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Examining the Potential for Flipped Literature Units: Flipping The Great Gatsby

Examining the Potential for Flipped Literature Units: Flipping The Great Gatsby

Shelly Shaffer
Copyright: © 2017 |Pages: 32
ISBN13: 9781522522423|ISBN10: 1522522425|EISBN13: 9781522522430
DOI: 10.4018/978-1-5225-2242-3.ch001
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MLA

Shaffer, Shelly. "Examining the Potential for Flipped Literature Units: Flipping The Great Gatsby." Applying the Flipped Classroom Model to English Language Arts Education, edited by Carl A. Young and Clarice M. Moran, IGI Global, 2017, pp. 1-32. https://doi.org/10.4018/978-1-5225-2242-3.ch001

APA

Shaffer, S. (2017). Examining the Potential for Flipped Literature Units: Flipping The Great Gatsby. In C. Young & C. Moran (Eds.), Applying the Flipped Classroom Model to English Language Arts Education (pp. 1-32). IGI Global. https://doi.org/10.4018/978-1-5225-2242-3.ch001

Chicago

Shaffer, Shelly. "Examining the Potential for Flipped Literature Units: Flipping The Great Gatsby." In Applying the Flipped Classroom Model to English Language Arts Education, edited by Carl A. Young and Clarice M. Moran, 1-32. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2242-3.ch001

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Abstract

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. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom.

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