Doing a Somersault: One English Language Arts Classroom Transforms by Flipping
Abstract: This study investigates four students in a high school in the Southwest experiencing flipped instruction for the first time. The researcher uses a constructivist framework (Dewey, 1938; Hyslop-Margison, 2004; Liu & Chen, 2010; Vanderstraeten, 2002) to examine a unit that used flipping. This study uses a qualitative, multiple case study method, as suggested by Merriam (2009) and Yin (2014). The researcher collects data from multiple sources in order to triangulate (Merriam, 2009; Yin, 2014) results: two one-on-one interviews with each participant, field notes during the entire unit, and classroom documents collected from the internet and class. The categories found during data analysis include individualized learning, student engagement, accountability, and access. The findings show that flipped curriculum has the ability to create a constructivist experience for students. As well, the findings show many other factors involved with using this strategy.