1. Annotated Bibliography Presentation April 17, 2013 Carol Redmond ED 521: Educational Research and Analysis Flipping Literacy and Improved Reading Levels

2. Summary of Flipped Learning When we implement changes in education, we need to evaluate the impact of the change. The impact may be deep or unexpected. Qualitative and quantitative research will help educators ensure that the methods chosen will produce higher levels of learning.

3. Summary of Flipped Learning Blended learning is a formal instructional method that combines online learning with face-to-face learning. The flipped classroom is a component of the blended classroom. My research is based on the flipped model of blended learning as it relates to primary literacy.

4. Summary of Flipped Learning cont. Flipped learning takes the lecture portion of a subject and uses this for homework in the form of a video lesson. Class time uses the teacher as a guide who was available for immediate feedback. Cooperative learning during the classroom portion is an advantage of the flipped model.

5. Summary cont. Students enjoy the option of choosing when to watch the lesson and the ability to review when needed. Parents enjoy the benefit of learning how their child is taught and are better able to help at home.

6. Research Question My research question is, “Will flipping literacy lessons in primary classrooms significantly raise reading proficiencies?” My hypothesis is, “Yes, flipping literacy lessons will raise reading proficiencies.” I will show you how my research supports my hypothesis and how this topic relates to how children learn best in educational settings today.

7. Data Collection My research includes 12 studies. Eight studies were of a qualitative nature. Three studies were a combination of both qualitative and quantitative research. One study was quantitative in nature.

8. Quantitative Data I examined one of the studies that had a quantitative nature for purposed of this presentation. Citation from quantitative study : Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12+. Retrieved from http://www.eric.ed.gov/contentdeliver y/servlet/ERICServlet?accno=EJ982 840 Quantitative data from a quasi-experimental study. Students were predetermined from Byron High School from a small population of Calculus students.

9. Quantitative Statistics Calculus proficiencies are up 9.8% in the flipped classroom. Pre-Calculus proficiencies are up 6.1%. Accelerated Algebra II proficiencies are up 5.1%. Math mastery on MCA’s went from 65.6% in 2010 to 73.8 % in 2011 after the flip.

10. Quantitative Graph of Chapter Tests Scores After Flip

11. Quantitative Study cont. Overall class failure rates decreased from13% to 6% with the flipped methodology. Ninety-seven percent of students had access to internet at home. Students without internet were given flash drives or DVDs for use at home Students were able to view video lessons before school, at lunch, or at other students homes.

12. Rationale for Quantitative The quantitative data clearly supports an increase in learner outcomes after flipping math lectures. Each of the math classes flipped had an increase in test scores when compared to classes that did not flip. Mastery on the math MCAs went up 8% for students who experienced the flip.

13. Qualitative Statistics I will examine one of the qualitative studies for the purpose of this presentation. Citation from qualitative study: Picciano A., & Seaman J. (2009). K-12 Online Learning, A 2008 Follow-up of the Survey of US School District Administrators. United States: Sloan Consortium. Retrieved from http://155.48.10.202/Academics/Documents/babson -survey-research-group/k-12-online-learning- 2008.pdf This is a non-experimental, qualitative study from 2007/2008. Ten thousand randomly- selected school districts throughout the county were sent surveys. Five and one half percent of all school districts of interest responded. The sampling of respondents included all 50 states and the District of Columbia.

14. Qualitative Statistics Forty-one percent of the districts surveyed had one or more students in flipped coursework. K-5 had 1% of the total students in the study using flipped learning. 6-8 had 20% of the total students in the study using flipped learning. 9-12 had 78% of the total students in the study using flipped learning.

15. Notable or Flaws in Qualitative This study was one of the first to collect comparison data on blended learning. Only 5.4% of districts surveyed returned the survey. The districts interested in this survey would have a higher percentage of classrooms using flipped learning.

16. Rationale for Qualitative Between 2005/2006 school year and 2007/2008 when the study was completed, blended and online learning has increased by 47%. With increased numbers of participants in flipped learning we should be able to see a corresponding increase in higher learner outcomes in all subject areas.

17. Connection to Grand Tour Question In light of what we know about how children learn and educational policy and practice, how shall we best teach literacy in educational settings today. The research, in limited evidence, shows an increase in higher levels of achievement when using flipped learning.

18. Conclusions We need to continue to study and analyze evidence to be sure the limited research available in this area is valid. More research needs to be completed in the primary grades on flipped learning. More research needs to be completed on the subject of literacy as it relates to flipped learning.