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A Professional Development Framework for the Flipped Classroom Model: Design and Implementation of a Literacy and Math Integrated Professional Development Initiative

A Professional Development Framework for the Flipped Classroom Model: Design and Implementation of a Literacy and Math Integrated Professional Development Initiative

Anne Katz (Armstrong State University, USA), Tricia Muldoon Brown (Armstrong State University, USA), and Jackie Hee Young Kim (Armstrong State University, USA)
Copyright: © 2017 |Pages: 29
DOI: 10.4018/978-1-5225-0978-3.ch017
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Abstract

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.
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Introduction

While the flipped classroom model (FCM)— a blended learning approach— is burgeoning in the K-12 educational realm, there are few academic sources and related literature to reflect on its pedagogical and empirical foundations. In particular, little is known about the complexities of this model in the field of professional development. Since there is a lack of current understanding in terms of a well-established theoretical framework in constructing a professional development project for the FCM, this chapter will address this urgent need. Readers’ knowledge base on this subject will be expanded while examining a framework conducted to execute a Teacher Quality State Grant Professional Development Initiative in two of Georgia’s high-need public schools. This chapter will first discuss the theoretical background of the FCM professional development approach. It will then examine how this professional development initiative was developed and implemented in detail. In order to demonstrate the effectiveness of the FCM project, this chapter will also report measures in terms of increased content knowledge, improvement in lesson plan quality that reflects teachers’ increased understanding of the flipped classroom paradigm, as well as the themes of participants’ responses in terms of benefits of the FC model workshop based upon six assumptions that served as the base of the andragogical model (Knowles, Holton, & Swanson, 2005). It will proceed to showcase lessons learned from two instructors in conducting the FCM workshop in the format of teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the FCM professional development approach.

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