Since she implemented the Flipped Classroom model, Amy saw a marked improvement on her students' Regents exam scores. On the Trigonometry Regents, 1/3 of her honors students scored 95 or better, with 5 students achieving scores of 100. She also noticed an increase in student-to-student interaction as the Flipped Classroom model allowed for more time in class. Students improved their communication skills, learned and used higher-order thinking skills, and built more "math confidence." Further, Amy was able to provide more meaningful feedback during 1:1 time with students, build stronger relationships with them, and place math content into a more relevant context. She found that her students took more ownership of their own learning, assessed what they had and had not learned, developed a plan for when and how they would learn, and were empowered with the choice to learn.
Be sure to check out this letter to the editor
from Amy's student, Bri Stahrr, to get a first-hand account of the impact of Amy's efforts on student learning.