Triumphs and Tribulations of the Flipped Classroom: A High School Teacher’s Perspective

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Author(s): Frederick J. Carstens (Tapestry Charter School, USA) and Milton Sheehan (Tapestry Charter School, USA)
Copyright: 2014
Pages: 22
Source title: Promoting Active Learning through the Flipped Classroom Model
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA) and James N. Oigara (Canisius College, USA)
DOI: 10.4018/978-1-4666-4987-3.ch005

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter focuses on the experiences of a Social Studies teacher who has recently introduced the concept of the flipped classroom to his students at an inner city school in Buffalo, NY. Despite his technological issues and struggles with homework completion, his perseverance throughout this process provides valuable lessons for educators seeking to implement similar initiatives in their own classrooms. Ideas for improving student engagement and literacy in the flipped classroom as well as first hand accounts from his ninth grade students are discussed.

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