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Key Assessment L_Brantley
Part 1: Identification of Learning Problem
General Audience:
Secondary teachers of academic content at Savannah Arts Academy in the Savannah-
Chatham County Public School System or SCCPSS who are experts in their field of study are
those that teach history, English, math, foreign language, and sciences to a student population
that is over 4! identified gifted" Seventy five percent of the teachers have advanced
degrees and have been teaching for over # years" $hey teach %-#& grade honors classes"
Any teacher that desires the training will be eligible to participate"
Problem Identification:
'e teachers were seeing a trend based on several factors at Savannah Arts Academy( we
were re)uired to deliver more content due to the *eorgia Common Core Curriculum mandate
with the same planning time, E+C$s were now &! of a students grade instead of #!,
and as a school we were accepting more students who entered with lower grade point
averages in middle school than in previous years" +ur failure rate for certain classes hadincreased" .or example, for the first time in our schools history, we needed to provide an
online credit recovery program during Spring &#/ for students to recover credits from failed
classes in the .all &#& and get them ready to ta0e the *eorgia End of Course $ests 1E+C$2
conducted at the end of the &#&-&#/ school year for Coordinate Algebra, 3ath , Physics,
Chemistry, and 5iology respectively" $his program called 6$wilight,7 dictated and funded by
the SCCPSS, was held for our students at our school site with our teachers after school for
ten wee0s" $he students accessed curriculum primarily through an online module 1A8Plus
curriculum2 with lessons and tests to complete daily" +ur students were engaged with the
content and received Carnegie 9nit credit, as well as a high pass rate on their respective
E+C$s" 5ecause of our success with $wilight, +ur teachers and administration considered
more seriously using an online model as one of the many teaching strategies available to use
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for all of our students which leads to and supports our particular interest with the .lipped
Classroom model"
After experiencing firsthand the $wilight success where students used the video lessons and
the teachers were seen as a resource to conduct in class lab activities and answer individual
)uestions li0e the flipped classroom, several of our teachers attempted to 6flip7 their
classroom this past .all &#/ in an effort not only to improve the achievement in the
classroom, but for students to en:oy the learning process and ta0e more responsibility for
their learning of the content" $he .lipped Classroom offers a way to deliver instruction that
is filmed for students to review multiple times thus saving class-time for )uestions, labs and
other activities led by the teacher that reinforce content increased achievement for the
students" ;ata from a current .lipped Classroom report a &-&! increase on tests averagesas well as opportunities for differentiation" .or example, Emily
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this delivery system and strategy for students" +ffering this training would support our goal
of increased academic achievement and excellence in the classroom by ta0ing responsibility
for getting trained on a promising teaching strategy"
Instructional Goals:
$eachers will write a script of their lesson and gather materials needed
$eachers will ma0e an account with ou $ube"
$eachers will film themselves delivering their lesson"
$eachers will upload film to -movie and edit their lesson
$eachers will upload film to ou $ube and provide students with lin0s on class :ump
or another website of their choice"
$eachers will lin0 videos to their class web- site and create an organi@ed schedule for
their class"
Part 2: Learner Analysis
Introduction:
$he target audience is my own colleagues in the academic fields have wor0ed closely with for
the past B years" $here are /& teachers that have co-taught, collaborated, and consulted on a
variety of issues that affected the students we serve" $here are #/ men and #% women ranging
between ages / to " aving been in all of their classrooms, am very familiar with their
styles and s0ills" 3uch of my experience and interviews with them serve to supply reliable
analysis" $o undergird this, used an edited a technology survey and summari@ed the results"
3ore basic information came from www"class:ump"com, Advanced Ed SACS information, my
school secretary, 9S Dews and 'orld eport, and state of *eorgia
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Attitude "o!ards #ontent and Learner $oti%ation
3ost have a positive attitude towards technology but do not want to be pushed to use it" $hey
are results oriented and will try new things when they see that there is solid student achievement
data and experience behind it" $he ma:ority agreed that integrating technology in their
curriculum is important for student success and felt that they were confident in their ability to
integrate multiple technologies" $hey did cite in the survey several times that the district
networ0 is slow at certain times of day and this poses a problem to using the internet on a regular
basis"
Educational Ability Le%els
+ur faculty of 4 teachers includes /& academic, && artsGPE related, and one special education
teacher" chose to focus on the /& academic teachers who are experts in their field" Eighty
percent of these /& academic teachers hold graduate degrees in their field and all are highly
)ualified under the DCH5 certification standards" n addition, most are gifted certified"
General Learning Preferences
As adult learners, they do not wish to waste any time at all" An online module is a good choice
for this group as they are independent and appreciate others respecting their time and
preferences" 5ecause of their perceived and ac0nowledged abilities in technology proficiency,
an online module fits this group"
Attitude "o!ards "eac&ers and Sc&ool
.or the most part, their attitude towards training is tolerant" $hey will allow themselves to be
taught as long as the trainer is prepared and respects them as professionals in their field" $hey
en:oy their :obs and coming to school to teach a population that is over 4! percent gifted
identified by the state of *eorgia" $hey consider it a privilege to wor0 at Savannah Arts
Academy though li0e any public school teacher, they do not li0e the paperwor0, standardi@ed
testing, and extraneous duties that ta0e away from their primary focus= their sub:ect matter"
Grou' #&aracteristics
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As a group, these teachers have an average of #B years of experience in the classroom" +ver half
of them are gifted certified and 4 of them have earned their doctorate degrees" $wo of them
found teaching as their second career" $he AP teachers who teach to the College 5oard AP tests
have scores that are among the highest on the East Coast and the country with an individual
student pass rate of I4! and a student participation rate of B!" #4 out of /& academic teachers
teach an AP course" $hey are driven, and have time constraints as the AP tests are given in 3ay
and school ends the first wee0 in Fune in Chatham County" 3ost of the AP teachers wor0 in the
summer perfecting their course" *enerally spea0ing, have not found a more dedicated group
of educators"
Part (: "as Analysis
)b*ecti%es of "raining:
Hearners will write a script of their lesson and gather materials needed
Hearners will ma0e an account with ou $ube"
Hearners will film themselves delivering their lesson"
Hearners will upload film to -movie and edit their lesson
Hearners will upload film to ou $ube and provide students with lin0s on class :ump
or another website of their choice"
Hearners will lin0 videos to their class web- site and create an organi@ed schedule for
their class"
chose a Procedural $as0 Analysis following the instructional ob:ectives above closely because
the steps to get to the performance goal of running a flipped classroom lesson are in a se)uential
order" $here are tas0s that you must do before others to get an effective result" 'hen consulting
with teachers and in doing research on setting up a .lipped Classroom, the reality is that there are
many ways to complete the tas0" had to narrow the training down to one way through
ou$ube, for example" used -3ovie but some teachers may be well-versed in 3ovie-3a0er
for their PC" *iven the learners technological 0nowledge, they can adapt these steps to their
li0ing and proficiency with specific software"
#" *ather materials needed to script lesson"
#"# As0 what Performance *oal or ob:ective do you want your students to master at the
end of the lesson"#"& ;ecide how about how much time the lesson will ta0e
#"/ +pen 3icrosoft +ffice SuiteGPowerPoint
#"4 +n each slide order the points of the lesson that you desire to communicate
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#" Save document
&" 3a0e an account with www"youtube"com
&"# Sign in in the upper right corner of ou$ube"&"& ;o you have a *oogle accountJ
&"/ Sign in with your *oogle Account email address and password
&"4 ;ont have a *oogle account, clic0 create Account"&" Enter basic information and new username" $his is for your new *mail email address
only, not for your public name on ou$ube/" .ilm lesson through PowerPoints 1independent2 or -Phone Camera 1re)uires another
person or tri-pod2$hrough PowerPoints=
/"# Connect your microphone and headphones to your computer
/"& .or 3acs, you can use the built in microphone if needed"/"/ Pull up your scripted PowerPoint
/"4 Clic0 the KSlide ShowK tab on the ribbon at the top of the screen"
/" Clic0 ecord Darration
/"L ecording ?uality 5ox will pop up" Chec0 )uality and ad:ust or press +
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I" 9sing your Course pacing guide, construct a calendar of videos to coincide with each Hesson and
unit"I"# nclude this calendar in your website
I"& nclude technology tutorials to assist students"
I"/ ou can ma0e your videos as you proceed through the year or spend a summer creating them"
Sub*ect $atter E+'ert ,S$E-
, Hauren 5rantley, will serve as the primary Sub:ect 3atter Expert" have a 5achelor of Science in
Education from the 9niversity of *eorgia with a ma:or in Special EducationGntellectual ;isabilities"
am certified to consult and adapt special and general curriculum with the regular Education teacher
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Flow Chart.pdf
Part .: )b*ecti%es
"erminal )b*ecti%e 1: $o understand the concept of the .lipped Classroom
Enabling )b*ecti%es:
#A/ $o identify a wor0ing definition of the flipped classroom
#5" $o identify the benefits of a flipped classroom
#C" $o choose which delivery system will fit their course
"erminal )b*ecti%e 2= $o prepare to film lessons for use with the .lipped Classroom
Enabling )b*ecti%es:
&A" $o identify materials needed to complete a scripted lesson
&5" $o write a script of their lesson
&C" $o rehearse their script of their lesson"
"erminal )b*ecti%e (: $o record themselves delivering a lesson
Enabling )b*ecti%es:
/A" $o use PowerPoints to record their voice delivering a lesson
/5" $o film themselves delivering a lesson
/C" $o evaluate their product using a rubric
"erminal )b*ecti%e .: $o prepare materials for upload for use with the .lipped Classroom
Enabling )b*ecti%es:
4A/ $o upload film for editing
45" $o ma0e an account with ou$ube
4C" $o implement instructors feedbac0 provided in previous lesson"
"erminal )b*ecti%e 0: $o organi@e lin0s and lessons for student ease of use
Enabling )b*ecti%es:
A" $o use the course pacing guide to construct a calendar for lessons
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5" $o upload lin0s to website"
C" $o add helpful student lin0s to website
#lassification of Instructional )b*ecti%es:
2/;esign and ;evelop ;igital Age Hearning Experiences and Assessments $eachers design, develop, and evaluate authentic learning experiences and assesincorporating contemporary tools and resources to maximi@e content learning in context and to develop the 0nowledge, s0ills, and attitudes identified in the
DE$SNS"
a" ;esign or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
(/ 3odel ;igital Age 'or0 and Hearning $eachers exhibit 0nowledge, s0ills, and wor0 processes representative of an innovative professional in a global an
society"
a" ;emonstrate fluency in technology systems and the transfer of current 0nowledge to new technologies and situations"
c" Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
0/ Engage in Professional *rowth and Headership $eachers continuously improve their professional practice, model lifelong learning, and exhibit leadersh
school and professional community by promoting and demonstrating the effective use of digital tools and resources "c" Evaluate and reflect on current rese
professional practice on a regular basis to ma0e effective use of existing and emerging digital tools and resources in support of student learning
I"SE" Standards
elations&i' bet!een Instructional )b*ecti%es and I"SE" Standards:
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Part 0: Assessments
Hesson one uses Criterion based assessments that are mainly 0nowledge based" $he video was
made from a top Education researcher and is broad in scope" $he discussion component allows
the students to become aware of the different angles others may ta0e on this concept relative to
their field of expertise" t is important to go into the performance based assessments with anade)uate base of common 0nowledge of the flipped classroom and the s0ills you need to set it up
so with that understanding, employed performance based assessments for Hessons &- as the
material lent itself to this 0ind of assessment" Constructing a sample lesson for use in the flipped
classroom as well as evaluating the final product and model websites allows students to use their
0nowledge in a real context and demonstrate their s0ills in a creative, practical way"
Lesson 1: Introduction to t&e 3li''ed #lassroom
+b:ective= $o understand the concept of the .lipped Classroom
#A/ $o identify a wor0ing definition of the flipped classroom
#5" $o identify the benefits of a flipped classroom
#C" $o choose which delivery system will fit their course
Assessment 41/1
'hat is a .lipped Classroom 1in L Seconds2J 3ini Criterion 5ased Assessment on the Mideo
by Fulie Schell" Hearners watch the video and ta0e the assessment" $hey can go bac0 and watch
the video to ma0e sure they have the correct answers" $hey send the answers in electronically"
http=GGwww"youtube"comGwatchJvOr&bI*eu)0Pc 5y Fulie Schell
#" $he .lipped Classroom is uni)ue in that students get their first exposure to course
content out of the class or class"
&" Students prepare to in class activities"
/" class, students are ideally and practicing concepts while
getting from the teacher and their peers"
4" Class, Students further their understanding and their learning"
" After Class, students are concepts they found difficult"L" $hroughout this process the predetermined of the lessons are streaming
throughout the before, during, and after process"
Ans!er Key to 'hat is a .lipped Classroom 1in L Seconds2 http=GGwww"youtube"comGwatchJ
vOr&bI*eu)0Pc 5y Fulie Schell
#" $he .lipped Classroom is uni)ue in that students get their first exposure to course content
out of the class or before class"
&" Students prepare to participate in class activities"
http://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPchttp://www.youtube.com/watch?v=r2b7GeuqkPc
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/" ;uring class, students are ideally applying and practicing concepts while
getting feedbac0 Ginteraction from the teacher and their peers"
4" After Class, Students further their understanding and expanding their learning"
" After Class, students are practicing concepts they found difficult"L" $hroughout this process the predetermined *+AHS of the lessons are streaming
throughout the before, during, and after process"
9;H= Providing multiple means of representation, the printed web lin0 is embedded into the
page for )uic0 audio reference of the material and differentiation" Dot all learners will need to
refer bac0 to the video for review but some who may need to hear the video multiple times and
the lin0 will be provided to accommodate learning differences and varying bac0ground
0nowledge on the concept"
Assessment 41/2
Students list benefits of the .lipped Classroom including their sub:ect matter into the answer
through the discussion portal through a Course 3anagement System li0e Schoology, 3oodle, or
'imba or others"
Suggested Ans!ers: Anything close to these answers with their sub:ect matter included=
#" ou are creating a record of teachings students can go bac0 and refer to if they didnt get
it the first timeGStudents are able to stop the presentation and watch it at their own pace
1helpful for difficult Chemistry and Physics problems2"
&" Students are previewing the material before they get to class at their own pace leaving
more time for feedbac0GlearningGreviewingGextending the concepts in the classroom
1deally a review of the video and then a 5iology lab could be conducted2"/" Struggling students who may give up on homewor0 have the support system to persevere
through difficult problems 1Calculus problems now have an instant support system
through Peers and the teacher2"
9;H= 9sing the discussion portal provides learners an interactive way to express their
0nowledge of the .lipped Classroom with their classmates" ;ifferentiation ta0es place in that
some learners will list one benefit and others will list multiple benefits and that is o0"
Assessment 41/(
n addition, Hearners choose delivery system through the discussion portal"
.or example a learner may post 6 will be using the PowerPoint as my primary delivery model
for my flipped classroom"7
+r
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6 will be using the filmed model using a flip camera or another 0ind of camera and a tri-pod to
film my lessons"7
9;H= $ext on the screen in Merdana font 1recommended font for learners with dyxlexia2
provides multiple means of representation" Hearners have choices 1multiple means of
expression2 in their delivery system inherent in this lesson" $hey are not told exactly how to dothis pro:ect in their classroom by design and in considering their learner characteristics"
Lesson 2: Pre'aring $aterials to 3ilm
+b:ective &= $o prepare to film lessons for use with the .lipped Classroom
Enabling )b*ecti%es:
&A" $o identify materials needed to complete a scripted lesson
&5" $o write a script of their lesson
&C" $o rehearse their script of their lesson"
Assessment 2
Hearners send instructor the materialsGlogistics form below that identifies materials and Hessons
as well as their rehearsed script as an email attachment"
PowerPoint Script 3odel is included below"
$he .ilming Script Example is included below
Example 3aterialsGHogistics .orm for PowerPoint +ption=
Hesson Hength 3aterials +ther elpJ Hocation and
time
*enetics & minutes $extboo0-
Chapter B
DGa 3y classroom
after school
computer
Completed
PowerPoint on
*enetics
Script in Dotessection
completed and
rehearsed
microphone
Example 3aterialsGHogistics .orm for .ilming +ption
Hesson Hength 3aterials +ther elp Hocation and
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time
ow to 9se a
.lipped Camera
minutes & .lipped
Cameras
Extra double A
batteries
3a0e sure
theater and sound
box are open-
Chec0 with
custodian or
admin the day
before and day of
filming
After school at
SAA
tripod
9;H= &" Hearners complete a materialsGlogistics form that identifies materials and written script"
Hearners send this to instructor as an email attachment" nstructor will give personali@ed
informal electronic feedbac0 on the document" Hearners also have access to an assessmentexample of a PowerPoint script 1title called Prelude to *enetics2 or a filmed script 1title called
ow to 9se a .lip Camera2 embedded below" Hearners have choice in their written script and
this assessment optimi@ing relevance, value, and authenticity 1this exercise directly relates to
their classroom2
3odels=
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Lesson (: Learning to 3ilm and ecord
)b*ecti%e (: $o record themselves delivering a lesson
/A" Hearners use PowerPoints to record their voice delivering a lesson
/5" Hearners film themselves delivering a lesson
/C" Hearners evaluate their product using a rubric
Assessment (
QPowerPoint Hearners send a PowerPoint lesson including their voice with self-assessed rubric
below to instructor"
nstructor Assessment 3odel for PowerPoint Presentation with Audio=
+r
Qif Hearners are filming themselves, they send a filmed lesson to instructor using the same rubric
Assessment .ilming 3odel Hin0= http=GGwww"youtube"comGwatchJvOeC)MoPH9*c
See rubric below= Assessment ubric for PowerPoint and .ilm Presentations
http://www.youtube.com/watch?v=eCqVoPLUIGchttp://www.youtube.com/watch?v=eCqVoPLUIGc
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E+em'lary . Accom'lis&ed
(
5e%elo'ing 2 Beginning 1
)rgani6ation nformation
presented in
logical,
interesting
se)uence
nformation in
logical se)uence
;ifficult to
follow
presentation--
student :umps
around
Cannot
understand
presentation--
no se)uence of
information
Sub*ect
Kno!ledge;emonstratesfull 0nowledge
by answering all
potential class
)uestions with
explanations
and elaborations
;emonstrates
.ull 0nowledge
without
elaboration
9ncomfortablewith information
and is able to
address
rudimentary
Content"
;oes not havea grasp of the
information"
Gra'&ics Explain and
reinforce screen
text and presentation
elate to text
and presentation
+ccasionally
uses graphics
that rarelysupport text and
presentation
9ses
superfluous or
distractinggraphics or no
graphics
esearc& 9ses a variety
of sources in
reaching
accurate
conclusions
9ses a variety
of sources in
reaching
conclusions
Presents only
evidence that
supports a
preconceived
point of view
;oes not
:ustify
conclusions
with research
evidence
Screen 5esign ncludes a
variety of
graphics, text,
and animation
that exhibits a
sense of
wholeness"
Creative use of
navigational
tools and
buttons
ncludes a
variety of
graphics, text,
and animation"
Ade)uate
navigational
tools and
buttons
ncludes
combinations of
graphics and
text, but buttons
are difficult to
navigate" Some
buttons and
navigational
tools wor0
Either
confusing or
cluttered,
barren or star0"
5uttons or
navigational
tools are
absent or
confusing
)ral
Presentation
Elocution7Eye
#ontact
Eye #ontact not
a''licable for
Po!erPoints/
3aintains eye
contact and
pronounces all
terms precisely"
All audience
members can
hear
3aintains eye
contact most of
the time and
pronounces
most words
correctly" 3ost
audience
members can
hear presentation
+ccasionally
uses eye contact,
mostly reading
presentation,
and incorrectly
pronounces
terms" Audience
members have
difficultyhearing
eads with no
eye contact
and incorrectly
pronounces
terms" Spea0s
too )uietly
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182.9 E+em'lary 1(19Accom'lis&ed ;1295e%elo'ing 'load 3ilm? Edit? and ecordings
+b:ective 4= $o prepare materials for upload for use with the .lipped Classroom
4A" Hearners who chose to film will upload and edit film"
45" Hearners who chose to film will ma0e an account with ou$ube"
4C" All Hearners will implement instructors feedbac0 provided in previous lesson"
Assessment ./1
PowerPoint Hearners have the opportunity to implement instructor feedbac0 for their final lin0"
$hey send in their improved lin0 to a classmate who will then use the rubric, Assessment ubric
for PowerPoint and .ilm Presentations, for peer evaluation"
PowerPoint 3odel Available=
.ilmed Hearners have the opportunity to implement instructor feedbac0 for their final lin0" $hey
send in their improved lin0 to a classmate which has been uploaded to ou$ube" Classmates use
the rubric, Assessment ubric for PowerPoint and .ilm Presentations for peer evaluation
.ilmed 3odel Available= http=GGwww"youtube"comGwatchJvOeC)MoPH9*c
9;H= Providing options for monitoring progress through rubrics and models thus enhancing
executive functions and providing multiple means of expression through performance referenced
assessment choices"
Lesson 0: Learners !ill organi6e lins and 're'are !ebsite for Student >se
+b:ective = $o organi@e lin0s and lessons for student ease of use
http://www.youtube.com/watch?v=eCqVoPLUIGchttp://www.youtube.com/watch?v=eCqVoPLUIGchttp://www.youtube.com/watch?v=eCqVoPLUIGc
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A" Hearners will use the course pacing guide to construct a calendar for lessons"
5" Hearners will upload final lin0s to their website
C" Hearners will add helpful student lin0s to website
Assessment 0/1
Hearners evaluate model websites and upload a & word reflection to instructor citing what they
saw as valuable and useful to the organi@ation of their .lipped Classroom and how they can
incorporate the positive aspects of the websites into their classroom"
Example=
All the sites were informative and were great examples of how you can set up your
website for ease of use" teach Coordinate Algebra and *eometry" would li0e to have my own
website but very clean and simple" li0ed the direct lin0s to the videos in www"saaphysics"com"
$here were 4 lin0s could set up for my two different classes, the calendar, all the units covered,
the current unit, and the ai0u Hearning 3anagement System which am not ready to
incorporate yet in my math classes"
$he calendar feature was easy to use" t was exactly li0e the *oogle calendar which
students are accustomed to and was easily opened" aving a lin0 for the current unit was
especially helpful as students can go directly to what they are learning" +nce opened to the
current unit, all the videos are lined up with clear documentation and titles to where the
accompanying documents were located" $he graphic display was clear and not cluttered with
items that could distract students" $his seemed li0e a perfect fit for my classes"
3odel 'ebsites-
Cindy ic0s-Chemistry= http=GGwww"class:ump"comGcGcindyhic0sGJwhatOlin0s
3s ic0s uses the ou$ube lin0s through the site ClassFump" er videos are through the 6lin0s7
shortcut" All of her Chemistry classes are using the flipped model"
Amy ;urden- Physics= http=GGsaaphysics"comG
3s" ;urden uses a tablet and her flipped classroom example is her onors Physics"
Emily
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Hearners will submit final lin0s to their website to instructor for review of the website as a
whole"
9;H= Providing options for sustaining effort and persistence by providing models, supports, and
contacts for future )uestions
Part =:
Instructional Se@uence
Sequenc
e
Description Objectiv
e
# ntroduction to the flipped classroom #A, 5, C
& Preparing 3aterials to .ilm &A, 5, C
/ $o .ilm or ecord delivering a lesson /A,5,C4 $o Prepare 3aterials for upload 4A,5,C
$o +rgani@e Hin0s and lesson for student ease of use A,5,C
$he se)uencing strategy used is the prere)uisite strategy which is based on the fact that the s0ills
re)uired are dependent on other s0ills learned before you can proceed" +ne must master the
prere)uisite s0ills before moving forward so the se)uence is very logical and matches the tas0
analysis" Prere)uisite S0ills and orienting concepts are taught first before moving on to more
difficult and complicated s0ills"
PreInstructional Strategy= An online pretest will be given to give learners a preview to thematerial" Since learners have some familiarity with the content, )uestions will be meaningful
and will prepare learners to assimilate the content into their own situation"
Q9;H-Hesson # activates or supplies bac0ground 0nowledge, highlight patterns, critical features,
big ideas, and relationships"
Strategy eference 3orrison et"al" page #L& $able B-#
Lesson 1: Introduction to t&e 3li''ed #lassroom
#A" Hearners will correctly identify a flipped classroom"
#5" Hearners will identify benefits of a flipped classroom"
#C" Hearners will choose which delivery system will fit their course and content to start their
flipped classroom"
nitial Presentation=
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Hearners will listen to a L second definition of the flipped classroom via ou$ube-Fulie Schell-
5y PowerPoint Presentation nstructor elaborates on the definition and tells which types of tools
are needed accomplish and prepare their classroom by presenting a graphic organi@er of thechoices to accomplish the tas0" $hey may use a PowerPoint with audio lesson or strictly film
using the whiteboard in the classroom"
Q9;H- Hesson # provides text on the screen in Merdana font which will also accompany theaudio with PowerPoint and transcript for the ou$ube presentation"
Strategy eference= 3orrison et"al" page #44 ;efinitionCavanaugh page #// 3ultiple means of expression and engagement 1Merdana font recommended
by the ;yslexic Association2
3otivational Strategy=9pon presenting a graphic organi@er stating the benefits of the .lipped Classroom, the nstructor
as0s Hearners to stop and thin0 of one benefit to the flipped classroom relative to the specific
content they are teaching" nstructor gives the Hearners the opportunity to type this benefit
through a discussion portal where feedbac0 can be given from peers and instructor"Q9;H- .urther exploration by video lin0s with vignettes show examples of secondary content
flipped classroom, science and math specifically" Hearners can choose and view which examplesthey feel apply to their situation and solidify their understanding if they are feeling li0e they need
that"
Strategy eference= 3orrison et"al" page #4% feedbac0 and #L& $able B-# *raphic organi@er
Cavanaugh page #/4 *raphic representations and page #&I supplemental material
*enerative Strategy=Hearners watch the PowerPoint example and the filming example provided and complete a short
survey geared to helping learners analy@e the examples in terms of which example will fit best
with their respective course and the current resources available for execution of their flippedclassroom"
After this strategy, Hearners are e)uipped to inform instructor if they are using PowerPoint or
.ilming" nstructor gives feedbac0 according to their situation"Q9;H- *raphic representations with human voice and pointer reading the graphic and pointing
out choices are included"
Strategy eference= Cavanaugh page #4L Malidating Student understanding and page #/4multiple means of representations
Lesson 2: Pre'aring $aterials to 3ilm
2A" Hearners identify materials needed to complete a scripted lesson
2B" Hearners write a script of their lesson
2#" Hearners rehearse their script of their lesson"
8/9/2019 Adjusted Instructional Design Document
20/26
nitial Presentation= nstructor provides audio and visual chec0lists of materials needed to script a
lesson with explanative instruction on this process" $he instructor models the process of
identifying materials, writing and rehearsing their script"Q9;H-Hesson & provides multiple means of representation through audio and visual material"
Strategy eference= 3orrison et"al page #4% Chec0listGinstruction and psychomotor modeling
*enerative Strategy= Hearners write a script of a lesson and practice timing themselves reading
and rehearsing the script"Q9;H-Hesson & optimi@es relevance, value, and authenticity 1this exercise directly relates to
their classroom2"
Strategy eference= 3orrison et" al page #4% Active rather than passive learning
Lesson (: Learning to 3ilm and ecord
/A" Hearners use PowerPoints to record their voice delivering a lesson
/5/ Hearners film themselves delivering a lesson"
/C" Hearners evaluate their product using a rubric"
nitial Presentation= Hearners watch an audio guided video with screen shots of how to record on
a PowerPoint" Hearners who are filming watch an instructor created video on the use of a flipped
camera to record"Q9;H-Hesson / offers alternatives for auditory and visual information presented"
Strategy eference=
8/9/2019 Adjusted Instructional Design Document
21/26
Q9;H-Hesson 4 provides options for comprehension through listening, loo0ing, and answering
relevant )uestions with immediate feedbac0
Strategy eference= 3orrison et"al" Psychomotor modeling page #4%
*enerative Strategy= Hearners are then as0ed to minimi@e their screen for reference and uploadtheir example PowerPoint presentation or two minute video to a website" $hose who chose to
film will need to ma0e basic edits using the information in the initial presentation as a guide"
Q9;H- Hesson 4 provides options for expression and communication by using multiple tools forconstruction and composition with graduated levels of support"
Strategy eference=
8/9/2019 Adjusted Instructional Design Document
22/26
eference List
Cavanaugh, C", R 5lomeyer, " 1&I2" What works in k-12 online learning " 1#st ed"2" Eugene,
+regon= nternational Society for $echnology in Education, #//-#/"
8/9/2019 Adjusted Instructional Design Document
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&lassroom
'YouTube/Julie
Schell
PowerPoint
Presentation with
Graphic Organizer
and audio
>Learners name
benefit
>Learners inform
instructor what
sstem the are
using
Film
>!nstructorpro"ides audio
and "isualchec#lists ofmaterialsneeded to scripta lesson withe$planati"einstruction onthis process%The instructormodels theprocess ofidentifingmaterials&writing and
rehearsing theirscript%
' Students watch aaudio guided "ideowith screen shots ofhow to record on aPowerPoint% Studentswho are filmingwatch a instructorcreated "ideo on the
use of a flippedcamera to record%> Learners choose aPowerPoint
presentation torecord themsel"eswith time constraintsin mind% Learnerswho choose to filmthemsel"es create a
' minute "ideo%
> PowerPoint step b stepaudio and "isual directionsfor uploading film andediting basics% (fter eachslide a )uestion is posed toLearners directl relating tocontent% (nswers andfeedbac# are gi"en to each
)uestion after Learners "ieweach slide with audio> Learners are then as#edto minimize their screen for
reference and upload theire$ample PowerPointpresentation or two minute"ideo to a website% Thosewho chose to film will needto ma#e basic edits using
the information in the initialpresentation as a guide%
(tudent Use
' Learners will follow aPowerPoint presentation
audio where the instrucpro"ides an e$ample anof a secondar flippedclassroom website that used best practices to otheir lin#s according to guide and calendar% Thpro"ides lessons for an school ear%Students will ha"e theopportunit to go to twodifferent websites themand as# )uestions to thinstructor and to the cre
the websites% The instrupro"ide feedbac# througdiscussion portal or an ee$change
Go
a
l
s
To pro"ideLearners with a
basic wor#ing
definition of the
flipped classroom%
To highlight the
man benefits of
flipping our
classroom
To get Learnersto thin# about
what the need
to construct a
lesson%
*or Learners to
decide which
lesson the will
script and then
follow through
on that process%
To instruct Learnershow simple recording
can be and stress the
importance of time
constraints and
general filming tips
for a successful and
efficient presentation
To gain #nowledge on howto upload material to the
internet for editing and use%
To "iew the entire procewhole and organize lin#
eas use b students%
To thin# about what ou
to include in our websi
complete the process%
O
b
+
ec
t
i
"
e
s
,() To identif a
wor#ing definition
of the flipped
classroom
,-% To identif
the benefits of a
flipped classroom
,.% To choose
which deli"er
sstem will fit
their course
'(% To identif
materials
needed to
complete ascripted lesson
'-% To write a
script of their
lesson
'.% To
rehearse their
script of their
lesson%
(% To use
PowerPoints to record
their "oice deli"ering
a lesson
-% To film
themsel"es deli"ering
a lesson
.% To e"aluate their
product using a
rubric
0() To upload film for
editing
0-% To ma#e an accountwith YouTube
0.% To implement
instructor1s feedbac#
pro"ided in pre"ious lesson%
2(% To use the course p
guide to construct a cal
for lessons
2-% To upload final lin#
website%
2.% To add helpful stud
lin#s to website
8/9/2019 Adjusted Instructional Design Document
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(
s
s
e
s
s
a
s
s
e
s
s
m
e
n
t
s
3,% .riterion
4eferenced )uiz n
parts of Graphic
Organizer
assessing
#nowledge from
the 5ideo on the
*lipped .lassroom
3'%Learners
name flipped
classroom
benefits to their
classmates on in
the discussion
portal%
3% !n addition&
Learners choose
deli"er sstem
through the
discussion portal%
The can choose
to deli"er their
lessons b
PowerPoint or b
*ilming
themsel"es%
6$tension7
!nstructor
pro"ides e$tra
"ideos to e$pandon #nowledge and
e$perience
3Learners send
instructor the
materials/logisti
cs form below
that identifies
materials and
Lessons as well
as their
rehearsed script
as an email
attachment%
(ssessment
8odels are
included for
both options%
3PowerPoint Learners
send a PowerPoint
lesson including their
"oice with self9
assessed rubric to
instructor%
!nstructor
(ssessment 8odel for
PowerPoint
Presentation with
(udio is a"ailable
Or
3if Learners are
filming themsel"es&
the send a filmed
lesson to instructor
using the same rubric
!nstructorassessment model
for filmed
Presentation is
a"ailable%
PowerPoint Learners ha"e
the opportunit to
implement instructor
feedbac# for their final lin#%
The send in their impro"ed
lin# to a classmate who will
then use the rubric&
(ssessment 4ubric for
PowerPoint and *ilm
Presentations& for peer
e"aluation%
*ilmed Learners ha"e the
opportunit to implement
instructor feedbac# for their
final lin#% The send in
their impro"ed lin# to a
classmate which has been
uploaded to YouTube%
.lassmates use the rubric&
(ssessment 4ubric for
PowerPoint and *ilm
Presentations for peer
e"aluation
Learners e"aluate mode
websites and upload a '
word reflection to instru
citing what the saw as
"aluable and useful to t
organization of their *lip
.lassroom and how the
incorporate the positi"e
of the websites into the
classroom%
(ll Learners will submit
lin#s to their class webs
instructor for re"iew of
website as a whole%
;
<
L
Te$t on the screen
in 5erdana font
pro"ides multiple
means of
representation
Pro"iding support
website lin# for
support and
re"iew
Pro"idingmultiple meansofrepresentation
through audioand "isual
Optimizingrele"ance&"alue& and
authenticit=this e$ercise
directl relatesto theirclassroom
Pro"iding 8ultiple
sources of content
and models
Pro"iding .hoices
Pro"ide options forcomprehension throughlistening& loo#ing& andanswering rele"ant
)uestions with immediatefeedbac#
Pro"ide options fore$pression and
communication b usingmultiple tools forconstruction and
composition with graduatedle"els of support%
Pro"ide options for e$ecfunctions which supportplanning and managinginformation and resourc
Pro"iding options for sueffort and persistence bfostering collaboration acommunit
Part : End of course E%aluation
8/9/2019 Adjusted Instructional Design Document
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An end of the course survey on survey mon0ey where can collect the data from all
participants and evaluate the responses will be employed" $he three teachers that have model
sites will evaluate my online module as the Sub:ect 3atter Experts as they are proficient in the
technology and have actually been the teachers that have used the flipped classroom for at least
one year" $hey 0now as much or more than do in certain areas what might be missing from my
content even though am very familiar with the content and have had first- hand experience in
supporting all of them in their classroom because they are the ones who have started and finished
the process" $hey are also technology leaders at my school" $hey would fill the survey out and
we could go over the answers together"
Sub*ect $atter E+'ert Sur%ey uestions= Please explain in detail where you are able to do so"
our expertise and feedbac0 is valued and needed in order for improvements to be implemented
for future courses on the .lipped Classroom" $han0 you
#" 'as the time allotted for this training sufficient to cover the contentJ
&" 'as the overall content too detailed or was it too broad in scopeJ/" 'as there an alternate approach or design to explaining the content or parts of the content
that was not used in this training that could be used in the futureJ4" 'as there critical content left out that you felt was importantJ Please explain in a few
sentences"
" 'as there content you felt should have been left out that was includedJ Please explain in
a few sentences"L" As a sub:ect matter expert, what content seemed confusing and unclearJ
I" ;id the content presented match the ob:ectives put forthJ
B" 'hat ob:ective needed more instructional breadth than was givenJ
Learner E%aluation Sur%ey: Please answer the following )uestions about this course in asmuch detail as possible" our experience and feedbac0 will help ma0e improvements in future
courses on the .lipped Classroom" $han0 you for ta0ing the time to do this"
#" 'as the content of this course what you expectedJ f not, how soJ
&" 'hat class activities were most helpfulJ
/" 'hat class activities were not helpful and could be avoided during the next courseJ
4" 'here the instructions clear for activities and assessmentsJ" ;id the lin0s and technology wor0 correctly for youJ
L" 'ere the models helpfulJ
I" 'as this content helpful to your sub:ect matterJ
B" 'hat suggestions can you ma0e to improve the courseJ
Considering my learners are people that have wor0ed with for as much as ten years,
thin0 the best feedbac0 would be anonymous" 3y survey would be online and anonymous"
thin0 my learners would ta0e the time to write a few sentences which believe would be
more helpful than a rating scale" would li0e to 0now details of how could structure the
8/9/2019 Adjusted Instructional Design Document
26/26
course to meet the needs of this educated audience" could list the )uestions in a table and
visually evaluate any repeated responses and 0eep the feedbac0 organi@ed for years to come"
Learner E%aluation Ans!ers 3eedbac "able
?uestion 'as thecontent of
this
course
what you
expectedJ
f not,
how soJ
'hatclass
activitie
s were
most
helpfulJ
'hatclass
activitie
s were
not
helpful
and
could be
avoided
during
the nextcourseJ
'here theinstructions
clear for
activities and
assessmentsJ
;id thelin0s and
technology
wor0
correctly
for youJ
'erethe
models
helpfulJ
'asthis
content
helpful
to your
sub:ect
matterJ
'hatsuggestions
can you ma0e
to improve the
courseJ
Participant
#
&
/
4
L
I