Sarah TolsonEDET 650Internship in Educational TechnologyFall 2015

Annotated Bibliography

Introduction

For my internship, I am working on flipping my classroom. I am starting with my math curriculum and I plan to work out from there. Currently I teach math by using pre-assessment results to construct my instructional plan. I typically teach content by focusing on my students’ needs and working through sample problems together, as well as explaining strategies and procedures. My students, as time allows, then break into small group rotations. During this time, I’m able to differentiate instruction based on my students’ academic levels. However, I do not have enough time to differentiate as much as I would like. I’d also like to be able to spend more time on student-centered, project-based learning. By flipping my classroom, I will be able to have more time to meet my students’ needs in class, whether from differentiated rotations or project-based learning. The articles I have cited below focus on research, guidelines, and trends when it comes to flipped learning.

Research

Chen, Y., Wang, Y., Kinshuk, & Chen, N. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 7916-27. doi:10.1016/j.compedu.2014.07.004 https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360131514001559&site=eds-live

Chen, Wang, Kinsuk, & Chen discuss aspects of F-L-I-P versus F-L-I-P-P-E-D. FLIP is an acronym for the four pillars of flipping a classroom: Flexible Environments, Learning Culture, Intentional Content, and Professional Educators. However, Chen, Wang, Kinsuk, & Chen make a case for using FLIPPED, adding Progressive Activities, Engaging Experiences, and Diversified Platforms to the FLIP acronym. Their research shows that the FLIPPED model is effective, but can be promising yet challenging.

Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social And Behavioral Sciences, 206(XVth International Conference "Linguistic and Cultural Studies: Traditions and Innovations"), 205-209. doi:10.1016/j.sbspro.2015.10.006 https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1877042815051393&site=eds-live

Evseeva & Solozhenko emphasizes that flipped learning encourages students to apply knowledge through practice, not rote memorization. Flipped learning is a blended

learning strategy that integrates information and communication technologies. Flipped learning is a way to empower both educators and students as learning is transformed into a student-centered atmosphere. Evseeva & Solozhenko explain that flipped learning can be greatly beneficial to English Language Learners.

Herreid, C. H., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal Of College Science Teaching, 42(5), 62-66. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=86988365&site=eds-live

Herreid & Schiller explain flipped classrooms and positives and negatives of flipped implementation. Their case study shows that there are many great outcomes of flipped learning, but there are two major downfalls in STEM-based classrooms: students are initially resistant to doing more work at home and the homework/videos/assignments must carefully be tailored for the unique in-class opportunities. They explain this is time consuming for teachers, although it is beneficial for everyone. They proceed to discuss software, programs, and tools to help with flipping, as well as explain online “libraries,” or collections of videos and resources, that can be beneficial.

Phillips, C. R., & Trainor, J. E. (2014). MILLENNIAL STUDENTS AND THE FLIPPED CLASSROOM. Journal Of Business & Educational Leadership, 5(1), 102-112. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=103044623&site=eds-live

Phillips & Trainor examine a flipped classroom and its impact on millennial students. Millennial students prefer experiential-learning and interactive learning methods, and a flipped classroom is one way of meeting these preferences. They describe the seven traits of millennials, as well as how learning allows for more collaborative and hands-on learning.

Reyna, J. (2015). ACTIVE LEARNING AND THE FLIPPED CLASSROOM. Training & Development (1839-8561), 42(5), 30-31. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=110377258&site=eds-live

Reyna explains the benefits of flipping a classroom, including student engagement. Students take control of their learning and teachers act more as facilitators throughout the learning process. Reyna explains that flipped learning can help ELLs, as well as differentiate learning to meet the needs of every learner. Flipped classrooms encourage inquiry, collaboration, socialization, reflection, and independence.

Guidelines

Chen, H., & Summers, K. L. (2015). Developing, Using, and Interacting in the Flipped Learning Movement: Gaps among Subject Areas. International Review Of Research In Open & Distance Learning, 16(3), 41-64. https://login.pallas2.tcl.

sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=108431261&site=eds-live

Chen & Summers explore different video options currently available, specifically on the TED-Ed website. They analyze the current video library and identify gaps among the humanities, social sciences, and natural science. Many videos in the TED-Ed collection are applicable to the STEM disciplines. Chen & Summers analyze the number of views of videos, and suggest that educators continue to build a collection of videos for flipped learning.

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Report: Enhancing Student Engagement Using the Flipped Classroom. Journal Of Nutrition Education And Behavior, 47109-114. doi:10.1016/j.jneb.2014.08.008 https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1499404614006381&site=eds-live

Gilboy, Heinerichs, & Pazzaglia explain that flipped classrooms allow students to be more actively engaged in their learning. They also explain that students typically score higher than in a traditional classroom. They discuss what should be covered in each step of the process of flipping the classroom, as well as show a suggested outline that can be used as a template for planning to flip a unit. They share survey results and suggest implementing a survey aspect in your own implementation.

Halla, K. (2015). Deeper learning through technology: Using the cloud to individualize instruction. Thousand Oaks, California: Corwin Publishers. Chapters 1-8, 1-134.

Halla’s book explores integrating technology into the classroom using a blended learning approach. The book begins with an introduction to technology, blended learning, and flipped classrooms. The book is divided into two parts: the teacher as the leader of a digital classroom and the self-paced student. Chapters 4-7 were integral to explaining how to effectively flip a classroom. Halla provides numerous resources to help with tech integration and flipping instruction. He consistently explains the need for students to be engaged in and accountable for their learning. He also explains the importance of using both summative and formative feedback to guide instruction.

Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The Flipped Classroom in Training and Development: Fad or the Future?. Performance Improvement, 53(9), 23-28. doi:10.1002/pfi.21438https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=99074841&site=eds-live

Jacot, Noren, & Berge discuss the positives of flipped learning, emphasizing that students have more in-class time for “authentic, inquiry-based, exploratory, experiential, and collaborative learning.” Students are able to use more high order thinking skills as they are engaged during class time. They also explain resources, including Khan Academy, which can help assist educators in the process of flipping. Although stakeholders must buy-in, flipped learning can revolutionize education.

Karlsson, G. A., & Janson, S. A. (2015). How to create blended learning: Guidelines for improved teaching with flipped classroom and active learning. Trita-Ee, https://www.diva-portal.org/smash/get/diva2:814663/FULLTEXT01.pdf

Karlsson & Janson provide guidelines on how to develop new courses, as well as how to implement previously developed courses. They explain that students should learn the content at home, typically through watching a video, taking a quiz, and reading a text. The time in class is spent on clarifying, going more in depth in the subject, and an outlook on the next module. They suggest having students document their progress on a wiki, meaning students have to be responsible for their own learning.

Maloch, B. b., & Horsey, M. c. (2013). Living Inquiry: Learning From and About Informational Texts in a Second-Grade Classroom. Reading Teacher, 66(6), 475-485. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=85862249&site=eds-live

Maloch & Horsey’s piece isn’t exactly about a flipped classroom, but about integration of informational texts and the importance of inquiry-based learning. They provide examples of a second grade classroom and how information text and inquiry are intertwined in the classroom consistently. Maloch & Horsey share great suggestions, ideas, and guidelines for inquiry-based learning, which is an integral part of the in-class aspect of a flipped classroom.

McCrea, B. (2014). Flipping the Classroom for Special Needs Students. T H E Journal, 41(6), 24-26. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cph&AN=103335911&site=eds-live

McCrea discusses the importance of considering the needs of students with special needs when flipping a classroom. She describes the Proloquo2 app for iPads, which allows non-verbal students to communicate and do their flipped “homework” independently. The app allows students to participate in discussions or prove their knowledge by using pictures to form sentences and/or words that are read aloud through the iPad app. They discuss multiple technologies that help students with special needs. Technology integration, as well as apps for students with special needs, allow for flipped learning to be mobile and flexible. She also talks about Melissa Hausser, a teacher who flipped her classroom in a very low-income area. She uses her as an example for suggestions, such as how to flip a classroom where students don’t have access to technology at home, and how to create videos with a document camera.

Milman, N. B. (2014). The Flipped Classroom Strategy. Distance Learning, 11(4), 9-11.https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=100558697&site=eds-live

Milman explains that a flipped classroom model is most effective when teaching procedure knowledge, such as mathematic strategies. She suggests chunking and scaffolding material to effectively make sure students understand all steps of a procedure. Although she says procedural knowledge is the best to use in a flipped classroom, all other types of knowledge (factual, conceptual, and metacognitive) can be taught in this manner also.

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies. Journal Of Family & Consumer Sciences, 105(2), 44-49.

Roehl, Reddy, & Shannon delve into flipped classroom backgrounds, positives impacts, and guidelines for implementation. Most importantly, they explain the importance of students being engaged in their education. Students are not only aware of their education and learning processes, but they’re also held accountable and responsible for their learning. Roehl, Reddy, & Shannon explain how imperative it is, however, to allow teachers and students an opportunity to reflect on their progress, whether the students are learning the material, and whether the process of flipping is making a positive impact.

Snipes, P., & Slone, M. (2015). Successful Flipped Instruction. School Library Monthly, 31(6), 17-19. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=101723126&site=eds-live

Snipes & Slone explore guidelines for successful flipping in a classroom or library setting. They emphasize the importance of not just including a video and discussion, but integrating Web 2.0 tools, role playing, video conferencing, makerspaces, and more. They also stress that teachers really need to know their students and good pedagogy to be successful. Students must have buy-in and be motivated to be engaged in a flipped classroom and take responsibility for their learning and self-pace themselves. Teachers must have a wide-selection of online tools available in their flipping “tool belts.”

Villa, E. Q., & Baptiste, H. P. (2014). Creating an equitable classroom environment: a case study of a preservice elementary teacher learning what it means to 'do inquiry'. Multicultural Education, (2), https://login.pallas2.tcl.sc.edu/login? url=http://search.ebscohost.com/login.aspx?direct=true&db=edsggo&AN=edsgcl.390091867&site=eds-live

Villa & Baptiste describe what a classroom of inquiry-based learning should look and sound like. They provide examples of students collaborating and holding each other accountable for their learning. They explain that students are our knowledge generation and will find a way to learn what they need to know. The students were so engaged in their learning that there was no academic discourse, but students stayed on task and had accountable talk with one another. They pushed each other to think critically, as well as analyze and create together. Inquiry-based learning should be constantly integrated within a flipped classroom as learning is student-centered and engaging.

Zangori, L., & Forbes, C. T. (2014). Scientific Practices in Elementary Classrooms: Third-Grade Students' Scientific Explanations for Seed Structure and Function. Science Education, 98(4), 614. doi:10.1002/sce.21121 https://login.pallas2. tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=96645155&site=eds-live

Zangori & Forbes completed a study of third grade students during science intstruction, evidence-based writing, and science experimentation. Although they don’t explicitly talk about flipped learning, they discuss the importance of evidence-based writing, research, and other skills that students must master in a flipped classroom as they are engaged in inquiry-based learning as their classwork.

Trends

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, Or: ISTE https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=475951&site=ehost-live&ebv=EB&ppid=pp_35

Bergmann and Sams’ book discusses flipping a classroom using the “Flipped-mastery” model. The flipped mastery model allows students to basically work at their own pace to master objectives. Bergmann and Sams explain how important it is for students to be able to manage their time wisely as they are responsible for their own learning. The mastery model allows for differentiation and project based learning in the classroom, and learning is more student-centered than teacher-centered. They also explain how it is imperative to use formative and summative assessments, and offer suggestions for how to provide grades on an A-F scale.

Lujan, H. L., & DiCarlo, S. E. (2014). The flipped exam: creating an environment in which students discover for themselves the concepts and principles we want them to learn. Advances In Physiology Education, 38(4), 339. doi:10.1152/advan. 00081.2014 https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost. com/login.aspx?direct=true&db=edb&AN=99932747&site=eds-live

Lujan & DiCarlo describe a “flipped exam,” a student-centered activity where students are required to independently research content and topics that aren’t taught in class. Students are involved in discussions and assignments, and are engaged in problem-solving activities. During the “exam,” students are able to work collaboratively and learn interactively. Their research shows that using flipped exams not only helps students learn material, but the process of gaining knowledge is just as important, if not more important, than finding the answer itself. Using flipped exams, students scored well on information that was not explicitly taught in class, as they were collaborative gaining this knowledge with their peers.

Westermann, E. B. (2014). A Half-Flipped Classroom or an Alternative Approach?: Primary Sources and Blended Learning. Educational Research Quarterly, 38(2), 43-57. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=99990274&site=eds-live

Westermann explores the “half-flipped” classroom. In this article, students share their thoughts on a primary source that they read before class. The teacher provides two or three key questions in which the students respond to by composing “mini-essay”

responses. Following the out-of-class homework assignment, class begins with an in-depth discussion of the historical event or primary source.

Summary

The resources I selected provided me with background knowledge and research on the benefits and challenges of flipped classrooms. I also researched guidelines on how to implement a flipped classroom, as well as explored trends in flipped instruction. The key points I have taken away from my research to implement into my flipped classroom are to:

ensure that standard-based videos are brief, no more than 5-10 minutes, and use multiple methods of representation to make them more engaging.

assign a video and assignment, such as discussion post, guiding questions, games, formative quizzes, and activities, for homework to ensure students are grasping the concept

implement inquiry-based student-centered learning while students are in class. scaffold material to meet the needs of all learners, especially when in the

classroom. provide opportunities for students to collaborate, research, and create through

learning. challenge students with critical, higher order thinking. teach students how to self-pace. hold students accountable for their learning. use formative and summative assessments, as well as feedback, to continually

improve my flipped classroom.