– Terra Graves –

In May, I gave you my answer to the “So what?” question I asked when looking at one of the research articles shared in Jon Bergmann’s Top 10. Here’s the link in case you missed it. The goal here is to provide K-12 teachers with a practical application for what the research has found. Otherwise, what is the point of research?

The Research

Gökçe Akçayıra and MuratAkçayır examined 73 Flipped Learning studies and found that the most cited advantage to Flipped Learning was increased student performance. They also note that the most challenging aspect of implementing Flipped Learning is getting students to do the pre-class work.

The Big Idea

Probably the biggest “fear” of new FL practitioners is that students won’t do the individual space assignments, thereby, negating their readiness for the group space work. FL is a big change for many students, too. I’ve heard from several educators that students are resistant to FL because it requires them to think more and work harder. Students have experienced so much passive learning in their school career that they learned how to be lazy and checked out. 

Just give me the worksheet.

I can keep one earbud in and look like I’m paying attention. 

If I select “C” as the answer, I have a good chance of getting it right.  

Is this why we went into education? Are these the habits that get our students college-ready? While it certainly requires less preparation to deliver a lesson traditionally, we know it’s not the best for our students. It is not the most effective way to learn, and it does not prepare our students for the autonomy and self-motivation they will need for success in higher education.

The Action

The Global Elements of Effective Flipped Learning (GEEFL) provides FL teachers and professors with proven best practices for getting students to do the pre-class work. Here are just a few of them with some ideas for motivating students:

	BEST PRACTICE: Ensure there are questions to test understanding of concepts in pre-class media. Use the lower levels of Bloom’s Taxonomy (remembering, understanding) in designing these questions. IDEA: Create a random question generator specific to the content in the pre-class work. This makes it fun for students because it gives them a choice. Have them select THREE random questions they need to answer prior to the group space activity.
	BEST PRACTICE: Make sure pre-class tasks are meaningful and hook student interest. IDEA: Gamify the experience! Provide different experience points (XP) for different tasks they must complete. Include Easter eggs (hidden bonuses within the tasks) like an answer to an extra credit question coming up on a test, or a hint to resources which will give them a head start on the group space activity.
	BEST PRACTICE: Focus on what you want to achieve in the group space when creating the individual space pre-class work. IDEA: If the group space is the answer, the individual space is the question. Students of all ages are intrigued by a mystery that needs to be solved. Give students several clues throughout the individual space activity which contribute to solving the mystery in the group space. Divide students into detective groups and give each student a different clue. This not only makes the group space fun, but promotes collaboration and relationship building among students; another great college-ready skill for students to build during their K12 experience.
	BEST PRACTICE: Ensure that videos include an appropriate mix of text, pictures, discussions between people, short integrated films, the instructor writing, and narration. IDEA: In a nutshell: Don’t be boring. If your individual space pre-class work is always the same, students lose interest. It’s ok to have fun! Consider having a “special guest” in your next video. The guest could be one of your children, your dog or cat (or other pet), or even something silly like a puppet or photo of an historical figure.

The Resources

• Use these Bloom’s Taxonomy Question Starters from Illinois State College of Education in conjunction with one of these ideas to create random question generators.
• PowerPoint randomizer
• Google Sheets randomizer
• Create a mystery to solve by adapting these ideas to your content:
  • Mystery Strategy Clues.org
  • Mystery Puzzle and Mystery Cube.org
• BreakoutEDU Create an escape room experience in your classroom. There are TONS of amazing ready-made games on a variety of content-specific topics. ABSOLUTELY WORTH the investment.
• Classcraft This platform provides you with everything you need to create a gamified classroom.
• ClassHook Students LIVE for quick video clips and memes! This site offers many movie and TV show clips that are free to use for educators.

After reading this column, I hope that the “So what?” you might be feeling after reading research studies becomes a “Now what?” feeling, and that innovative research becomes a call to action. And when you hear that call to action, ask yourself, “Am I doing enough to motivate my students?”

Photo by Victoria Heath