Building bridges: using a flipped learning approach to strengthen pottery skills & comprehension

Abstract

Flipped Instruction is a model of teaching that turns the traditional classroom upside down where lecture material is covered outside of class and what students would normally do as homework becomes the focus of class time. This action research focuses on the implementation of a flipped mastery model in an introductory pottery course at the 9 - 12 grade level. Teacher led demonstrations were replaced by pre-recorded videos to be watched as homework and the physical learning occurred with instructor support during actual class time. Data was gathered through student reflections, field notes, student surveys and student interviews. Results from the study demonstrated an increase in student engagement, improved wheel unit scores, and increased comprehension of technical knowledge.