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Small Groups And Conferencing In Fifth Grade Writer's Workshop: A Study

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The Effect of Flipped Learning on Small Groups and Conferencing in Fifth Grade Writer’s Workshop The purpose of this study was to show the effect of flipped learning on small groups and conferencing in fifth grade writer’s workshop. With high expectations and many interruptions on the elementary level, it was hard for teachers to meet district expectations for differentiation. Math and science teachers were expected to teach with stations which included small group rotations. Language arts teachers were expected to use the reader’s and writer’s workshop model which included small groups and conferencing with all students on a weekly basis. One possible way for teachers to meet these demands could be through utilizing flipped learning. Implementation …show more content…

Since students will view the mini-lesson at home, teachers will not need to conduct the mini-lesson during instructional time. This may provide the teacher with additional instructional time (Westermann, 2014). Students may benefit by having the option to replay or rewind mini-lesson videos. Students may also gain more small group and one-on-one time with their teacher; teachers may be able to provide more individualized feedback (Konrad, Helf, and Joseph, 2011). It is possible that the campus may benefit as other teachers may adopt flipped learning as a method for teaching. The field of education will benefit as there is little research in the area of flipped learning on the elementary level.
Definitions
Conference. A conference is an important conversation between a teacher and a student; conferencing addresses individual student needs and builds the relationship between the teacher and student (Serravallo, 2010).
Flipped learning. Flipped learning is a “flipping” of the traditional order of lecture or mini-lesson and homework (Rotellar and Cain, …show more content…

Although it has challenges, research shows that the positive effects of flipped learning outweigh the struggles. According to Rotellar and Cain, flipped learning provided students and teachers with valuable class time to focus on understanding the curriculum rather than spending that time receiving information through a lecture (2016). Flipped learning allowed for a more efficient classroom. Time gained from “flipping” a lecture or mini-lesson resulted in increased student-teacher interactions. Little research has been conducted on the effects of flipped learning, and there is even less research on the elementary

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