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Applying the Flipped Classroom Model to English Language Arts Education

Book Description

The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. Applying the Flipped Classroom Model to English Language Arts Education provides a comprehensive examination of the latest strategies for incorporating the flipped classroom technique into English language courses. Highlighting innovative practices and applications in many areas, such as curriculum development, digital tools, and instructional design, this book is an ideal reference source for academicians, educators, students, practitioners, and researchers who are interested in the advancement of the flipped classroom model in curriculums.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Foreword
    1. 1. FLIPPING MEANS THE DEATH OF THE LECTURE
    2. 2. TEACHER-RESEARCH IS HARD
    3. 3. TOO MUCH TECHNOLOGY
    4. 4. INFORMATION OVERLOAD
    5. MOVING INTO THIS VOLUME
    6. REFERENCES
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Section 1: Theories and Emerging Practice: Principles as Demonstrated Through Research
    1. Chapter 1: Examining the Potential for Flipped Literature Units
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. RESEARCH QUESTIONS
      5. METHODS
      6. FINDINGS
      7. DISCUSSION
      8. CONCLUSION
      9. REFERENCES
    2. Chapter 2: Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience
      1. ABSTRACT
      2. INTRODUCTION
      3. NON-COGNITIVE CONTRIBUTORS: MOTIVATIONAL ASPECTS OF PRODUCTIVE PERSISTENCE THEORY
      4. INTEGRATING THE NON-COGNITIVE ASPECTS OF PRODUCTIVE PERSISTENCE THEORY INTO THE ELA FLIPPED CLASSROOM CURRICULUM
      5. SUGGESTED MOTIVATIONAL INCENTIVES BY CATEGORY
      6. CONNECTING PRODUCTIVE PERSISTENCE THEORY MOTIVATORS TO THE FLIPPED CLASSROOM
      7. PLANNING FOR MOTIVATIONAL ASPECTS OF PRODUCTIVE PERSISTENCE THEORY IN ELA FLIPPED CLASSROOM INSTRUCTION
      8. THE NEED FOR THE FLIPPED ELA CLASSROOM MODEL TO INCLUDE SOCIAL MEDIA
      9. SITUATING SOCIAL MEDIA IN THE LARGER CONTEXT OF SOCIALLY-BASED TECHNOLOGIES
      10. TOWARD AN UNDERSTANDING OF USER PARTICIPATION: WHAT RESEARCH TELLS US ABOUT SOCIAL MEDIA AND MOTIVATION
      11. SUGGESTIONS FOR INTEGRATING SOCIAL MEDIA USE MOTIVATORS INTO THE ELA FLIPPED CLASSROOM CURRICULUM
      12. CONNECTING THE MOTIVATIONAL PIECES AND MOVING FORWARD
      13. CONCLUSION
      14. REFERENCES
      15. KEY TERMS AND DEFINITIONS
      16. ENDNOTE
      17. APPENDIX 1
      18. APPENDIX 2
  10. Section 2: Voices From the Classroom: Veteran English Language Arts Teachers' Insights on Flipping
    1. Chapter 3: Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. FLIPPED LEARNING DEFINITION
      4. ACCESSIBILITY TO LEARNING
      5. TIME MANAGEMENT INSIDE AND OUTSIDE OF THE CLASSROOM
      6. ENGAGEMENT WITH NEW CONTENT
      7. QUESTIONS ABOUT FLIPPING
      8. BACKGROUND OF THE STUDY
      9. FLIPPING THE ELA CLASSROOM
      10. CONCLUSION
      11. REFERENCES
      12. APPENDIX A
      13. APPENDIX B
    2. Chapter 4: Two Sides of the Flip in Middle Grades ELA
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHER CONSIDERATIONS BEFORE THE FLIP
      5. ELA CONTENT CONNECTION
      6. TEACHER CONSIDERATIONS DURING THE FLIP
      7. MIDDLE GRADE STUDENTS’ PERSPECTIVES ON FLIPPING
      8. TEACHER PERSPECTIVES AFTER THE FLIP
      9. CONCLUSION
      10. REFERENCES
    3. Chapter 5: My Inversion Conversion
      1. ABSTRACT
      2. INTRODUCTION
      3. PEDAGOGICAL CONSIDERATIONS
      4. WHAT IS FLIPPED INSTRUCTION?
      5. MY STUDENTS
      6. HOW AND WHAT TO FLIP?
      7. WHERE TO START?
      8. BUT WHAT ABOUT VIDEOS?
      9. HOW DO YOU KNOW IF THEY EVEN WATCH IT?
      10. BUT WHAT ABOUT THE STUDENTS WHO DON’T HAVE TECHNOLOGY AT HOME?
      11. INSTRUCTION PLUS INTERACTION: THE BEST OF BOTH WORLDS
      12. ASSESSMENT IN THE FLIPPED ELA CLASSROOM
      13. DIFFERENT DURING CLASS
      14. CONCLUSION
      15. REFERENCES
      16. KEY TERMS AND DEFINITIONS
      17. ENDNOTE
      18. APPENDIX
    4. Chapter 6: Flipping the High School English Classroom Without Flipping Out
      1. ABSTRACT
      2. INTRODUCTION
      3. ACCESS AND EQUITY
      4. GETTING STARTED
      5. ACTIVE PARTICIPANTS VS. PASSIVE CONSUMERS
      6. HOW DO YOU KNOW WHAT THEY KNOW?
      7. INCREASING RIGOR: BEYOND GRAMMAR AND VOCABULARY
      8. WHAT ELSE CAN BE FLIPPED IN ELA?
      9. WHAT TO DO WITH ALL THAT TIME?
      10. BUT DOES IT WORK?
      11. REFLECTIONS
      12. REFERENCES
  11. Section 3: Creative Application of the Flipped Model: Implementing the Flip Within an ELA Curriculum
    1. Chapter 7: Making the Most of the Flipped Format
      1. ABSTRACT
      2. INTRODUCTION
      3. GETTING STARTED: WHAT IS THE BEST USE OF MY CLASS TIME?
      4. FLIPPING WRITING
      5. MOVING ON
      6. FLIPPING DISCUSSIONS
      7. FLIPPING VOCABULARY INSTRUCTION
      8. CONCLUSION
      9. REFERENCES
    2. Chapter 8: Flipping Our Urban Charter ELA Classes
      1. ABSTRACT
      2. LEARNING BEGINS WITH THE STUDENTS
      3. OUR GOOGLE CLASSROOM CONNECTION
      4. ACTION RESEARCH IN THE FLIPPED ELA CLASSROOM
      5. IMPLEMENTING THE FLIPPED APPROACH
      6. A DAY IN OUR FLIPPED ELA CLASS
      7. CONCLUSION
      8. REFERENCES
    3. Chapter 9: Emerging Models of Practice in Flipped English Language Arts Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. DEFINING THE FLIPPED CLASSROOM
      4. THE HISTORY OF FLIPPING ENGLISH LANGUAGE ARTS
      5. EMERGING MODELS FOR FLIPPING ELA: PATHWAYS IN FOR ELA TEACHERS
      6. RECOMMENDATIONS
      7. CONCLUSION
      8. REFERENCES
    4. Chapter 10: Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System
      1. ABSTRACT
      2. INTRODUCTION
      3. THE DEVELOPMENT OF FLIPPED CLASSROOMS
      4. FLIPPED CLASSROOMS IN KOREA
      5. BACKGROUND OF THE STUDY
      6. METHODS
      7. DATA COLLECTION AND ANALYSIS
      8. RESULTS
      9. DISCUSSION AND IMPLICATIONS
      10. THE FUTURE OF ESL FLIPPED CLASSROOMS IN KOREA
      11. REFERENCES
  12. Section 4: Flipping the Flip: New Ways to Conceptualize the Model – Adaptations of the Strategy
    1. Chapter 11: A Freireian Approach to “Flipping” the ELA Methods Course
      1. ABSTRACT
      2. INTRODUCTION
      3. STUDENT-LED EXAMPLES
      4. REFERENCES
    2. Chapter 12: A Hybrid Flipped Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. THE CHANGING SCHOOL CONTEXT
      4. EMBRACING A NEW MODEL
      5. BEST PRACTICES FOR IMPLEMENTATION
      6. STUDENT ABSENTEEISM AND MASTERY
      7. BENCHMARKS, EVALUATION AND EFFICACY OF THE STRATEGY
      8. STAFF DEVELOPMENT AND TRAINING
      9. CONCLUSION
      10. ACKNOWLEDGMENT
      11. REFERENCES
    3. Chapter 13: Flipping the Flip to Empower Students
      1. ABSTRACT
      2. INTRODUCTION
      3. IMPETUS FOR THE STUDY
      4. SMILE THEORETICAL FRAMEWORK
      5. SMILE IN A HIGHER EDUCATION READING METHODS COURSE
      6. SMILE IN A MIDDLE SCHOOL ELA CLASSROOM
      7. THE DIGITAL VIDEO (DV) SOUND BITE PROJECT: A VARIATION OF SMILE IN A PRE-SERVICE EDUCATION DIGITAL LITERACIES COURSE
      8. SMILE IN A HIGH SCHOOL ELA COURSE
      9. REFLECTIONS AND IMPLICATIONS
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
      12. APPENDIX: HELPFUL DIGITAL TOOLS
  13. Compilation of References