Flipped Learning without Flopping
Internet-connected devices and the world of online content have given rise to the Blended Learning model of instruction. By combining in-class and online assignments, teachers use the Blended Learning model to allow for differentiated instruction and project-based environments, which encourage self-directedness and allow the teacher to assume a facilitator role. Flipped Learning, an approach to Blended Learning, reverses where "homework" and the lesson take place. Online resources are used to “front load” content through a variety of multimedia which free up class time for group discussions, hands-on experiences, labs, collaborative projects, and individualized attention. In this course, participants will learn to curate, create, and manage online assignments. The course project includes a product that will be used to flip learning in the participant’s classroom. Participants may choose to complete the course project on their own or in collaboration with one or two other participants. Each participant is also required to provide other participants with feedback regarding their course projects.
Allow 5 - 7 hours per session for completion of all requirements.
This is a course for teachers, technology specialists, curriculum specialists, professional development specialists, or other interested school personnel. Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files.
Course Goals and Objectives:
During this course, participants will learn skills and strategies to:
- Understand what Flipped Learning is and is not.
- Know the pros and cons of Flipped Learning.
- View examples of teachers who use the Flipped Learning approach to understand why they have chosen to use this method.
- Search and become familiar with content-curation sites, content-creation tools, and learning management systems that will assist them in the implementation of flipped instruction.
- Review videos and websites that showcase how to begin a flipped classroom and illustrations of teacher created lessons.
- Complete and upload a product that will be used to flip learning.
This course is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each session is estimated to be between five to seven hours. Participants are expected to be engaged in course activities for approximately 30 hours during the six-session course.
Orientation: (1-2 hours)
Participants will prepare for the course with an introductory reading and ice breaker activity. Participants will read tip sheets for participating in online discussions, credit information, and complete an orientation survey.
Session One: What Is Flipped Learning? (5-7 hours)
In this first module, we will distinguish the realities of Flipped Learning from the myths surrounding this method of instruction. We’ll explore research related to the Flipped Learning approach, and we’ll look at the Flipped Learning approach from the perspective of teachers and researchers. This module will highlight the successes of the flipped classroom by providing examples from educators who believe that the approach has truly individualized learning for all students and allowed students to move at their own pace. We will discover how this model can allow students to review what they need when they need to. The teacher is then freed up to work one-on-one with students on the content with which they most need support. Teachers who practice flipped instruction also point to the ability for students to catch up on missed lessons easily using video and online course tools.
The discussion forum will be: What are your thoughts on how Flipped Learning might work for you and your students? What type of lesson do you want to try to blend or flip first? Explain.
Session Two: Addressing the Challenges of Implementing Flipped Learning (5-7 hours)
In this module, we will explore the important aspects surrounding this educational approach to improving student learning. With this approach, you will be able to form your own opinions about the benefits or obstacles to student learning that this educational trend would hold for your school. In addition, the problems that may arise with flipping instruction will be reviewed.
The discussion forum will be: Which of the challenges described in this module apply to your current situation? What solutions do you envision using to address each of those challenges?
Session Three: Curating Paperless Assignments (5-7 hours)
You may be wondering how to find the digital media resources for your classroom curriculum. Don’t worry…it’s easier than you might think. Keep in mind that you can start small, perhaps by flipping a single lesson, and then build up gradually. There are a variety of free, ready-made resources and tools available on the world wide web. If you prefer creating your own materials, the next module will introduce several easy methods for creating your own videos.
The discussion forum will be: Which of these content curation methods do you think you'd like to try? Which features do you like and why?
Session Four: Creating Your Own Videos (5-7 hours)
From cell phones or iPads to screencasting apps to green screens, there are many ways to create your own video content. This module will introduce several methods for creating your own videos. If your main objective is to create a personalized video for your students, you may want to simply put your cell phone on a tripod and use everyday classroom materials to capture a video of your lecture or demonstration. A screencast is a digital recording of computer screen output, also known as a video screen capture. More advanced video creation techniques involve the use of a green screen (e.g. a wall that has been painted green or covered with green fabric or a chalkboard). This allows the presenter to be a part of foreground of the video while showing different types of digital media in the background. This is often the most engaging type of video for students.
The discussion forum will be: Which of these content-creation methods do you think you'd like to try? Which features do you like and why?
Session Five: Managing Content and Assignments (5-7 hours)
After you gather many digital resources, you will need a “home base” (the place where your content and assignments live) and a system for delivering and grading the assignments. There are many options for your “home base” and some of them also provide a way to deliver the materials and assignments to your students.
The discussion forum will be: Which of these “Home Base” tools do you think you'd like to try? Which features do you like and why?
Session Six: Designing a Flipped Lesson (5-7 hours)
The reading assignments for this final module are brief. This will allow time for you to complete your final project for this course. The instructions for your final project assignment are included in this module. After you have completed your final project, post it in the Module Six discussion forum. You are required to give feedback to at least two other participants.
The discussion forum will be: Post your course project in the discussion forum and provide feedback to at least two other participants.
Each weekly module is set up for students to watch a series of short videos, explore instructional resources and read articles. There is also a set of weekly discussion questions in each module. Participants will answer and respond to the questions in the discussion forum.
The final project is intended to be a culmination of the participant’s learning during the course.
- Flipped learning lesson plans
- Flipped learning presentation for other educators
- Video/screencast (self-created)
- Your home base containing flipped learning content and assignments
- Describe the context of the learning and your rationale for creating the materials for this project?
- Describe your project materials in enough detail that someone who does not teach in your content-area would be able to understand.
- Which student learning outcomes does this project address?
- Submit an artifact to show evidence of implementation of your project. Artifacts may include:
- Audio clips
- Lesson Plans
- Student work samples
To what extent did your project meet the identified learning outcomes?
How did this project impact student learning?
How did the students/learners respond to the materials that you developed for this project? What worked? What didn’t work? What will you do differently next time?
How did this experience impact your professional learning?
Feedback from a supervisor, colleagues, and/or students/learners
Plans for Sustaining Flipped Learning:
What are your next steps?
How will you continue to implement flipped learning?