studies showed that
including digital content (videos, notes,
homework, homework solutions, and
extra links to help
this graph compares
the proficiency levels
of students who experienced the flipped
to those who participated in a traditional
lecture format (
chapter 2 is omitted because it was taught
only with lecture).
Separating the effects of the new
digital curriculum from the flipped
teaching technique can be difficult.
Nonetheless, teachers are collecting
detailed data on student achievement,
and the results are promising. Early
data suggest significant increases in
student learning and achievement
when flipping compared to baseline
data on the same courses taught in the
traditional classroom lecture mode,
using the same assessments.
The graph above shows that calcu-
lus proficiencies are up an average of
9.8%. Proficiency refers to the number
of students who score 80% or above
on unit assessments. Meanwhile, pre-
calculus proficiencies increased an
average of 6.1%.
73.8% mastery on the MCAs in 2011.
Byron has insisted on a solid high-level math education for all students,
as shown by the fact that at the end of
the 2011–12 school year, 94.7% of Byron’s seniors completed four or more
credits of math.
Student and Parent Reaction
After every course, teachers surveyed
students about the flipped classroom
experience. When asked what they
liked (besides having one less book
to lug home each night!), the
student comments were candid (see
“Students Respond,” page 14).
Parents were also generally happy
with the results (see “Parents Respond”). However, as with any new
practice, not all reactions are going to
be positive. Many parents had a hard
time adjusting because the change
was different from the way they were
schooled. One common concern was
the demand this approach can make
on a family’s home computer, especial-