5225-2243-0

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Editorial Advisory Board
Marshall George, Hunter College of the City University of New York, USA
Donna Pasternak, University of Wisconsin – Milwaukee, USA
Luke Rodesiler, University of South Florida, USA
Robert Rozema, Grand Valley State University, USA
Rae Schipke, Central Connecticut State University, USA
Allen Webb, Western Michigan University, USA
Table of Contents
Foreword.............................................................................................................xvi
Preface................................................................................................................xxii
Acknowledgment..............................................................................................xxvi
Section 1
Theories and Emerging Practice: Principles as Demonstrated
Through Research
Chapter 1
Examining.the.Potential.for.Flipped.Literature.Units:.Flipping.The Great
Gatsby.....................................................................................................................1
Shelly Shaffer, Eastern Washington University, USA
Chapter 2
Using.the.Motivational.Aspects.of.Productive.Persistence.Theory.and.Social.
Media.Motivators.to.Improve.the.ELA.Flipped.Classroom.Experience..............33
Rae Carrington Schipke, Central Connecticut State University, USA
Section 2
Voices From the Classroom: Veteran English Language Arts
Teachers’ Insights on Flipping
Chapter 3
Teachers’.Perceived.Advantages.and.Disadvantages.of.Using.Flipped.
Classrooms.in.ELA.and.Non-ELA.Classrooms....................................................59
Nathan C. Snyder, Fordham University, USA

Chapter 4
Two.Sides.of.the.Flip.in.Middle.Grades.ELA:.Student.and.Teacher.
Perspectives...........................................................................................................79
Natascha Brooks, Wake County Public Schools, USA
Hannah Weaver, Wake County Public Schools, USA
Chapter 5
My.Inversion.Conversion......................................................................................91
Erica L. Speaks, Wake County Public Schools, USA
Chapter 6
Flipping.the.High.School.English.Classroom.Without.Flipping.Out:.
Maximizing.Tech.to.Make.Space.for.Text..........................................................111
Deborah Brown, Research Triangle High School, USA
Section 3
Creative Application of the Flipped Model: Implementing the Flip
Within an ELA Curriculum
Chapter 7
Making.the.Most.of.the.Flipped.Format:.Active.Learning.at.Work...................130
April Gudenrath, Discovery Canyon High School, USA
Chapter 8
Flipping.Our.Urban.Charter.ELA.Classes:.Structuring.High.School.ELA.
Curriculum.With.Google.Classroom..................................................................142
Samantha Shaffner, Franklinton Preparatory Academy, USA
Anne M. Hyland, Franklinton Preparatory Academy, USA
Chapter 9
Emerging.Models.of.Practice.in.Flipped.English.Language.Arts..
Classrooms..........................................................................................................160
Troy Cockrum, Little Flower School, USA
Chapter 10
Using.Web-Based.Tools.for.Flipped.ESL.Learning.in.the.Korean.Language.
Education.System................................................................................................177
YunJoon Jason Lee, Busan National University of Education, South
Korea

Section 4
Flipping the Flip: New Ways to Conceptualize the Model –
Adaptations of the Strategy
Chapter 11
A.Freireian.Approach.to.“Flipping”.the.ELA.Methods.Course.........................197
Allen Webb, Western Michigan University, USA
Chapter 12
A.Hybrid.Flipped.Classroom:.A.Tale.of.Exploration.and.Empowerment.........213
Waylon Keith Lindsay, Wake County Public School System, USA
Chapter 13
Flipping.the.Flip.to.Empower.Students:.Using.Constructivist.Principles.to.
Reinvent.Flipped.ELA.Instruction......................................................................229
Clarice M. Moran, Kennesaw State University, USA
Carl A. Young, North Carolina State University, USA
Natascha Brooks, Wake County Public Schools, USA
Anthony Romano, Wake County Public Schools, USA
Compilation of References...............................................................................255
Index...................................................................................................................275
Detailed Table of Contents
Foreword.............................................................................................................xvi
Preface................................................................................................................xxii
Acknowledgment..............................................................................................xxvi
Section 1
Theories and Emerging Practice: Principles as Demonstrated
Through Research
Chapter 1
Examining.the.Potential.for.Flipped.Literature.Units:.Flipping.The Great
Gatsby.....................................................................................................................1
Shelly Shaffer, Eastern Washington University, USA
This.chapter.discusses.a.case.study.of.an.eleventh-grade.American.Literature.course.
in.the.Southwestern.United.States.using.flipped.teaching.approaches.with.technology.
for.the.first.time..The.study’s.purpose.was.to.investigate.the.effects.of.flipping.using.
technology.on.how.the.teacher.and.students.worked,.learned,.and.engaged.with.
English.Language.Arts.(ELA).content..Specifically,.the.researcher.hoped.to.study.
the.effects.of.flipped.coursework.on.homework.and.classwork,.the.students’.and.
teacher’s.responses.to.flipped.strategies,.and.the.impact.of.technology.on.a.two-week.
unit.on.The Great Gatsby.(Fitzgerald,.1925)..The.teacher.worked.with.the.researcher.
to.choose.four.activities.in.the.unit.to.flip,.which.involved.a.webquest,.Google.quiz,.
blog,.and.online.PowerPoint..The.participants.in.the.study.included.the.teacher:.Mr..
Riggs,.a.veteran.ELA.teacher.with.over.20.years’.experience.and.four.eleventh.grade.
students:.Simone,.a.bi-racial.female;.Omar,.an.African-American.male;.Garrett,.
a.Caucasian.male;.and.Audrey,.a.Latino.female..Through.open-coding.analysis.
of.interviews.with.each.participant.during.the.study,.field.notes.taken.throughout.
the.unit,.and.documents.collected.from.online.and.paper.artifacts,.three.major.
categories.were.established..The.major.categories.included.perceptions.of.changes.
in.classwork.and.homework,.impact.of.technology,.and.appeal.of.flipped.classrooms..