Running head: ISD PROJECT 1

Flipping Out is Okay

Mary Norris, Angel Delgado, LeRhonda Greats, Tangie Franks, Andria Mercer, Laquitta Jones, and Sherry Jarvis

Liberty University

ISD PROJECT 2

Flipping Out is Okay

Need Identification

The needs analysis is based on the six types of educational needs as per Burton & Merrill

(1991), (as cited by Szapkiw & Szapkiw, 2010). The traditional classroom has proven to be

ineffective in meeting the needs of today’s learners due to its teacher-centered and passive

nonparticipatory nature, which often results in struggling students, poor learner outcomes, and an

alarming high school dropout rate (Knewton, 2012; Bergman & Sams, 2012). The catalyst for

this instructional design project or online flipped classroom workshop centers on the normative,

expressed, and felt needs of schools and parents to find solutions, and on the anticipated needs of

educators to locate, learn, and implement new approaches to the teaching and learning process in

order to address these issues (Burton & Merrill, 1991; Green, 2011). The flipped classroom

design draws on such concepts as active learning, student engagement, hybrid course design, and

also audio and video podcasting courses (Educause, 2012). The organizational design and

structure of a flipped classroom allows for the classroom to be transformed into the form of a

workshop where the students can inquire about lecture content, test their skills in applying

knowledge, and by collaborating with their peers while completing hands-on activities

(Educause, 2012). The teacher or instructor assumes the role of a coach or advisor in the

classroom by encouraging students to actively participate in individual inquiry as well as

collaborative efforts with their peers (Educause, 2012; Bergman & Sams, 2012).

The online flipped classroom workshop is designed to help educators create a different

method of reaching their students by transforming their curriculum and their classrooms. In this

workshop, educators will learn that the flipped classroom experience is actively constructed to

support the way information is transferred to the learner in order to meet the diverse needs and

ISD PROJECT 3

learning expectations of all students. The flipped classroom model incorporates the use of short

video lectures created by the teacher to introduce new information or new skills, and to

customize and contextualize lessons in order to address the needs of learners. The videos are

viewed by the students at home before class, with in-class time primarily devoted to exercises,

projects, or discussions. Online quizzes and other activities are differentiated to access student

cumulative knowledge obtained throughout the duration of the course or class (Educause, 2012;

Bergman & Sams, 2012).

The flipped classroom constitutes a comprehensive role change in classroom dynamics

where the instructor relinquishes their in-front-of-the-class position in favor of a more

collaborative and cooperative contribution to the teaching process. In a flipped classroom, the

learner or student is given the capability to watch, rewind, and fast-forward pre-recorded media

and video lectures at their convenience. Basically,“The flipped model places the responsibility

for learning on the shoulders of the students while giving them greater impetus to experiment”

(Educause, 2012, p. 2). Therefore, the flipped classroom workshop will enable instructors to

identify the shift balance of power toward the learner, use content to organize activities, think of

teaching as the facilitation of learning, address the shift in responsibility from teacher to learner,

and evaluate current practices and strategies to support learning for all students.

In order to successfully implement the flipped classroom approach, teachers must first

learn what the flipped classroom approach is, how to create lessons which emphasize the use of

differentiated activities and video-based content, and the importance of reflection and evaluation

throughout the process. Our ISD group created this online workshop in order to help teachers

learn about the origins, rationale, and other aspects of the flipped approach; to train teachers how

to create lessons that take into consideration mapping, SMART objectives, and differentiation;

ISD PROJECT 4

and how to create, host, apply, and distribute video content. Teachers will also be trained to

incorporate reflection and evaluation during the workshop, and with implementation of the

flipped classroom approach in their own classrooms through the use of text-based, audio-based,

or a video-based blog. A broad goal is to enable educators to successfully explain and apply the

concept of the flipped classroom to their content area, and is developed in consideration of three

distinctly different types of knowledge mechanisms: Declarative, Structural, and Procedural

(Jonassen, Tessmer, & Hannum, 1999).

Declarative knowledge enables recall and is the foundation for learning how to flip a

classroom. Structural knowledge enables lesson creation that is designed, organized, and

contingent upon best practices, innovative strategies, and meeting learner needs. Procedural

knowledge enables application of new information and is essential for creating a successful

flipped classroom. In order to have a successful outcome upon completion of this workshop;

educators must have the ability to recall the information presented, the workshop will utilize

narration, text, and video to help precipitate recall. The educator must also be able to assess the

learning task; select, apply, and modify strategies learned; and to apply rules to previously

unencountered situations. The learner outcomes will be accomplished through the use of the

tasks and sub-tasks below, and will be sequenced based on the following strategies (Jonassen et

al., 1999; Gagne’, 1985).

The workshop will begin by presenting a conceptual framework for the flipped classroom

and will provide research based strategies to ensure learning for all students. The workshop will

also emphasize the importance of creating meaningful opportunities for students to perform

challenging tasks during class when the instructor and fellow peers are available to provide

assistance, and will enable teachers to examine strategies for finding content from a wide variety

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of sources based upon the subject matter. The workshop will also enable teachers to learn about

a simple screen-casting and media production tool that enables anyone to create their own video-

based content. Finally, the workshop will examine how teachers and students can use a variety

of collaborative platforms in class to maximize the value of their instructional time. The flipped

classroom workshop will bring new technologies into the classroom, challenge teachers and

instructors to rethink the way they teach, and transform the way students learn.

Goal Statement

Upon reading literature, watching videos, and completing interactive activities related to

the flipped classroom concept, educators will be able to explain and define the concept of the

flipped classroom, design a flipped classroom lesson, create a flipped classroom video, and

construct a text-based, audio-based, or video-based blog in order to reflect on and evaluate the

process.

Task Analysis

The task analysis, graphically represented below, is based on a hierarchical and

procedural analysis in that the learners need to complete step 1 before moving on to step 2 and so

forth, and must complete a series of tasks that are mostly in a sequential order during each step

until completion as per Seels and Glasgow (1990), (as cited by Stanley, 2010).

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Figure 1. Flow Chart of Tasks and Subtasks (Click to Enlarge)

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Context and Learner Analysis

ISD PROJECT 8

The learner and context analysis below has taken into consideration the learner

characteristics identified by Dick, Carey, and Carey (as cited by Szapkiw & Szapkiw, 2010), and

by others such as Knowles (1984), and Sugar (2005).

Learner Analysis

In this online workshop, the learners will be teachers who will need access to the Internet

with video streaming capability, an email address for instructor/participant correspondence,

curriculum to utilize during the workshop, and access to various websites. Prior knowledge

related to video creation, hosting/access, and differentiated activities will be helpful, but not

required due to assistance via text-based information, tutorials, and facilitator assistance. Their

ages will range from early twenties into their sixties. Therefore, the skill level of the learners

will be very different. Some of these teachers will just be starting their career, while others will

be winding it down. This aspect will affect their motivation level (Dick & Carey, 1996)

The motivation level will vary from very motivated and excited about learning, to

reserved. However, because this workshop was created to address the anticipated needs of

educators to locate, learn, and implement new approaches to the teaching and learning process,

the expectation is that most teachers will fall into the higher motivation and excitement levels.

Taking Knowles’ theory of andragogy into account, this workshop has been designed to take

into consideration that adult learners tend to be self-directed, autonomous, tend to take

responsibility for their own learning, ask why, prefer a hands-on approach to learning, and want

access to content that addresses prior knowledge and experience (Cooper, 1999). To address the

characteristics listed above, the ISD team created this workshop to be self-paced, to serve as

facilitators, to make provisions for experiential learning through the creation of a lesson plan,

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video, and blogs; and have provided objectives to answer the why, and reflection and evaluation

opportunities to address prior knowledge.

The attitude of the teachers toward learning a new technology will also vary from both

ends of the spectrum. According to Sugar (2005), in order to provide teachers with the skills and

confidence needed to effectively integrate technology, an individualized approach to learning

must be implemented. Realizing that some teachers may not be able to learn a new technology

as easily as others due to lack of experience or confidence, the ISD team will provide

individualized instruction via literature, demonstration, tutorials, and facilitator assistance.

Despite the differences in learner characteristics and approaches to professional development,

because this workshop is designed to work with any content area and addresses all proficiency

levels, the teacher learners will be able to successfully apply the flipped classroom concept to

their content area and classroom.

Context Analysis

Flipping the classroom will be used in a traditional education setting. The teachers will

have to undergo changes; therefore, they need to know that they have the support of their

administration when needed. The Instructional Technology teachers, as well as tech-savvy lead

teachers, will be available and ready to help when needed. Teachers will be given the appropriate

tools such as laptop computers, tablets, CDs, jump drives, and DVDs to conduct a flipped

classroom appropriately. This also includes access to high speed Internet, screen recording

software, a headset/mic, and access to a variety of websites for hosting.

Teachers will be working together to help each other and give each other ideas and

resources to be successful. Therefore, teachers are learning very relevant tools necessary for

ISD PROJECT 10

enabling student success. There are physical, motivational and social constraints that will affect

some student outcomes (Cockrum, 2012). However, due to the lesson customization and ability

to individualize learning afforded by implementation of the flipped concept, teachers will have

the ability to lessen the impact of these constraints. This is also the reason why teachers are given

the appropriate tools to help meet the needs of the students. Teachers will need to ensure that

students have ample access to the content to be worked with outside of the classroom to include

hardware in the form of a computer, CD/DVD player, or jump drive. Teachers can also ensure

that students have access to the video-based content through devices in the classroom or the

library before and after school.

Performance Context

According to Dick, Carey, and Carey (as cited by Szapkiw, 2010) there are four factors to

consider regarding the context of performance to include:

Managerial Support: Teachers will receive assistance from administration to procure

equipment purchases, instructional technology for assistance with video creation, access,

and differentiated activities, and parents to ensure their students participate in the

assigned home tasks.

Physical Aspects: Teachers will have access to a computer, Internet, curriculum, email,

and have the ability to watch streaming videos, and various websites to include video

creation and hosting sites.

Social Aspects: Teachers will work alone during the workshop, but are free to seek out

assistance from the facilitators, administrators, and other teachers.

ISD PROJECT 11

Relevance of Skills: Teachers will participate in the online workshop due to their need to

address poor learner outcomes, struggling students, and high dropout rates.

Learner Context

Dick, Carey, and Carey (as cited by Szapkiw & Szapkiw, 2010), also identify four factors

regarding the learning context to include:

Nature of the Environment: Because this course is offered online, teachers can participate

anywhere at any time. Use of a computer or mobile device is required, along with a

headset/mic.

Compatibility of the Environment (instructional and learner): This online workshop is

based on asynchronous learning; however, there is a two week window to submit teacher

created components once the workshop has ended. Teachers will require use of a

computer with high speed Internet, and use of any system with the latest Safari, IE, or

Mozilla versions. Because this is a web-based program, use of software is not required.

Learner needs will be met through text-based, audio-based, and video-based resources.

Facilitator, rubrics, and tutorial assistance will be available as well.

Feasibility for Simulating the Workplace: This online workshop is an excellent example

of workplace simulation because it was created to assist teachers in making the necessary

changes to teaching and learning in order to address poor learner outcomes, struggling

students, and high dropout rates through use of differentiation, collaboration, and hands-

on experiences to meet individual learner needs.

Instructional Objectives

ISD PROJECT 12

The following objectives are based on the goal statement above as per Dick, Carey, and Carey

(2005), and according to the three components emphasized by Mager (1997) as necessary for

writing effective objectives to include: performance, conditions, and criterion (as cited by

Szapkiw & Szapkiw, 2010).

Given access to the flipped concept literature, videos, and interactive activities, educators

will be able to define and explain the flipped classroom concept in their own words.

Having read about and practiced with the concepts of Mapping, SMART Objectives,

Differentiation, and the flipped classroom; educators will be able to design a flipped

classroom lesson based on these concepts and rubric requirements.

Given access to a tutorial, video-based demonstration, screen recording program, hosting

options, and distribution ideas, educators will be able to create, host, and distribute a

flipped classroom video based on rubric requirements.

Given access to a blog and tutorials, educators will be able to construct a text-based,

audio-based, or video-based blog for reflection and evaluation purposes of their overall

experience in the workshop and the flipped concept based on rubric requirements.

Assessments

The assessments discussed below are based on formative and summative methods emphasized by

Dick, Carey, and Carey (2005), (as cited by Szapkiw & Szapkiw, 2010).

Assessments utilized for this project include use of multiple choice questions, blog

entries, a lesson plan, and video creation, hosting, and distribution in accordance with research

conducted by Gaytan and McEwen (2007). According to Gaytan and McEwen (2007), in order

to reserve quality in an online environment, varied assessment methods should be considered.

ISD PROJECT 13

Use of multiple choice questions and blog entries will enable the participants to gain the

knowledge and reflection necessary to learn the flipped classroom concepts. Reading about the

importance of mapping while lesson planning, inclusion of differentiation, and practicing with

SMART objective creation will enable educators to create effective lesson plans for their flipped

classroom. Reading and practicing with tutorials and demonstrations will give educators the

knowledge and skills necessary to create, host, and distribute videos for student use.

The content portion, tutorials, demonstration, and rubrics are utilized in accordance with

research conducted by Sanchis (2001). According to Sanchis (2001), online assessments are

great for review or remediation as much as needed. We feel reliance on this material will enable

educators to be successful in learning how to effectively flip their own classroom. The workshop

has also been constructed as a scaffolded medium in order to first give educators background

knowledge about the flipped classroom, to give educators the practice necessary to create flipped

lessons and videos, and to give educators the ability to reflect on and evaluate the process in

accordance with research conducted by Norton and Hathaway (2008).

Through utilization of the various assessment methods discussed above, this online

workshop should address educator learning style differences, ability differences, and should

enable success with integrating the flipped concept to their own classroom environment (Gaytan

& McEwen, 2007).

Instructional Strategies

Instructional strategies utilized in this workshop are based on Dick, Carey, and Carey’s

four elements of an instructional strategy (2005), (as cited by Szapkiw & Szapkiw, 2010), which

ISD PROJECT 14

include 1. Content Sequence and Clustering, 2. Learning Components, 3. Student Groupings, and

4. Selection of Media and Delivery Systems.

1. Content Sequence and Clustering

This online workshop is designed for educators. While time may vary for each task

completion during the online workshop, it is generally expected that the readings and interactive

activities found within the introduction tabs and content tabs should consume no more than one

hour of time. The readings, interactive activities, and hands-on tasks found within the how to

start, video integration, and reflection tabs have an expected completion time of 1 to 3 hours of

time. Tasks specifics are discussed below. Participants have a two week window to complete

the online workshop.

Step 1. Introduction: The introduction portion of the workshop welcomes the workshop

participants, produces the rationale for change in the teaching and learning process

(Infographics), explains what will be addressed during the workshop, what materials are required

or supplied, and what the goals and objectives are for the workshop. The tab consists of text,

videos, and websites. This portion should take approximately 30 minutes to complete.

Step 2. Content: The content portion of the workshop introduces the participants to the

concept of the flipped classroom through use of text, video, and interactive activities. It explains

the purpose of flipping a classroom, and helps the participants to define the concept. This

portion also discusses generalities and the paradigm shift, compares and contrasts a flipped and

traditional classroom, and discusses the benefits of flipping. The hands-on portion includes

answering multiple-choice/short answer questions using Quia an online program used for

assessments and other items, writing blog entries, and playing an interactive game online using

Quia. This portion should take approximately 40 minutes to complete.

ISD PROJECT 15

Step 3. How to Start: The how to start portion of the workshop introduces participants

to the concept of mapping, SMART objectives, and differentiation through use of text and video.

Participants also have access to and will be expected to use a lesson plan template, rubric, and

resources. The hands-on portion includes practice with SMART objectives, differentiation, and

the creation of a flipped lesson plan. This portion should take approximately 60 minutes of time.

Step 4. Video Integration: This portion of the workshop enables participants to learn

about screen recording, hosting, and distribution through use of a web-based program known as

Screencast-o-matic. Participants also have access to a demonstration, tutorial, rubric, and

resources for the hands-on task of video creation, hosting, and distribution. This portion should

take approximately 60 to 90 minutes of time.

Step 5. Reflection/Evaluation: This portion of the workshop enables participants to

reflect on and evaluate their experience while participating in the workshop through use of

various blogs, tutorials, a rubric, a graphic, and a video. This portion should take approximately

30-60 minutes of time.

2. Learning Components

The learning components for this workshop are based on Davidson-Shivers and

Rasmussen’s (2006) learning components (as cited by Szapkiw & Szapkiw, 2010), which

include: 1. Orient to learning, 2. Instruction and content, 3. Measurement, and 4. Summary and

closure.

Orient to learning: To satisfy this component, the participants will access the

introduction portion of the workshop. Here participants will learn how to navigate the

components, gain background knowledge about the concept, and what the learning expectations

ISD PROJECT 16

are in order to complete the workshop. In this section, participants will have the ability to read

the components, listen to the components, and view several topic related graphics and videos.

Instruction and content: For this component, participants will learn about all aspects of

the flipped classroom. In this section, participants will have the ability to read, listen, and

interactive with the content.

Measurement: The measurement component is addressed through use of questioning,

blog entries, and hands-on components spaced throughout the workshop to allow for processing

of the material through each phase.

Summary and closure: The summary and closure component is addressed in several

ways in this online workshop. Participants will reflect on their experience while participating in

the workshop through answering a series of questions, writing blog entries, and evaluating their

overall experience at the end. This will serve as a retention builder. The workshop, though

sequenced in a particular order, can be utilized for review and/or remediation if needed through

use of text-based information, web-based information, and tutorials available at any time.

3. Student grouping

This element addresses the importance of collaboration in learning. This online

workshop is set up to accommodate the individual learner, but does incorporate opportunities for

participant interaction. As learners progress through the workshop, they will be given

opportunities to share their reflections with the facilitators and other participants through the use

of a blog, and also their creations in the form of a flipped lesson plan and video. Incorporation

of participant interaction in this workshop gives reinforcement of the importance of utilizing

Blogging when participants apply this concept to their own classrooms.

4. Selection of Media and Delivery Systems

ISD PROJECT 17

This project is designed as a web-based asynchronous workshop in order to address the

anytime, anywhere needs of learners today (Bonk, 2009). Delivery of this workshop will take

place via a web-based program known as LiveBinders located at

http://www.livebinders.com/play/play?id=643636. The content consists of text-based, audio-

based, video-based, and interactive components, and is available through various devices and

applications such as a PC or Mac computer, iPad, or Android device. Audio components are

delivered via .wav files, video components are delivered via streaming, and interactive

components will be delivered via a web-based program known as Quia, various blog sites, and

various websites. Each tab enables the participant to print out content, and use of email and

various blog sites will be utilized for correspondence and assessment purposes.

Media Selection

Media selection for this project takes into consideration the social presence and media

richness suggested by Moore and Keasley (2005), (as cited by Szapkiw & Szapkiw, 2010),

instructional strategies, technological aspects of the learning environment, and the designer’s

expertise suggested by Davidson, Shiver, and Rasmussen (2006), (as cited by Szapkiw &

Szapkiw, 2010), and Gange’s conditions of learning addressed previously. Copyright and fair

use issues have been addressed through use of references and utilization of reusable materials.

The hosting site was selected due to its sustainability, usability, ease of navigation, and its

overall functionality.

To access the media, participants are required to create a free account at

www.livebinders.com, which requires access to an email account. Participants and facilitators

will also need to have their JavaScript enabled to see content in the binder, and a sound and

video card to hear and play the .wav files and videos. Participants and facilitators may also need

ISD PROJECT 18

to clear their cookies and cache depending on what type of blog site is used, and make sure that

Flash has been updated for use with certain websites and video streaming. Participant and

facilitators require the following computer capabilities: Firefox 3.6.3 or higher, Safari 4.0.5 or

higher, Chrome 21 or higher, IE 8.0 or higher, and Google Chrome 1.0 or higher if using a PC.

If using a Mac, participants will need Safari 4.0.5 or higher, Chrome 21 or higher, and Firefox 4

or higher, along with access to broadband/high speed Internet for streaming videos, accessing

the interactive game, and various websites as well.

The media used and produced for this workshop will be created by the facilitators and the

participants. The facilitators will create text-based and interactive media, and gather other media

components from various sites to format the workshop such as graphics, videos, tutorials,

templates, and rubrics. Participants will create a flipped lesson plan and a flipped video

component, answer web-based multiple-choice/short answer questions, and post and respond to

blog assignments and emails. All facilitators of this online workshop are seasoned, tech savvy

educators who have a lot of experience working with all of the workshop components. While

skill development is not required of the facilitators, the facilitators can further hone their skills

while assisting in the construction and facilitation of the workshop. LiveBinders does provide an

extensive help screen if needed, along with video-based tutorials.

It is expected that the participants will have an adequate amount of technological skill

since this online component was voluntarily selected by the participants. However, the following

skills are required to successfully complete the workshop: ability to navigate the site and other

web-based sites, to post blog assignments and responses, to create a flipped lesson plan utilizing

a template, ability to use email for communication, ability to create a flipped video component

utilizing screencast-o-matic, and the ability to access and utilize a rubric. Participants can further

ISD PROJECT 19

develop their skills by making use of written directions, tutorials, and video-based

demonstrations for various workshop components. Participants are also free to use the

LiveBinders help screen should they need to.

ISD PROJECT 20

References

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Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every

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Dick, W., & Carey, L. (1996). The systematic design of instruction. 4th ed. New York, NY:

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Gaytan, J., & McEwen, B. (2007). Effective online instructional and assessment

strategies. The Journal of Distance Education, 21(3), 117-132. Retrieved from ERIC

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Szapkiw, A., & Szapkiw, M. (2010). EDUC 633-module 4: (Part 1: Instructional objectives).

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http://www.amandaszapkiw.com/elearning/principles-of-design/module-4-2/index.html.

Szapkiw, A., & Szapkiw, M. (2010). EDUC 633-module 4: (Part 3: Instructional strategy).

Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/module-

4-3/index.html.

TED Conference LLC. (2012). Use engaging videos to create customized lessons. TED Ed.

Retrieved from http://ed.ted.com.

Wordpress.org. (2012). Support forums. Retrieved from http://wordpress.org/support.

Youtube.com. (2012). System requirements. Retrieved from

http://support.google.com/youtube/bin/answer.py?h1=en&answer=78358.

ISD PROJECT 25

Appendix A

Table 1

Course Planning Chart Alignment

Objective Assessment Activities Content Participation Media Selection

Given access to the flipped concept literature, videos, and interactive activities, educators will be able to define and explain the flipped classroom concept in their own words.

Multiple Choice/short answer Questions online (Pre-test)

Blog entry definition and explanation of the flipped concept in own words (Post-Assessment)

Reading literature

Watching videos

Play interactive activity

Text and Web-based literature

Videos

Interactive game

Participants will define and explain the flipped concept in their own words(30-45 minutes)

LiveBinders site utilizingText, hyperlinks, interactive game, videos, literature, rubric, and tutorials

Flash

Quia

Blog

EmailHaving read about and interacted with the concepts of Mapping, SMART Objectives, and Differentiation, educators will be able to design a flipped classroom lesson based on these concepts and rubric requirements.

Create SMART Objectives, List Differentiation methods using MS Word (Pre-test)

Design a flipped classroom lesson plan containing mapping, SMART objectives, and differentiation using template provided and rubric (Post-test)

Reading literature

Watching videos

Practice writing SMART Objectives

Practice creating differentiation methods

Practice designing flipped lesson plan with mapping, SMART Objectives, and Differentiation

Mapping, SMART Objectives, and Differentiation literature

Lesson Plan Rubric

Curriculum

Videos

Participants will design a flipped classroom lesson utilizing mapping, SMART objectives, and differentiation(60 minutes)

LiveBinders site utilizing text, hyperlinks, lesson plan template, videos, and rubric

Flash

Curriculum

MS Word

Blog

Email

ISD PROJECT 26

Given access to a tutorial, video-based demonstration, screen recording software, hosting options, and distribution ideas, educators will be able to create, host, and distribute a flipped classroom video based on rubric requirements.

Create, host, and distribute a flipped video using Screencast-o-matic and a rubric (Post-test)

Practice creating a video screencast using Screencast-o-matic using tutorial

Practice hosting screencast video using tutorial

Read about various distribution methods on Student Access Tab

Demonstration video

Tutorial

Rubric

Hosting options literature with links

Distribution literature with links

Screen recording program

Curriculum

Participants will create, host, and distribute a flipped classroom video(60-90 minutes)

LiveBinders site utilizing text, hyperlinks, videos, tutorials, and rubric

Flash

Curriculum

Screencast-o-matic

Blog

Given access to a blog and tutorials, educators will be able to construct a text-based, audio-based, or video-based blog for reflection and evaluation purposes of their overall experience in the workshop and the flipped concept based on rubric requirements.

Construct a text-based, audio-based, or video-based blog for reflection and evaluation of overall experience in the workshop and the flipped concept based on rubric requirements(Post-test).

Practice constructing a text-based blog using tutorial

Practice constructing an audio-based blog using tutorial

Practice constructing a video-based blog using tutorial

Blog text-based tutorial

Blog audio-based tutorial

Blog video-based tutorial

Blog rubric

Participants will construct a text-based, audio-based, or video-based blog for reflection and evaluation purposes(30-60 minutes)

LiveBinders site utilizing text, blog sites, tutorials, and rubric

Flash

Appendix B

Chart 1

Infographic The Unprepared Nation

ISD PROJECT 27

Appendix C

Chart 2

Infographic The Flipped Classroom

ISD PROJECT 28

Appendix D

Flipped Classroom Lesson Plan Template

Flipped Classroom Lesson Plan Template

ISD PROJECT 29

Author:

Lesson Title:

Subject Area:

Grade Level:

Time Needed: (Mapping)

Materials/Technology: (Instructor and Student)

Curriculum Standards:

Learning Objectives: (SMART)

3-5

Instructional Strategies Used (Differentiated)

Grouping Centers (examples) Demonstration

Instructional Activities Used (Differentiated)

Fill KWL chart for the lesson WSQ Sheet Prepare questions for the teacher (examples) Exercise on worksheets, if any Suggest other learning resources

Assessment (Differentiated)

Formative/Summative Challenging questions Interactive quizzes (examples) Projects Research Paper

Appendix E

Table 2

ISD PROJECT 30

Flipped Lesson Plan Rubric

Flipped Lesson Plan Rubric

Re-do

1

Developing

2

Very Good

3

Excellent

4

Score

Author, Title, Subject Area, and Grade level

Name, but Title missing, subject area missing, and grade level missing

Name and title present but subject area and grade level missing

Name, title, and subject area present but grade level missing

Name, title, subject area, and grade level are present

Mapping Does not indicate time frame, does not show progression

Some strategies and activities indicate timeframe, show progression

All strategies have a timeframe and show progression but only a few activities indicate timeframe and progression

All strategies and activities have timeframe and show progression

Instruction Objectives

(SMART)

-informs students of what should know and how much

-Is aligned with Strategies and Assessment

-matches student’s abilities

-Results oriented

-fits timeline

Instructional objectives are not stated. Learners cannot tell what is expected of them. Learners cannot determine what they should know and be able to do as a result of learning and instruction.

Instructional objectives are stated but are not easy to understand. Learners are given some information regarding what is expected of them. Learners are not given enough information to determine what they should know and be able to do as a result of learning and instruction.

Instructional objectives are stated. Learners have an understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction.

Instructional objectives are clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction.

Instructional Strategies/Activities

(Differentiated)

Instructional strategies/activities are missing or strategies used are inappropriate not in-line with objectives and assessment.

Differentiation not observed

Some instructional strategies/activities are appropriate for learning outcome(s). Some strategies are based on a combination of practical experience, theory, research and documented best practice and aligned with objectives and assessment.

Some instructional strategy Differentiation

Most instructional strategies/activities are appropriate for learning outcome(s). Most strategies are based on a combination of practical experience, theory, research and documented best practice and are aligned with objectives and assessment.

Instructional strategies are differentiated and most activities are

Instructional strategies/activities appropriate for learning outcome(s). Strategy based on a combination of practical experience, theory, research and documented best practice. Aligned with objectives and assessment

Instructional strategies and activities are differentiated

Assessment

(Differentiated)

Method for assessing student learning and evaluating instruction is missing an or

Method for assessing student learning and evaluating instruction is vaguely stated. Assessment is

Method for assessing student learning and evaluating instruction is

Method for assessing student learning and evaluating instruction is clearly delineated and authentic. Can

ISD PROJECT 31

inappropriate.

Not differentiated

teacher dependent.

Not differentiated

present.

Most methods are differentiated

be readily used for expert, peer, and/or self-evaluation.

All are differentiated

Technology Used Selection and application of technologies is inappropriate (or non-existent) for learning environment and outcomes.

Selection and application of technologies is beginning to be appropriate for learning environment and outcomes. Technologies applied do not affect learning.

Selection and application of technologies is basically appropriate for learning environment and outcomes. Some technologies applied enhance learning.

Selection and application of technologies is appropriate for learning environment and outcomes. Technologies applied to enhance learning.

Materials Needed Material list is missing.

Some materials necessary for student and teacher to complete lesson are listed, but list is incomplete.

Most materials necessary for student and teacher to complete lesson are listed.

All materials necessary for student and teacher to complete lesson clearly listed.

Organization and Presentation

Lesson plan is unorganized and not presented in a neat manner.

Lesson plan is organized, but not professionally presented.

Lesson plan is organized and neatly presented.

Complete package presented in well organized and professional fashion.

Total Points

Screencast Rubric4 Excellent Screencast 3 Very Good Screencast 2 Developing Screencast 1- Re-do Screencast

ISD PROJECT 32

4 pts. 3 pts. 2 pts. 1 pts.Introduction

-Purpose of screencast clearly & creatively stated-Draws the audience in with compelling questions or exciting hook.-Screencaster introduced clearly & creatively

-Purpose of screencast is clearly stated-Appeals to audience with a question or hook.-Introduces screencaster

-Purpose of screencast stated (but unclear)-Lacks appeal or relevance for audience.-Name stated, but not clear

-Revise script to include the purpose of screencast-Revise script to appear more interesting or relevant to audience.-Make sure to include screencaster introduction

Topic

-All information is on-topic & presented in a logical order-Includes more than 2 main ideas that describe the topic-Includes 2 or more applications of the topic

-All information is on-topic & presented in a logical order-Includes at least 2 main ideas that describe the topic-Includes at least 1 application of the topic

-Some ideas are out of order-Includes only 1 main idea-Application of topic is incomplete or doesn’t make sense

-Re-order ideas to make sure the order makes sense-Revise to include a main idea that clearly describes the topiv.-Revise script to include an application of the topic

Visual Quality-Student finds creative ways to show or demonstrate the topic on screen.

-Every movement on screen has a purpose that supports the description of the topic.

-Some accidental or unrelated movements on-screen.

-Re-record screencast with movements or actions that support the topic.

Audio Quality-Extremely well-rehearsed, smooth delivery in a conversational style-Voice is clear, expressive, and enthusiastic-Voice volume enhances presentation.-Free of background noise, fumble sounds or dead space

-Well-rehearsed & almost always smooth delivery-Voice is clear and expressive-Voice volume fits presentation-Some extra noise or dead space that does not interfere with meaning.

-Adequate rehearsal, but sometimes mechanical-Some parts of the audio need to be re-recorded to increase clarity or expression-Too noisy in background-Try re-recording in a quieter room or use a different microphone.

-Practice your presentation until it doesn’t sound like you are reading-Make sure your voice sounds expressive & rhythmic-Speed up or slow down-Re-record your screencast in a quiet room, without any long pauses or “ums.”

Use of Technology-Screencast length keeps the audience interested & engaged.

-Screencast length is just right (not too long, not too short)

-Screencast length is adequate.

-Rehearse some more. Cut down or add on to best use screencast technology.

Professionalism-All spoken sentences are grammatically correct.-No slang or short-hand.

-Some errors in grammar.-Some slang or short-hand.

-3 or 4 grammatical errors-Grammar or slang interfere with viewers’ comprehension of the term.

-Need to edit out 5 or more grammatical errors-Re-record to ensure speech is clear and comprehensible.

Appendix F

Table 3

Screencast Rubric

Appendix G

ISD PROJECT 33

Table 4

Blog Rubric

CATEGORY Strong -4 points Proficient -3 points Developing -2 points Beginning-1 pointPreparation of

blog entryBlog entry shows evidence of thorough preparation through reading or reflection. Author speaks as one who has knowledge to share.

Blog entry shows evidence of preparation through reading   or reflection. Author speaks as one who has knowledge to share.

Blog entry shows little evidence of preparation through   reading or reflection.

Blog entry shows no evidence of preparation through   reading or reflection.

Quality of content

Blog entry contains substantial information for reader.   The entry addresses the focus question(s) completely.

Blog entry contains substantial information for reader.   The entry addresses the focus question(s).

Blog entry contains minimal information for reader. The   entry addresses the focus question(s).

Blog entry contains minimal information for reader. The   entry does not address the focus question(s).

Personal reflection

Blog entry conveys extensive evidence of a personal response   to the focus question(s); demonstrates the author's growth through reflection   on learning.

Blog entry conveys evidence of a personal response to the   focus question(s); demonstrates the author is capable of reflecting on   learning.

Blog entry conveys little evidence of a personal response   to the focus question(s).

Blog entry shows no personal response to the focus   question(s).

Comments on others' entries

Comments to two classmates' blog entries. Reply shows   careful thought given to other students' comments and they reply in a manner   that promotes conversation. New reply challenges peers to think critically.

Comments to two classmates' blog entries. Reply shows some   thought has been given to other students' comments and new reply promotes   some conversation

Comments to two classmates' blog entries. Reply shows   little thought has been given to students' comments and new reply promotes   little conversation.

Comments to classmates' blog entries are not submitted.

Conventions Blog entry shows few, if any errors in standard written   English that do not interfered with understanding.

Blog entry may have some errors in standard written   English that rarely interfere with understanding.

Blog entry has several kinds of errors in standard written   English that interfere with understanding.

Blog entry has frequent and severe errors in standard   written English that interfere with understanding.

Requirements All written requirements outlined on the assignment tab were   met on time with clear expression.

All written requirements were met on time with clear   expression.

All written requirements were met.

Requirements were not met on time

 

Score: _________/ 24             _______________%

 

ISD PROJECT 34

Appendix H

Table 5

Workshop Websites

Step 1. Sites Step 2. Sites Step 4. Sites Step 5. Siteshttp://www.iste.org/store/

product?ID=2285http://flippedhighschool.com/ http://www.screencast-o-

matic.com/http://edublogs.org

http://flippingwithkirch.blogspot.co

m/2012/01/what-does-my-flipped-classroom-look.html

http://usergeneratededucation.wordp

ress.com/2011/06/13/the-flipped-classroom-model-a-

full-picture/

http://www.screencast-o-matic.com/channels/c6l6Y7VI

m

www.blogger.com/home

http://www.fishphs.com/ http://www.teachscienceandmath.co

m/2011/12/15/warning-flipping-your-classroom-may-

lead-to-increased-student-understanding/

http://som.screencasthost.com/

channels/cXhI3EVTh#navback

http://supportgoogle.com/

blogger/bin/answer.py?

h1=en&answer=41378

http://images.fastcompany.com/

upload/college-readiness.jpghttp://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like-692.php

http://www.smallbiztechnology.com/archive/2008/08/how-to-host-and-post-videos-on.html/

http://www.livebinders.com/

welcome/tools

http://www.mindbites.com/person/6591-jbergmann http://support.google.com/you

tube/bin/answer.py?hl=en&answer=57924

http://www.livebinders.com/help?showsubtab=help#which-

browser

http://flippedclassroom.org/ http://vimeo.com/help/guidelines

http://www.knewton.com/flipped-classroom/

Step 3. Site http://som.screencasthost.com/

#search-Hostinghttp://flipped-learning.com/ http://www.crlt.umich.edu/

gsis/p2_5http://

onlinehelp.smarttech.com/english/mac/help/notebook/

10_0_0/RCSmartRecorder.htm

http://www.edutopia.org/blog/flipped-classroom-best-

practices-andrew-miller

http://www.techsmith.com/camtasia.html

http://www.edutopia.org/blog/rethinking-the-flipped-

classroom-idit-harel-caperton

http://www.techsmith.com/jing.html

http://www.edutopia.org/blog/rethinking-the-flipped-

classroom-idit-harel-capertonhttp://www.screenpresso.com/

http://www.deseretnews.com/

article/765616415/Flipped-

ISD PROJECT 35

classrooms-Turning-learning-upside-down.html?

pg=all

Appendix I

Table 6

Workshop Presentations

Step 2. Videos/Prezis Step 3. Videos/Prezis Step 4. Videos Step 4. Videoshttp://

www.youtube.com/watch?v=hf0jJ6hP-hs

http://www.youtube.com/watch?v=8u_mzFl11pA

http://www.screencast-o-matic.com/channels/

c6l6Y7VIm

http://www.youtube.c

om/watch?v=jMfSLXluiSE&feature=yout

u.behttp://

www.youtube.com/watch?

v=XVQ1ULfQawk

http://www.youtube.com/watch?v=G6Pi5Imiz4w

http://som.screencasthost.com/

channels/cXhI3EVTh#navback

http://www.youtube.c

om/v/3FIk653lvkk?

version=3&f=videos&app=yout

ube_gdata

http://www.youtube.com/

watch?v=26pxh_qMppE

http://www.youtube.com/watch?v=pVeCepyFfAg

http://www.youtube.c

om/v/9TDW5XW1T

wY?version=3&f=videos&app=yout

ube_gdata

http://prezi.com/2gwemxslgdkg/the-effects-of-a-flipped-classroom-on-learning/

http://differentiationcentral.com/videos.html

http://www.youtube.com/

watch?feature=player_embedd

http://www.edutopia.org/stw-differentiated-

instruction-learning-styles-video

ISD PROJECT 36

ed&v=cXcCBuU3ytU#!

http://video.ascd.org/services/player/

bcpid1691740663001?bckey=AQ~~,AAAAAmGj

iRE~,escbD3Me8-wW7Tz5khHnQOx-H37--TCe&bclid=169564104000

1&bctid=14111963001http://prezi.com/

r9c8akk_hzxs/flipping-with-kirch-the-flipped-classroom-in-action/

http://prezi.com/tybdwg_zbbtg/flipping-the-

classroom/Appendix J

Table 7

Workshop Survey Questions

Quia Multiple Choice/Short Answer Questions/ActivityIntroduction to the Flipped Classroom Process Questions

Purpose Process Questions

http://www.quia.com/jg/2490015.html

Traditional Classroom Process QuestionsFlipped Classroom Process QuestionsFlipped Benefits Process Questions

ISD PROJECT 37

Appendix K

Table 8

Backward Design Model

Objectives Assessment Lesson

Sequential and Scaffolded

In Class Activities

Enable Personalized

learningMastery before

Movement Formative Differentiated

SMART Summative Clear, Concise, Connected