Mastery Learning Research & Case Studies

Starting next fall, our social studies department is rolling out a true mastery (competency-based) learning system across all core subjects and grade levels.  As I've mentioned in prior posts, our pilot this spring has led us to realize how much planning and preparation is needed to effectively implement this approach.  Before nailing down all of the logistical details for 2015-2016, we have decided to revisit the research on mastery learning and standards-based grading. We will also find and evaluate several case studies of effective implementation throughout the country.   

Since many of you may be considering a shift towards mastery learning and/or standards-based grading in the future, I am sharing out our Google Drive folder containing research and resources.  We will be adding more that we find pertinent and useful over the next several months.

Click here to view the "Mastery Learning / SBG Resource Folder"

*** If you come across any other research and resources that you think would be helpful, please share and it will be added to the collection!

Flipping Social Studies

*** This article was originally posted on the CUE Blog as part of a 6-part series on Flipped Learning.  

Although Flipped Learning is most prevalent in math and science courses, adoption by educators teaching the arts and humanities is on the rise. In the three years that I have been immersed in the incredible Flipped Learning community, I have gone from one of the few social studies teachers to one of thousands. Described below is a snapshot of my evolving approach, yet it is just one particular variation of Flipped Learning. I therefore urge you to connect with the incredible educators mentioned below to learn about innovative ways that social studies teachers are experimenting with this concept.

WHAT DO OUR LEARNING SPACES LOOK LIKE?

Why not just say, “What does my class look like?” First, I stress “our” to illustrate the concept of community and each student’s value within it. Second, we do not just learn in a “classroom.” This antiquated term does not accurately reflect our blended learning environment. Stages of the learning cycle happen in various learning spaces, such as the physical classroom space, virtually in the LMS, and virtually while in the same physical space.

The physical spaces are set up based upon the type of learning that occurs in each. For example, there are designated spaces for group direct instruction, collaboration, and individual work. Our online space is the Flipped Social Studies website, which is built upon the EDUonGO LMS platform. I chose this emerging LMS since it is based upon the concept of ongoing communication and collaboration. For example, the video notation features allow viewers to ask questions and engage in a threaded discussion at different points of each embedded instructional video.

STRUCTURE:

I structure my course based upon a flipped-mastery system. In general, students must demonstrate mastery of a series of objectives for each unit. Several learning tasks are provided for each objective, of which students typically have a degree of choice. Many objectives also grant students the option to develop their own learning task, as long as it clearly demonstrates mastery of the objective.

Except for the circumstances that justify large group direct instruction, students work through each unit’s objectives at their own pace. Throughout the process, I provide instruction and guidance both face to face and via instructional videos. I have created videos to serve many purposes, such as content-based lectures, modeling social studies skills, and tech tutorials.

In a typical day, we begin in a large group setting. Students engage in a warm-up activity, followed by a brief lecture, tutorial, or guided discussion.  Students then shift to their collaboration or individual work areas to engage in their learning tasks. We conclude each day with a “reflection” period during which students briefly describe their accomplishments and gauge their effort and efficiency. Click here to view a brief video capturing a typical day (recorded w/ iPhones…)

Teachers often ask me what students do if they finish a unit far ahead of their peers. To address this, I reward them with extra time to develop their interest-based “20 Time Projects.”  (Click here to view the 20-Time Intro presentation featuring a student voice-over.) I recently collaborated with Kate Petty to co-author a contributing chapter for Practical Applications in Blended Learning Environments called “Student-Driven Education With Flipped Learning and 20 Time.” Expected publication by IGI Global is December 2013, contact either Kate or I for more details if interested.

A FOCUS ON SKILLS:

When developing each unit, only a few of the objectives included are content-based. They instead focus upon skill development. The skills selected were those from the CCSSLiteracy and Writing standards as well as the Connecticut Social Studies Curriculum Framework (my state’s adoption). Content that is necessary to provide historical context is then woven into students’ various learning tasks.

When transitioning towards a student-centered learning environment, I quickly realized how important it was to help students build their metacognitive skills and become self-regulated learners.  Since most students have never been granted this degree of autonomy in school, it was no surprise that they lacked many of the skills necessary to thrive in this environment. I therefore began actively teaching metacognition through an ongoing process of goal setting, progress monitoring, and reflection. I created a form called a “Daily Learning Journal” to help them practice these skills each day.  Click here for student perspectives of this process.

RESULTS

As I discuss in a chapter in Jon Bergmann and Aaron Sams’ upcoming book, Flipped Learning has “democratized” my classroom in many ways. Through a study that I completed through an MA program at Columbia University, I realized that these results are replicated in social studies courses in other parts of the country as well. For a more complete discussion on this topic, keep an eye out for Aaron and Jon’s new book to be published by ISTE in Spring 2014.

THE FUTURE

Although our course is still rooted in flipped-mastery, I have decided to venture into the world of gamification.  I am not using games to teach, but am instead designing the entire course as a live, multiplayer game. The instructional design will include elements such as leveling, points through attrition, guilds, and an overarching story that weaves together the action. I credit Professor Lee Shlelon and Michael Matera for getting us started down this exciting new path.

CONNECT:

Much of what I have learned has been through a reflective process with help from an incredible PLN. The awesome social studies teachers that I collaborate online with most are Karl Lindgren-Streicher, David Fouch, Jason Bretzmann, and Frank Franz. Karl and Jason authored chapters on social studies flipping in the recently published Flipping 2.0,while I and PHS colleague Brian Germain authored a chapter on student use of technology. There is also a free, archived eSeminar and Course for social studies teacher who are, or at least considering, flipping their classes.

Finally, view and contribute your information to this Flipped Social Studies Community document.  It includes teachers from around the world with their contact info, websites, video libraries, and more. Use this resource to connect and grow your PLN.

Flipped Learning Literature Review & White Paper Released

"Where is the research on flipped learning?"  

This question has come up frequently over the past few years.  Although some educators such as Ramsey Musallam and Jerry Overmyer have conducted inspirational studies on related topics, and Jon Bergmann and Aaron Sams released their groundbreaking book,  flipped learning research and evidence has been for the most part anecdotal.

I am glad to see that academic studies and further research on flipped learning is in the works.  One example is the Flipped Learning Network's recent release of the following three documents:

A Review of Flipped Learning

The Flipped Learning Model: A White Paper Based on the Literature Review

The Executive Summary of the Literature Review

* Source: http://flippedlearning.org/domain/41

These reports were written by Noora Hamdan and Patrick McKnight (Ph.D. George Mason University),  Katherine McKnight (Ph.D. Pearson’s Center for Educator Effectiveness) and Kari M. Arfstrom, (Ph.D. Flipped Learning Network)

I was honored to have been a part of the FLN research committee that provided peer review for these studies.   I am also humbled that findings from the research that I conducted at Columbia University ("Flipped Learning & Democratic Education") were included in the literature review (p. 12 & 13) and white paper (p. 10).

I hope you find these studies useful in your journey to improve student learning!

Flipped Learning & Democratic Education: The Complete Report

I recently completed the Flipped Learning & Democratic Education research study as part of the integrative project (think "thesis") for my MA program at Teachers College, Columbia University.  If interested, here is a link to the complete study:

Flipped Learning & Democratic Education (Complete Study)

Here are some highlights from the research:

Democratic Elements of Flipped Learning

• Personalization Through Differentiation, Asynchronous Pacing, & Student Choice
• Social Interaction & Student Expression
• Active & Experiential Learning Experiences
• Equitable Access to Instruction 
• Promotion of Student Initiative & Ownership of Learning
• Development of Critical Thinking & Collaborative Problem Solving

Results From Student & Educator Survey

• 78% of students have more frequent and positive interactions with their teacher.
• 79% of students have more frequent and positive interactions with peers in class.
• 80% of students have greater access to course materials and instruction.
• 79% of students have a greater opportunity to work at their own pace.
• 69% of students are more likely to have choice regarding what learning tasks they engage in.
• 76% of students have more choice regarding how they demonstrate their learning.
• 66% of students are more likely to engage in collaborative decision-making.
• 70% of students are more likely to engage in critical thinking and problem solving.
• 68% of students report that their teacher is more likely to take into account their strengths, weaknesses, and interests.
• 83% of students report that their learning is more active and experiential.
• 96% of teachers report that positive interactions with their students have increased.
• 84%  of teachers report that interactions between student and student have increased.
• 96% of teachers report that instruction has become more differentiated and personalized. 

      Brief Conclusion

      The flipped model, along with a supportive school environment that values 21^st century skills, student inquiry, and effective leveraging of new technologies, has considerable potential and promise of improving and democratizing education in a profound way. 

Survey Results Are In: Flipped Learning & Democratic Education

The "Flipped Learning & Democratic Education" survey is complete and I am in the final revision stages of the research.  Until I post the completed study (hopefully in the next week or two), here are the results from both the student and educator surveys.  In all, they were completed by 203 students and 26 educators from across the nation. 

Student Survey Results 

Instructions provided to students on the live form:

“Responses below are based upon your experience in this course when compared to others.” 

Educator Survey Results

Educators Profiles

Instructions provided to educators on the live form:

“Since incorporating principles of flipped learning…”

Flipped Learning & Democratic Education Research Study

As some readers may know, I am currently working on research as part of a graduate program through Teachers College of Columbia.  I have recently narrowed my focus to the following research question:

Does flipped learning help democratize education? 

True, this is a loaded question and can be interpreted in numerous ways.  For now, however, I have developed two surveys (one for educators, one for students) that will help shed light on this issue.

If you are an educator that incorporates aspects of flipped learning and would like to participate in the research, please complete the survey below.  Many educators have already completed the brief online survey, and for that I thank you mightily!

Research Proposals and Your Insights

 What research do you think would prove valuable regarding the flipped class “ideology” and social studies education?

Background:

This fall, I will be conducting research to complete my MA (Computing in Education) at Columbia University (Teachers College).   If you are wondering how a teacher living in RI is doing this, I was part of the first completely online program offered by the college.   In sum, the program is spectacular and I fully recommend others to consider enrolling if looking for an advanced degree in instructional technology or related fields.

My integrative project (think thesis) is going to be based upon the flipped class “ideology” and social studies education.  Here are some of the possible ideas I have floating around in my head:

• Aligning “flipped methods” with solid research on learning and cognition (with a focus on humanities)
• Developing  Instructional Design Model(s) for flipping social studies
• Comparing the types of flipping (traditional, mastery, explore-flip-apply) regarding their utility in social studies education
• Incorporating PBL (both “Project-Based” and “Problem-Based”) into a flipped environment
• Designing the physical (and digital) learning spaces in a flipped social studies classroom.

*** This is not meant to be a study that sets a “control” and “experiment” group that compares test scores.  I would rather focus more on theory and design of learning environments.

As you can see, I am a bit all over the map regarding this.   Since I have learned so much from you all on Twitter and through this blog, I am again reaching out to you for input, guidance, wisdom, and inspiration!  

What other topics (or those mentioned above) would you find useful in moving the conversation forward? 

Please comment below or contact me directly, it is greatly appreciated!

@Mr_Driscoll

thdriscoll@gmail.com