PHASE 1

Identifying an Educational Problem and a Proposed Solution

Introduction

Phase 1 sets the stage for the current project. First, a learning issue is identified. A learning issue is defined as a content area or skill that students show consistent trouble with mastering and with which students need additional instruction or practice. Second, to provide context for this project, a description of the school and its population will be given along with the individuals involved. Finally, a technology-based solution to the learning issue will be posed with sufficient research-based evidence to show that the technology has the potential to be an effective solution.

Learning Issue

Teaching second language learners other subjects (e.g.: mathematics and physics.) requires plenty of ingenuity to overcome the many issues that these students face due to language and cultural differences. One of the issues most commonly faced by A-level mathematics students in China is the difficulty with interpreting text-rich questions and communicating clearly their mathematical ideas and concepts when problem-solving. Transforming word problems into mathematical problems and communicating one’s thoughts in mathematical problem-solving are essential in Advance level mathematics (grade 12). However, each year a good number of students do not perform well in their A-level examinations. This learning issue is being caused by the language barrier they face when working in these aspects of mathematics. This, therefore, is a learning issue that needs to be addressed with the current project. The figure below shows how students are currently performing in tests on text-rich questions that require a specific way of communicating answers.

Figure 1 - Current performance of students as evidence of a learning issue

The Organization/School

The project will be carried out in the school where I current work. The school is an international K-12 school in Shanghai. It is one of the schools that belongs to a K-12 school management company which runs seven K-12 schools in Shanghai, four K-12 schools outside of Shanghai, and 42 kindergartens in various locations around China. Founded in 1993, the school district currently serves more than 23,000 students, 2000 of whom are expatriates.

Population

The particular school where the project will be carried out was established in 2019. It currently has more than 1500 students in grades K-11 and about 200 teachers. The current project will involve grade 11 mathematics students who are all second language learners; therefore, they all face the issue to be addressed by the project. Other stakeholders would include colleagues and school leaders. They would be affected because they also teach the same students as the author. The total number of staff to be affected is around 200. The come from various cultural and experience backgrounds (Figure 2).

Figure 2 - Nationalities of Expat teachers

Technology-based Solution

Although technology has been largely employed in my daily instruction, for the sake of the this project, an additional technology-based solution will be implemented. The technology-based solution will be the flipped classroom model. This is a blended learning model in which traditional ideas about classroom activities and homework are reversed, or flipped. During the period of the project implementation, the classroom will be completely flipped. Students will watch instructor-made videos as homework, and work on practice problems in the classroom. They will be required to take notes as they watch the videos. Occasionally, they will also have textual lessons on webpages made with Adobe Spark (Adobe Spark, n.d.).

Research-based Evidence: A Literature Review

A review of the literature on the issue and the technology-based solution is presented in this section. The literature review begins with a brief look at two studies that support the existence of prior research on the learning issue. Recent literature on the flipped learning model is then reviewed in order to envision how this technology-based solution would help in resolving the learning issue.

Prior Research on the Learning Issue

The learning issue to be addressed in this project is not unique to the students where it will be implemented. Several studies have investigated this learning issue on other groups of students. Walkington et al. (2019) identified the effect of language on student’s mathematical problem-solving and investigated the language components that may be the cause of the problem. Although no individual language features were found to significantly influence students’ problem-solving ability, the researchers acknowledged the role language plays in math problem-solving, thus offering insight into how the learning issue can be approached. The difficulty in communicating mathematical ideas in problem-solving by Chinese students has a root cause that comes from mathematical problem-solving approaches in the Chinese educational context. Cai and Nie (2007) described several problem-solving approaches in Chinese classrooms that have no empirical evidence of their effectiveness. As a result, students’ shift from the Chinese mathematical problem-solving context to the international context (the context of the current project) cannot be without difficulty. Cai and Nie’s conclusions were supported in a later study that compared American and Chinese students in various aspects of problem-solving and found that Chinese students perform less in process-open problem solving than U.S. students (Cai, 2009).

The Flipped Learning Model

Flipped learning, also known as the flipped classroom or blended learning, is an inversion of the conventional way to teach (Lasry et al., 2013). It is an instructional model in which what used to be done in the traditional classroom (e.g.: lectures, readings) is done at home while that which used to be done by students at home (e.g.: homework exercises) is covered during class time. The core idea of the flipped classroom is to “flip the lecture-based classroom instruction and utilize prerecorded videos and reading assignments in advance of class [and] class time is then used to engage learners in problem-based, collaborative learning and advancing concepts.” (Bates et al., 2016, p. 3). With this approach, the learner has greater control on the pace and the time it takes to learn the content. The following quoted text gives an excellent summary—with examples—of flipped learning:

Flipped Learning occurs when direct instruction is moved from the group teaching space to the individual learning environment. In traditional classrooms, a teacher who knows the content presents it to students who do not know it. Thus, in class the focus is on presenting and transferring knowledge to students. In science courses, this usually means that the students’ first exposure to the material is in the lecture hall. Outside of class, students are given 'homework', such as problem sets or exercises, that help them make meaning from lecture materials. In contrast, students in flipped classrooms are required to gather information on their own before they come to class. One possibility for moving the instruction to the “individual learning environment” is taping lectures, placing them online and assigning them to students before they come to class. However, there is more than one medium that students can use to gather information before coming to class. Students can be assigned readings or referred to online resources such as websites, videos and simulations. The objective is to move the information transfer outside of the classroom, not to have students understand all the content before coming to class.

(Lasry et al., 2013, p. 1)

Practicing Flipped Learning

While the utilization of learning that engages learners as an active and responsible part of the educational process has always been a practiced educational method, the flipped classroom model that utilizes a blended approach is somewhat new in K-12 education. Newcomers into educational technology would therefore sometimes not practice the approach in the most effective manner. They may misunderstand this instructional approach by thinking that it implies that they have to record themselves giving class lectures and have students do most of the work at home. However, there are a multiplicity of resources available online that can be curated and it is important to note that before class and in-class activities are both important. Material can be assigned in the form of micro-lectures, reading material, online games, or online quizzes before class (Subramaniam & Muniandy, 2016). According to Sweet (2014) “a key component to successful blended or flipped classroom practices has been the micro-lecture” (p. 1). Examples of recommended pedagogical practices for this approach could be the following: Video lectures should contain interactive components. There should be note-taking devices, guided practice, and video responses. Students should be able to share questions and identify areas of struggle so the instructor can address these during class. In-class activities should be student-centered, in-depth exploration of content should be encouraged, and allow for the application of knowledge to new settings. Finally, the process of independent student learning should be adequately scaffolded (Butt, 2014; Green et al., 2016; Subramaniam & Muniandy, 2016).

Benefits of Flipped Learning

Research on blended and flipped classroom model has shown some impressive results on its impact on student learning. In the flipped classroom, “since the materials are already given earlier to the students, the contact time with students increases and this allows enhancement of students’ learning process” (Subramaniam & Muniandy, 2016, p. 4668). The positive results of flipped learning have been reported by scholars and practitioners (Bates & Galloway, 2012; Goedhart et al., 2019; Pearson, 2012; Wright, 2011). While most of these reports are anecdotal, the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method. Additionally, a number of studies have found that this instructional approach provides an engaging learning experience, is effective in helping students learn the content, and increases self-efficacy in students’ ability to learn independently (Boucher et al., 2013; Cheng et al., 2018; DiRienzo & Lilly, 2014; Enfield, 2013). Research has also shown that with a flipped learning method, there is greater student mastery of content as demonstrated in course assessments (Boucher et al., 2013; Enfield, 2013; Lasry et al., 2013).

Flipped learning in high school mathematics

The flipped learning model, while being a universally effective approach in all subject areas, is particularly useful in process-intensive subjects such as mathematics. As stated by Green et al., (2017), “flipping a class is a worthwhile approach for all subjects, but especially those that contain material or processes traditionally difficult for students to grasp… [and the teacher] can cover a broader topic list, introduce students to complex material, and deliver hands-on, guided inquiry learning experiences” (p. vi). Several studies have investigated the effect of flipped learning on students’ learning of high school mathematics and found positive outcomes of utilizing the flipped method. Specifically, the studies have found that the flipped method improves students’ interest and engagement in mathematics (Butler James, 2020; Clark, 2015; Muir & Geiger, 2016), increased their understanding of math concepts (Bhagat et al., 2016), improved theirs mathematical skills (Belmonte et al., 2019), and consequently increased their overall achievement in mathematics (Carlisle, 2018).

Conclusion

As the literature has proven, using the technological tool of blended learning in a flipped classroom model has the potential to augment the classroom. Technology has enhanced instruction in a way that learning does not necessarily have to be in a fixed location. The flipped classroom is an excellent solution in teaching aspects that are difficult to grasp. Through the flipped classroom method, high school students can gain greater interest in mathematics and the teacher can better teach the aspects that they face the most difficulty in, thus resolving both the learning and the instructional issues of this subject area.

References

Adobe Spark. (n.d.). Make social graphics, short Videos, and web pages to stand out—In minutes | Adobe Spark. Retrieved September 8, 2021, from https://www.adobe.com/express/

Bates, J. E., Almekdash, H., & Gilchrest-Dunnam, M. J. (2016). The llipped classroom: A brief, brief history. In L. S. Santos Green, J. R. Banas, & R. A. Perkins (Eds.), The Flipped College Classroom: Conceptualized and re-conceptualized.(pp.3–10). Springer, Cham. https://doi.org/10.1007/978-3-319-41855-1_1

Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: A case study. Proceedings of the HEA STEM Learning and Teaching Conference. https://www2.ph.ed.ac.uk/~rgallowa/Bates_Galloway.pdf

Belmonte, J. L., Cabrera, A. F., Núñez, J. A. L., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(12), 1226. https://doi.org/10.3390/MATH7121226

Bhagat, K. K., Chang, C.-N., Chang, C.-Y., Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Journal of Educational Technology & Society, 19(3), 134–142. http://www.jstor.org/stable/jeductechsoci.19.3.134

Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas State University’s physical therapist. musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72–77. https://journals.lww.com/jopte/Fulltext/2013/07000/_Flipping__Texas_State_University_s_Physical.10.aspx

Butler James, R. (2020). Technology and mathematics teaching and learning: Using flipped instruction to teach middle school mathematics (Doctoral dissertation). https://www.proquest.com/dissertations-theses/technology-mathematics-teaching-learning-using/docview/2481091761/se-2?accountid=188730

Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33–43. https://www.theibfr.com/download/BEA/2014-bea/bea-v6n1-2014/BEA-V6N1-2014.pdf#page=35

Cai, J. (2009). Mathematical thinking involved in U.S. and Chinese students’ solving of process-constrained and process-open problems. Mathematical Thinking and Learning, 2(4), 309–340. https://doi.org/10.1207/S15327833MTL0204_4

Cai, J., & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM Mathematics Education, 39(5), 459–473. https://doi.org/10.1007/S11858-007-0042-3

Carlisle, C. S. (2018). How the flipped classroom impacts students’ math achievement (Doctoral Dissertation). https://www.proquest.com/dissertations-theses/how-flipped-classroom-impacts-students-math/docview/2065145464/se-2?accountid=188730

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2018). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development 2018 67:4, 67(4), 793–824. https://doi.org/10.1007/S11423-018-9633-7

Clark, K. R. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal of Educators Online, 12(1), 91–115. https://eric.ed.gov/?id=EJ1051042

DiRienzo, C., & Lilly, G. (2014). Online versus face-to-face: Does delivery method matter for undergraduate business school learning? Business Education & Accreditation, 6(1), 1–11. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2330975

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends 2013 57:6, 57(6), 14–27. https://doi.org/10.1007/S11528-013-0698-1

Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: Supporting a diverse group of students in their learning. Learning Environments Research 2019 22:2, 22(2), 297–310. https://doi.org/10.1007/S10984-019-09281-2

Green, L. S., Banas, J. R., & Perkins, R. A. (2016). The flipped college classroom: Conceptualized and re-conceptualized. https://doi.org/10.1007/978-3-319-41855-1

Lasry, N., Dugdale, M., & Charles, E. (2013). Just in Time to Flip Your Classroom. The Physics Teacher, 52(1), 37. https://doi.org/10.1119/1.4849151

Muir, T., & Geiger, V. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149–171. https://doi.org/10.1007/S13394-015-0165-8

Pearson, G. (2012). Biology teacher’s Flipped Classroom: ‘A simple thing, but it’s so powerful’ . https://www.edcan.ca/articles/biology-teachers-flipped-classroom-a-simple-thing-but-its-so-powerful/

Subramaniam, S. R., & Muniandy, B. (2016). Concept and characteristics of flipped classroom. International Journal of Emerging Trends in Science and Technology, 3(10), 4668–4670. https://doi.org/10.18535/ijetst/v3i10.01

Sweet, D. (2014). Microlectures in a Flipped Classroom: Application, Creation and Resources. Mid-Western Educational Researcher, 26(1), 52–59. https://www.mwera.org/MWER/volumes/v26/issue1/v26n1-Street-BOOK-MEDIA-REVIEWS.pdf

Walkington, C., Clinton, V., & Sparks, A. (2019). The effect of language modification of mathematics story problems on problem-solving in online homework. Instructional Science, 47(5), 499–529. https://doi.org/10.1007/S11251-019-09481-6

Wright, S. (2011). The Flip: Why I Love It, How I Use It. https://www.kqed.org/mindshift/14109/the-flip-why-i-love-it-how-i-use-it