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Designing a Flipped Classroom

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Miroslava Raspopovic

on 6 September 2015

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Transcript of Designing a Flipped Classroom

Designing a Flipped Classroom
Check if students properly understood the concept that was presented to them
do not overdo with questions/assignments (consider the time and difficulty)
use it to measure progress
Assessment can be used as one way of assessing the mastery level
use it as a "ticket into a class"
Lesson duration
Start shorter
allow students to get accustomed to the system
Plan the duration of in-class and online activities
in-class activities do not have to always use computers
use what you have, and what students have
What class to flip?
What is the best use of my face-to-face time with students?
Move instructional material out of the group space and into the individual space (meet individual pace & needs)
students are applying, analyzing and creating content, rather than simply acquiring information
Designing a flipped classroom
Write objectives
define clear learning outcomes
Define a lesson plan
lesson outline
Gather lesson resources (videos, simulations, educational games, texts, chapters, etc.)
Design in-class activities
Put together lesson content
lesson should include definitions, videos, self-assessments, planned in-class activities
be clear what you want to do in-class and what should be done online
Plan class sessions
What can technology add to flipped classroom?
Support learning activities with tools
What tools?
Students can post questions
How would you have them do this?
Students can create e-portfolios which can be shared, commented, rebuild
Why is this important?
How much technology to use?
Think of the video from the pre-workshop material
What technology to use?
July 27, 2015
Be thoughtful about what parts of your class you decide to "blend"
You have to be intentional what to blend and clear about what the benefit will be for students
Keep it short
Make it relevant
Keep it fresh
Do not jump into posting any materials before your content is ready!
At the
of the lesson state all
learning outcomes
(refer to Bloom's taxonomy) and let students know what is expected of them
Typically, you want to start a lesson with an
interest catcher
Content should be divided into "independent"
segment should have a clear learning outcome
State the
learning outcome
at the beginning of each segment
Map your lesson (individual work):
Define topic, objective, active learning strategy
Present it to the group
Using a video
Create your own videos - video recording will take time, but it will result in better lectures
Do not overwhelm yourself
Use existing materials
Use transcripts (subtitles) whenever possible
YouTube has free automatic transcript generator + keepsubs.com
Emphasize what the goal of watching the video is and what you expect them to do while watching
Creating videos
Sit in a quiet room with good lights
Do not have distracting background
Video recording will take time, but it will result in better lectures
Ways to take video:
Jing (free up to 5 min)
Screen chomp (ipad free)
Educreations (ipad free)
Screen-cast-o-mattic (free or $15/year)
Smart phone or dedicated camera
Document camera
Tablet software (knowmia, explain everything, etc.)
Use existing tutorials
Khan Academy
Length of the video does matter
Video does not have to be perfect
How many of your in class lectures were perfect?
Do not introduce every possible technology
What lesson format should I use?
What did you think of sample lessons in pre-workshop material?
Clear learning outcome?
Clear and effective assessments?
Active learning choice?
There is no "correct" answer
Topic dependent
Activity dependent
Use what you know works with your students
Get creative
cost/benefit must work out in students favor
design learning can be hard
Tryout different formats
Teachers need to "flip their mind"
we must rethink what class looks like
stepping back from an old model
Use existing videos
Use existing resources
Start simple
Do not overwhelm yourself
Do not overwhelm your students
The Christensen Institute hosts blended learning resources at

where you can browse the Blended Learning directory of K-12 blended-learning programs.
iNACOL and MetisNet published this white paper on competency-based learning:

"When Success is the Only Option: Designing Competency-Based Pathways for Next Generation Learning"



Interactive simulations

it does not have to be perfect
many feel that it may require too much time
yes, more time BUT greater reward
Preparing students for blended learning
Initially, students who are introduced with blended learning will behave differently
Those who adopt model right away and are really productive
Those who enjoy it, but they only want to do what is comfortable
Those who want nothing to do with this and want "their teacher back"
What to do?
Create routines that they practice over and over again
Create an example lesson: What to do when you get stuck
Insist for them to learn material before moving on
Teach students how to be learners
Build safeguards
check notes, ask questions, forums, google forms, pose a question on a video
Hold them accountable
Teach students how to interact with a video in a meaningful way
Take notes, ask questions, engage in discussions
Check their notes on the video watching
Comment on the positive change

Alternative assessments
Have them design video games, create videos, do projects
Students can choose to do these instead of traditional test
Ability to access the content
Address the issue of access early and see what technology students have at home
Alternatives could be CD, DVD, USB, etc.
Build blended learning class culture
Identify online learning behavior you want to see
Exemplify active online learner behavior
Celebrate best online learners
instead of relying on the grades, build routines to celebrate and reward students who go above and beyond online every week
Make students explain their reasoning online
submit "step by step" answer
Provide students with written feedback
Show students how online and face to face instruction are connected
dormant online lessons?
use questions from the entrance ticket as a discussion in class
Provide support during online learning time
Create activities tailored to students needs
Shifts in the role of the teacher:
from lecturer to facilitator
from using fixed groupings to dynamic groupings
from explainer to intervener (right time for students)
from focusing on content to focusing on content, skills and mindsets
from generalist to specialists (focus on strengths)

Reconceiving the role of teacher
Example - journal keeping
Have students keep their journal
a table of contents including entry titles and dates
a record of the lecture videos they watched
summary of the 3 most important points
2-3 questions they still have
entrance to class discussion
project log with dated entries

What can be achieved?
Students common questions and misconceptions
Feedback from students
Immediate feedback (watch words as being typed on Google docs)
Deeper learning through writing
Increasing ability to articulate research, results and strategies

Flipped classroom examples

* J. Zarestky and W. Bangerth, Teaching High Performance Computing:
Lessons from a flipped classroom, project-based course on finite element methods, 2014 Workshop on Education for High Performance Computing (2014).
Mastery check strategy
assign students work to complete based on one specific objective
could be paper and pencil exercise as well
students are told to solve even/odd problems (or both)
Check for mastery
teacher looks over the exercise and asks verbally to explain one or two answers
"explain to me how you did exercise 2"
if student was asked to complete their work again
Check for mastery #2
a) they get it
b) they almost get it
you may give them a problem to work on
c) they have significant struggles
complete more than one of the extra exercises
d) they cheated
assign to view/read required content and repeat all of the questions
This approach is possible when teachers have extra time
You can make ad hoc tutorial group
The benefit of mastery check
each student has to demonstrate the mastery of each objective
student is provided with immediate feedback and intervention
Moving a student on with two out of ten correct answers is no longer an option
What next?
Now you should be ready to define your lesson plan in detail:
learning objective
learning outcome
active learning strategy
out-class activity
in-class activity
Exit ticket assessment - example
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