How Do Middle School Teachers Make Sense of the Flipped Classroom?

Authors

Jeffrey ThayneFollow

Document Type

Presentation

Publication Date

4-10-2014

Faculty Mentor

Mimi Recker

Abstract

Increasingly, teachers and instructors in secondary education classrooms are relying on online curricular materials to supplement classroom instruction in an approach called blended learning. One particular iteration of the blended learning approach has been termed flipping the classroom, in which teachers use online media to supplant what they typically do via lecture, and thereby create more classroom space for active learning exercises and individualized attention. This pilot study is a qualitative exploration of how middle school instructors have conceptualized the flipped classroom approach, and how the approach has informed their experiences in the classroom. The pilot study emphasizes the differences and commonalities between the instructors experiences and understandings of the flipped classroom.

Recommended Citation

Thayne, Jeffrey, "How Do Middle School Teachers Make Sense of the Flipped Classroom?" (2014). Graduate Research Symposium. Paper 95.
https://digitalcommons.usu.edu/grs/95