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TRANSCRIPT
Running head: ISD PROJECT FLIPPED CLASSROOM 1
ISD Project - Flipped Classroom
Misty Antonioli, Corinne Blake, Kelly Sparks, and Lauretta Turner
Liberty University
EDUC 633
ISD PROJECT FLIPPED CLASSROOM 2
Abstract
This instructional design project is geared towards teachers in the Science, Technology,
Engineering, and Mathematics (STEM) field and teaches them how to flip their classroom.
Media tools such as Blubbr, GoToMeetings, VideoNotes, Camtasia, Storyboarder, and Google
Sites were chosen specifically to align with the capabilities of the PCs and Kuno tablets available
at the Roanoke Rapids Graded School District (RRGSD). The training will take place on a
Weebly webpage where the participants will answer blog questions and complete several
assignments in order to master the skills of understanding flipped classrooms, making flipped
videos, uploading flipped videos, and creating lessons to assist in assessing student
understanding of flipped videos. The training will also allow for peer communication through
the blogs and the final e-conference. Flipped classrooms can help teachers transform their
learning environment into one that helps fit the 21st
Keywords: STEM, flipped, Blubbr, GoToMeetings, VideoNotes, Camtasia, Storyboarder,
Google Sites, Kuno, Weebly, blogs, e-conference, 21st century
ISD PROJECT FLIPPED CLASSROOM 3
Need Identification
The traditional methods of teaching are becoming extinct. No longer can an educator
stand in front of the classroom lecturing and expect the students to pay attention for 45-90
minutes. Johnstone and Percival (1976) conducted a study spanning over 90 lectures that
is interrupted. In addition, research shows that while students are capable of multitasking,
distractions in school should be monitored closely to reduce the opportunity for partial attention,
the potential reduction of productivity, and decreased cognitive complexity in learning (Toshalis
& Nakkula, 2012). Fortunately, there is a new way to teach that can actively engage students by
providing differentiated instructional opportunities in an environment both the instructors and
students can control. Distance learning is not just for online classes anymore. Flipping a
classroom allows students to obtain information necessary for class while at home, learn at their
own pace, and still be able to collaborate with peers and the teacher through online methods such
as: blogs, screencasts, videos, and e-conferences. According to the North Carolina state
standards, students will be taught using 21st century skills (Public Schools of North Carolina,
2013). Integrating flipped classrooms will allow the state and its educators to achieve this need.
Educators within the Roanoke Rapids Graded School District (RRGSD) have benefited
from forward thinking leaders that have always put technology and professional development as
priorities. However, effective professional development often seems elusive or is poorly
measured. A recent online survey was given to members of the entire district. High school
math, science, and technology teachers indicated that while they are confident in their use of
technology but there are certain key concerns that have not been addressed (see Appendix A for
technology survey data). Teachers expressed a need for time to integrate technology into
ISD PROJECT FLIPPED CLASSROOM 4
curriculum, more effective training to use technology, opportunities to collaborate with
colleagues within the discipline, increased options for professional development in the area of
technology, tools to stay current on new technology trends, and help aligning the implementation
of technology with state standards (Kuchenbrod, 2013). Many teachers listed troubleshooting
problems that occur with technology as the highest in importance yet many felt weak or
inadequate in their level of proficiency. A similar trend was seen with integrating technology
into daily lessons and designing activities that will integrate technology in the classroom.
Classroom observations by technology leaders and administrators have also seen the disconnect
occurring between technology and state standards as well as effective use of the technology.
Goal Statement
The goal of this instructional design project is to train 9-12 grade level Science,
Technology, Engineering, and Mathematics (STEM) educators at RRGSD on how to flip their
classes through a Weebly web-
will use tools such as Camtasia, Storyboarder, GoToMeetings, VideoNotes, Google Sites, and
Blubbr to flip their classroom. They will also use websites such as TeacherTube, SchoolTube,
BozemanScience, and Khan Academy to find pre-made content related videos. This will aid in
accomplishing the goals set forth by the state of North Carolina in providing a classroom where
21st century skills are used by qualified professionals. In addition, the educators at RRGSD
have expressed the need for aligning technology with the state standards while incorporating new
technology trends. Flipping a classroom can help to achieve this demand. Throughout the
Weebly web-based lesson, teachers will learn to describe a flipped classroom, find pre-made
videos, create flipped videos, upload flipped videos for students to view from home, provide a
format for students and teachers to interact about the lesson, and how to create lessons in order to
ISD PROJECT FLIPPED CLASSROOM 5
apply concepts from flipped videos in the classroom. The success of the web-based lesson will
be determined by the knowledge gained from the training shown by the blog comments, videos,
and lessons created.
Task Analysis
F igure 1. Task analysis listing goals and substeps following a Dick, Carey, & Carey model for a
flipped classroom lesson.
Context and L earner Analysis
The RRGSD is located in a rural northeastern part of North Carolina. RRGSD happens
to be one of the 15 remaining public school districts in the state, as the rest of the schools are
county districts (RRGSD, 2013). The district follows closely with its vision statement, that its
ISD PROJECT FLIPPED CLASSROOM 6
approximate student body of 3000 will be ready for the 21st century upon graduation. RRGSD
places a heavy emphasis on effectively utilizing technology in the district and supports the
teachers by offering multiple areas of professional development. Some of the professional
development opportunities offered are: Teaching with Technology, Digital Learning
Environment Initiative, Technology for Enhanced Literacy, Partners with Friday Institute for
Innovative Teaching, Science Technology & Assessment Project for math & science teachers,
and Teachers & Scientists Collaborating for Inquiry (RRGSD, 2013). There are currently 216
teachers employed throughout the district.
STEM teachers at RRGSD that participate in the training will learn how to flip their
classroom through a Weebly web-based lesson. Educators should have motivation and desire to
improve their teaching and grow in their profession. Willingness to spend time, energy, and
commitment with developing a flipped classroom is a necessity and cannot be avoided (Posner &
Rudnitsky, 2006). Teachers who are currently using a teacher-centered approach must be open
and prepared to change their current methods to a student-directed model where the teacher acts
as the facilitator of the classroom. RRGSD is equipped with computer labs, interactive
whiteboards (IWB), and tablets that students are able to take home with them at the end of the
school day. The district has provided enough necessary tools to effectively implement a flipped
classroom. Each teacher at the high school will have access to the technology that is needed to
do this successfully. It is expected that educators will have basic computer operational skills
such as knowing how to access and navigate through Microsoft Office, e-mail, and the World
Wide Web. Teachers should also be familiar and confident using SMART Technologies and the
Kuno tablets. Teachers at RRGSD are proficient in Microsoft Office, email and the internet and
will use these skills throughout the training. Daily communications are made through email
ISD PROJECT FLIPPED CLASSROOM 7
activities that include sharing Microsoft Office documents. The school district encourages the
use of teacher webpages, specifically Google Sites, where all teachers throughout the district are
encouraged to publish their class documents on their webpages.
These prerequisite skills are needed for teachers to maneuver their way easily through the
Weebly web-based lesson. Without having a basic understanding of these technologies listed
above, teachers can become frustrated and overwhelmed. To assess whether or not teachers at
RRGSD meet the prerequisite skills, two different surveys will be used. There will be an online
entry survey at the beginning of the Weebly web-based lesson that will be used to assess their
understanding of flipped classrooms. The results of this survey will be used in addition to the
data already obtained from RRGSD individual survey that was given to STEM teachers. The
RRGSD survey asked teachers to give their feedback on how comfortable they are integrating
technology into their classroom. These two surveys will be used to make decisions on if the
learner is ready to start the training. Participants will also be asked to confirm their attendance at
the training session, at least one week in advance, by filling out the entry survey form on the
Weebly (see Appendix B for Weebly form).
This training on how to flip a classroom, targets both novice teachers, who are ready to
expand upon their technology skills and traditional teachers, who are ready for a change within
their classroom. These teachers will range in age from their early twenties to sixties. To support
and encourage the use of a flipped classroom, the web-based lesson will be fully accessible
online so that teachers are free to work at their own pace at home or at work. The teachers will
be paired in STEM content groups in the training to share ideas but they are encouraged to
develop support groups within their school where they could share ideas and collaborate further
on their experiences. Within the training, teachers will be shown the pre-made resources page
ISD PROJECT FLIPPED CLASSROOM 8
within the Weebly, where they will be able to access flipped lessons made by other participants.
Initially educators will be using this web-based lesson for professional growth. However, it will
not take long before the teachers see the immediate benefits of incorporating this into their
teaching. Teachers who are proficient and comfortable using the technology can immediately
use the information from the web-based lesson and directly apply it to their specific content area,
whether it is science, technology, engineering, or math. Those who are not considered proficient
yet will be encouraged to move through the training again and communicate with the instructor
until proficiency is reached.
Instructional Objectives
The learner will be taken on a learning adventure as they make their way through the
Weebly web-
prepared to start their training. They will then be exposed to introductory resources such as
types of flipped videos that can be made, pre-made flipped videos, and informational websites
that will start them on their journey. The learner will search the Internet to find content specific
pre-made videos that can be reviewed by them for their effectiveness. Next, the participants will
follow the web-based lesson in order to create their own content relevant flipped classroom
video. Upon individual completion of this part of the training, the learner will be able to
collaborate and interact with peers in a group setting as well as in a whole group e-conference.
This will allow the learner to follow-up with their training and create learning experiences with
their coworkers. Instructional objectives have been written in order to ensure success of each
goal stated above. According to Mager (1997), there are three components to writing effective
objectives. Performance, condition, and criterion along with the goal statement and the Dick,
ISD PROJECT FLIPPED CLASSROOM 9
Carey and Carey model have influenced the following instructional objectives (Szapkiw &
Szapkiw, 2010).
Prerequisite Objectives
· Objective 1.1: Given an introduction video to flipped classrooms, the learner will be able to
accurately describe all the components of a flipped classroom.
· Objective 1.2: Given introduction resources to flipped videos and pre-made flipped video
websites, the learner will be able to choose a design of a flipped classroom and identify how it
works.
· Objective 1.3: Given Internet access, the learner will be able to find quality pre-made flipped
videos for their content area.
Sequence of Objectives
· Objective 2.1: Given different flipped classroom designs, the learner will choose what
design best fits their standards and content goals.
· Objective 2.2: Given time to design a content-based idea with individually selected
components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped
classroom video.
· Objective 2.3: Given the use of Camtasia, the learner will capture a flipped content area
video.
· Objective 3.1: Given the use of Google Sites, the learner will successfully post videos for
student and teacher access.
· Objective 3.2: Given the use of Google Sites, the learner will be able to apply
troubleshooting techniques to flipped video complications.
ISD PROJECT FLIPPED CLASSROOM 10
· Objective 4.1: Given the use of Blubbr, the learner will be able to interact with students and
provide guiding questions.
· Objective 4.2: Given the use of VideoNotes, the learner will be able to write effective notes
about the flipped classroom video.
· Objective 4.3: Using the flipped video made during the training, the learner will create
lessons that can be used to assess the effectiveness of the flipped classroom by measuring student
learning.
Follow-through Objectives
· Objective 5.1: After completing the flipped video, the learner will use Google Sites to
interact with peers in their content-based groups.
· Objective 5.2: After completing the flipped video training, the learner will use
GoToMeetings to e-conference with fellow teachers in real time.
Table 1
Assessments Aligned to Each Objective in the F lipped Classroom Lesson
Objective Assessment
Before Training · Entry Survey o Assess prior knowledge
· Objective 1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom. · Objective 1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works.
· Blog questions o Objectives 1.1 & 1.2 § 1.1 - Describe the components of an effective flipped classroom video. § 1.2 - Based on the information provided so far, how does a flipped classroom work?
Objective 1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.
· Student Review o Objective 1.3
ISD PROJECT FLIPPED CLASSROOM 11
§ Review a pre-made flipped video for your content area.
· Objective 2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.
· Blog question o Objective 2.1 § 2.1 - Which flipped classroom best fits your class and why?
· Objective 2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video.
· Storyboard Assignment o Objective 2.2 § Create a storyboard for video on Storyboarder.
· Objective 2.3: Given the use of Camtasia, the learner will capture a flipped content area video. · Objective 3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.
· Video Assignment o Objectives 2.3 & 3.1 § Create a flipped classroom video.
· Objective 3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to flipped video complications. · Objective 4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions. · Objective 4.2: Given the use of VideoNotes, the learner will be able to write effective notes about the flipped classroom video.
· Blog questions o Objective 3.2, 4.1, & 4.2 § 3.2 - State at least two problems that can occur on Google Sites. How would you troubleshoot these problems? § 4.1 What are the pros and cons of using Blubbr to interact with students? § 4.2 Discuss the effectiveness of VideoNotes.
· Objective 4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.
· Creating Lessons Assignment o Objective 4.3 § Create a lesson to go with your flipped classroom video to give to students to assess student understanding.
· Objective 5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in their STEM content groups.
· Blog question o Objective 5.1 § Attendees will participate in blog discussions with classmates within their content-based groups. Critique at least two of your peers flipped classroom videos. State what worthree ideas for improvement.
ISD PROJECT FLIPPED CLASSROOM 12
· Objective 5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time.
· E-conference Assignment o Objective 5.2 § Attendees will participate in an e-conference with the whole training group.
Instructional Strategy
The
instructional strategies as described by Szapkiw and Szapkiw (2010) to include the four key
elements of context sequence and clustering, learning components, student groupings, and
selection of media and delivery systems. Learning components follow a learner-centered
professional development model that has been shown not only to increase teacher perceptions
that their time was used efficiently, but it also left more teachers feeling confident in their ability
to apply new knowledge (Spencer, 2012). Additionally within the learning components,
assessments are beneficial to both the teacher and their students in order to measure
performance. Slavin (2012) says, "If any objective is worth teaching, it is worth testing, and vice
versa" (p. 404). It is also important that the learner is aware of those objectives throughout the
lesson. Therefore, each goal has its own heading tab within the Weebly and each objective has
an individual page that contains informational materials on how to successfully master those
skills.
Throughout the web-based lesson, participants will be required to take part in an entry
survey, assignments, and answer several blog questions. The assignments are designed to test
the knowledge of the participants to guarantee mastery of the skills developed throughout the
lesson. The assignments will include a student review, where the learner will critique a pre-
made flipped classroom content relevant video; a storyboard assignment, where the learner will
storyboard their video to plan out all necessary components; a video assignment, where the
ISD PROJECT FLIPPED CLASSROOM 13
learner will create their own flipped classroom video; create a lesson assignment, where the
learner will choose a lesson to supplement their video for their in class portion; and an e-
conference assignment, where the learner will meet with all of the participants to discuss the
training as well as resources that they found helpful. Blog questions will be embedded
throughout the training in order to assess student learning and provide time for reflection
throughout (see Appendix C for screenshot of blog questions). Questions will refer to
components of an effective flipped lesson, types of flipped classrooms, identifying the best-fit
flipped classroom, how to troubleshoot a video problem, effectiveness of VideoNotes, and blog
responses/critiques to fellow participants videos. The blog as well as the assignments will be
assessed based on a rubric format (see Appendix D for rubrics). All participants must achieve at
order for the training to be deemed completed.
Pre-instructional Activities
Prior to arriving in the instructional session, attendees will complete a survey as part of
e at
http://flippedclassroomisd.weebly.com. The learner will watch a brief introductory pre-made
video that provides a brief overview of what a flipped classroom entails. The video will include
basic course design for a flipped environment, its benefits, and suggestions. Learners will then
be directed to move on to explore the rest of the lesson starting with the introductory page that
focus on different design models, considerations provided by both teacher and student
perspectives, and pre-made resources.
ISD PROJECT FLIPPED CLASSROOM 14
Content Sequence and C luster Objectives
Learners that participate in a Weebly web-based lesson are educators that range in both
content and technology expertise from novice to experienced. Therefore, material is scaffolded
in a way that allows those with a higher comfort level to progress quickly through the lesson,
while others that may require more guidance are afforded the opportunity to take their time.
Attendees have the basic technology skills of internet use, researching, and word processing.
Additionally, learners are expected to be familiar with Google Sites, which is currently used in
the district. Regardless of how quickly an individual can progress, the sequence of progression
through the four main objectives will be kept consistent. Each learner will navigate through the
tabs beginning with the introduction, proceeding to create a video, next upload a video, creating
lessons, and finish by collaborating with their peers.
Introduction. Upon arrival, attendees will be completing a four-hour training as a group.
During that time, they will receive an instructional handout to use as a reference throughout the
lesson (see Appendix E for handout). Participants will be introduced to instructors who will
provide a quick synopsis of the goals of the lesson and expectations for results. Housekeeping
details such as renewal credit sign off sheets, internet key access, and technology login
troubleshooting will also be addressed. Learners will be given directions on how to access the
website and navigate through the tabs. Learners will also be directed to the timetable within the
Weebly to inform the learner about expectations and pacing (see Appendix F for a screenshot of
the Weebly timetable). Once the learner is ready, they will begin through the Introduction tab
that contains the pre-instructional activities for a flipped classroom.
C reate a video. Next, the learner will use the information gathered in the introduction to
decide upon a type that would be most appropriate for their individual teaching needs. During
ISD PROJECT FLIPPED CLASSROOM 15
this portion of the training, the learner will be working independently. Attendees will design a
content specific video that can be incorporated into a future lesson. Appropriate components
should be chosen based on personal preference and design. After decisions about the video have
been made, the learner will use Storyboarder to visually map the sequence of filming as well as
define what will be necessary to develop or compile prior to filming. Learners will either log
into or create their Camtasia account. Once they sign in, if they are not familiar with the
website, they will watch the Getting Started with Camtasia video provided upon the first login.
Following the storyboard model, learners will construct a complete video of their flipped content
area. Practice will entail creating this video and future videos.
Uploading video. Each learner will use their current Google Teacher site to post videos
for public use. Videos will be made available to fellow teachers, students, and parents.
Participants will navigate through a tutorial that demonstrates how to post the flipped video using
a URL or embedded code. Learners will then practice loading the video into their own webpage.
Instructors will demonstrate common troubleshooting techniques when incorporating videos
within a website and for common flipped video complications. Additionally, instructors will
show participants how to navigate through the help guides and tutorial video links provided
throughout the training.
C reating lessons. Once a video is completed, learners will use both the lesson blog and
their personal Google Sites to collaborate and share ideas. Attendees will be grouped according
to their specific content area to provide constructive content feedback in addition to peer
with the capabilities and potential of the app that allows individuals to take notes in a dual screen
while the video is playing. The learner will then be able to teach students how to use the note-
ISD PROJECT FLIPPED CLASSROOM 16
taking app. Blubbr will also be introduced as a web 2.0 tools that allows students to watch a
flipped video and answer teacher made questions that are embedded within the video. In order to
ensure proper implementation of a flipped video as an educational technique, learners will create
lessons to incorporate the flipped videos that were created. Within the lesson, assessment of
student learning will need to be done to ensure the effectiveness of the flipped format.
E-conference. Finally, the learners will come together to collaborate. A final
presentation of the video will be done in real time with a whole group e-conference to allow for
collaboration across the various STEM curricula. This collaborative networking will potentially
lead to additional resources and hopefully inspire others.
Student G rouping
During the initial pre-instructional phase of the Weebly web-based lesson, participants
will begin working individually while viewing the introductory video, describing flipped
components, identifying how flipped design works, and researching pre-made flipped videos.
Additionally, learners will continue to focus on individual design needs, how to storyboard,
creating screencasts, as well as posting and troubleshooting videos. Once the initial phase of
preparation is complete, attendees will be clustered based on specific content area within the
STEM framework. Specific STEM content groups will work collaboratively to share ideas
within the group while learning how to utilize the flipped media tools, and evaluating the
effectiveness of instruction. A final grouping will bring all content areas together for a whole
group cluster to share flipped videos and participate in real time collaboration. Allowing cross-
curricular collective sharing of resources is a valuable tool to extend professional collaboration
beyond the lesson and into daily use.
ISD PROJECT FLIPPED CLASSROOM 17
Assessment
Pre-assessment. Participants attending the training will be asked to complete an online
survey at least one week before the start date of the session. Users will be sent a link to their
email where they will be asked to complete the survey. This form will serve two different
purposes, one to confirm their attendance at the training, and secondly, to assess what
participants already know about a flipped classroom (see Appendix B for Weebly form). The
online entry survey takes into effect the considerations of an efficient survey, which are
mentioned through the work of Farenga, Joyce, and Daniel (2010). To name a few of the
considerations one is to make sure participation is anonymous, use short words and sentences
when creating questions and answer choices, and leave adequate space when users have to write
their answers out. Couper, Traugott, and Lamias (2001) report that it is important for the
participants to know their progress so that they do not lose motivation when completing surveys.
This survey is composed of five short questions that will allow the instructors to evaluate areas
of strength, in order to maximize instructional time on new resources that can be implemented
into a flipped classroom.
Practice assessment. Learners will be assessed throughout the session on various
components of flipping a classroom including how to properly locate pre-made videos and using
a downloadable screencasting software program such as Camtasia. Throughout the online
training, cues will be used in order to inform the learner that assignments should be turned in
(see Appendix G for cues). When content specific STEM content groups meet they will be
encouraged to work with programs such as Blubbr, VideoNotes, Google Sites, and
GoToMeetings. Participants will be evaluated on whether or not they can use the programs
effectively. Working in content specific areas will allow the users to bounce ideas back and
ISD PROJECT FLIPPED CLASSROOM 18
forth between one another when creating videos, screencasts, and/or forms for their flipped
classroom. Teachers of the same subject specific courses at RRGSD may even be advised to
work together to share the workload of flipping their classrooms.
Components for the video along with storyboarding will be evident within the learners
completed recording(s). When STEM teachers are uploading files to their Google Site, they may
encounter problems. Learners will successfully know how to troubleshoot and resolve problems
by following the link on the Weebly for supplemental information. After attendees have worked
individually as well as within the STEM content groups, they should have a solid understanding
knowledge that they gained throughout the course.
F inal assessment. The final assessm
lesson. Whole group e-
with all participants of the STEM web-based lesson. One major benefit and motivational piece
of having the attendees share with the entire group, is that they will hopefully inspire one another
with their videos as well inadvertently share additional resources within their lesson.
Participants will be assessed on attendance and participation.
F eedback . After STEM participants are assessed, it is crucial that instructors give the
STEM teachers feedback. All comments will be provided in a timely manner and will be as
specific as possible (Slavin, 2012). The training instructors will have all rubrics posted on their
website, which will be easily accessible for the participants. Horton (2012) stressed that
continual feedback is given throughout the lesson, which will reinforce the learners that they are
succeeding. Both instructor and peer feedback will be incorporated throughout the lesson. Peers
-
ISD PROJECT FLIPPED CLASSROOM 19
conference is completed, the instructors will post the completed rubrics to Google docs where
participants can view their individual score. They can provide peer feedback via Google Sites
and GoToMeetings.
Follow-through Activities
Participants will be able to continuously refer back to the resources, blogs, and all flipped
videos either pre-made or designed during the training. Some of the tutorials that might need
reviewed several times depending on participant level are how to create a video and how to
upload videos to Google Sites. The STEM content specific educators will also have access to a
forum where continuous collaboration can take place both during and after the training session.
T imetable
The in-class portion of the training will be four hours total in length. During this time the
learner will identify the types of flipped classrooms, find pre-made videos for their content area,
critique those videos, decide what type of flipped video they want to create, and storyboard out
their ideas. The next portion of the training will be last for two weeks. During this time, the
participant will have time to create videos, reflect on their practices, upload videos, create
one-hour e-conference. All participants will present their video and answer questions.
Prerequisite objectives. The time will vary by each individual, as they must complete
the survey before the training session. All surveys must be completed at least one week before
the training for attendance purposes. Another varying factor is the amount of time it will take
viewers 15-20 minutes to go through the information on the introduction tab.
ISD PROJECT FLIPPED CLASSROOM 20
Sequencing objectives. Objectives 2.3 and 3.1 will require one week to accomplish,
since participants will be creating a content specific video lesson and uploading it to their Google
Site. Maximum estimated time to complete Objectives 3.2, 4.1, and 4.2 is approximately one
hour. This allows the learner to troubleshoot any issues they have and well as reflect on the use
of the tools Blubbr and VideoNotes. Objective 4.3 will approximately take another week so that
participants can make lessons to go along with their videos.
Follow-Through objectives. The last two objectives will approximately take 2 hours to
complete. Learners will then have to share the link to their site, where all STEM teachers can
have access t
-made flipped
videos. For approximately one hour, the learner will critique the videos made by their STEM
content group peers. Objective 5.2 will also approximately take one hour and will be assessed
after the learner has been given two weeks to complete the flipped video and lessons. The
instructors will hold one e-conference for the entire class to present their videos and collaborate
as a whole.
ISD PROJECT FLIPPED CLASSROOM 21
F igure 2. Flowchart representing the activities, media used, and assessments throughout the
lesson.
Media Selection
Tools Used to C reate T raining
W eebly. Weebly will be used for the actual training. Users themselves will not develop
a Weebly in this course but are welcome to use this as an alternative to Google Sites when
presenting their flipped classroom. Weebly works for Windows, Linux, and Mac OS operating
systems. Sup
Firefox. Flash plugin may be needed in order to upload files and videos and will need to be
installed for full use. Files being uploaded on the free user account cannot exceed a maximum of
ISD PROJECT FLIPPED CLASSROOM 22
10 MB apiece; however, there is unlimited storage and bandwidth associated with this program.
Due to the user friendly drop and drag formatting the user does not need to have HTML or
JavaScript programming skills. Websites designed on Weebly can be simple or complex
learning. The skills that will be needed during the training by the participants will be simple
website navigation skills (Weebly, 2013).
Google+Hangouts. Google+ Hangouts is a program by Google+ that allows for social
networking. Supported browsers for Hangouts are Google Chrome, Microsoft Internet Explorer,
Mozilla Firefox, and Safari. The operating systems required are Mac OS X, Windows, Windows
Vista, Windows XP, Chrome, Ubuntu, and other Debian based Linux distributions. Bandwidth
suggestions for Hangouts are 1 mbps/1mbps for a 1:1 connection and a 1 mbps/2 mbps for a
group connection. Processor requirements are a 2 GHz Dual Core Processor or greater of any
kind. Hangouts are also available as an application on iPads and Tablets. On the computer
Hangouts is downloaded as a plugin for Google +. However, webcams and microphones are not
required to use the program itself they will be needed for this training experience. Participants
will need to know how to both start and join a Google Hangout. They will also need to be able
to utilize the screen sharing and recording functions available. Skills will be developed through
the experience of working with the program as well as following the instructions given in the
training (Google, 2013f).
Tools Used by Participants
Google Sites. Teachers at RRGSD attending the training will already have accounts on
Google Sites. Users will be using their Google Site to present their flipped classroom. Google
Sites supports a variety of information that can be embedded into the website such as videos,
ISD PROJECT FLIPPED CLASSROOM 23
slide shows, presentations, attachments, calendars where the site owner can control who has
access to viewing their site as well as who can edit the site (Google, 2013c). Creating a Google
Site can happen in six easy steps, and with premade and custom templates, users can control how
their website is setup (Google, 2013b). Editing is a breeze as no programming skills are
required. Google Sites supports Windows (i.e., XP, Vista, 7, 8), Mac (i.e., OSX 10.6 or later),
and Linux (i.e., Ubuntu 12.04+, Debian 7+, Open SuSE 12.2+, Fedora Linux 17; Google,
2013a). Supported browsers are Chrome, Internet Explorer, Firefox, and Safari, where all
browsers must support JavaScript and cookies for the application to run successfully (Google,
2013e). The maximum attachment size allotted is 20MB, and the site quota is 100MB per
website (Google, 2013d). Documents that are embedded, such as Google documents are not
towards the storage quota. Lastly, there is no limit to how many pages are created in each site.
Teachers at RRGSD will already be familiar with the basic layout of Google Sites. During this
training, the instructors will show the participants how to troubleshoot errors when uploading
files into their Google website.
Pre-made Resources. SchoolTube, YouTube, TeacherTube, Khan Academy, and
BozemanScience provide students and educators with safe and free media sharing websites.
They are simple to use and can be used to access other resources for help. These websites are
free and allow for teachers to make different class projects including digital storytelling, videos,
and flipped classroom videos that are approved for the classroom. They also provide the teacher
a database of already made videos posted by others that can be utilized. Users also have the
option to upload and view documentaries, photos, and audio files. All media is organized into
additional categories such as: featured, recently added, most viewed, most discussed, top-rated,
ISD PROJECT FLIPPED CLASSROOM 24
and most favored (SchoolTube TeacherTube, 2010). Overall, these pre-made resources are easy
to use and highly recommended sites for educators and students to get help with a needed skill or
for teachers to gain insight on videos they would like to create.
Storyboarder . Storyboarder is an Android application available through Google Play.
This application will be used for instructors to plan their flipped classroom lessons prior to
delving into the actual video making process. It will help to track what content and media the
teacher wants to include in their lesson. Google Play designs this application to be ready to be
downloaded on any Android devices 2.2 and up. This application is not available on Windows
or IOS operating systems. Storyboarder is free of charge and is 1.2 M in size. The site was
updated last on May 30, 2012. Since the participant will develop their own Storyboarder, some
skills needed are the ability to take photos and type. The participant will also need a place to
upload their finished storyboard when it is completed and in a PDF format (Storyboarder, 2012).
Camtasia. Camtasia is a video recorder that lets you capture screen shots through a
cursor, pop-up window, or by typing. Once recorded it will be stored on the AVI file for later
retrieval. Once the videos are recorded, the user is able to edit, trim, and add transitions.
Camtasia uses a storyboard to help with the production of the video. The user also has
capabilities of audio on the v There are
multiple special effects available, such as highlighting the mouse pointer, zooming in on a
It is wise to have the script
ready before starting the video to save some time having to edit and re-record. Users should take
into concern the video quality if choosing to record in a noisy place, as the video will catch
almost every sound. Lastly, participants should be able to stream their video over the internet so
others can view it. By using QuickTime or RealMedia modems and higher resolution systems, it
ISD PROJECT FLIPPED CLASSROOM 25
will make it easier to download onto the internet. One of the downfalls of Camtasia is that it is
ia is a high functional screen capturing software program
that is very effective and easy to use.
Blubbr . Blubbr is a website that allows users to play and create trivia videos (Blubbr,
2012). There are different categories to choose from, however, the primary purpose for using
this site is for educational purposes. Attendees will use Blubbr to create a video trivia to
incorporate into an interactive review as part of flipping their classroom. Blubbr also allows
users to challenge their friends on social media networks such as Facebook, Twitter, and
Google+ (Blubbr, 2012). Users can create their video trivia using a computer, tablet, or other
devices that connect to high-speed internet. Skills needed to create a trivia videos on Blubbr are
basic searching and typing skills. To create the video users give it a title, search for clips on
YouTube or copy and paste a direct link from YouTube, and then type the trivia question with
four possible choices to choose from. Multiple video files can be added and each clip can be a
maximum of 20 seconds. After the short clip is viewed then the trivia question will appear and
the player has 20 seconds to answer the question. When creating a trivia video there must be a
minimum of five questions. Before the video will publish, Blubbr will ask the user to assign it to
a category and then add tags, so that the video can easily be searched. The video will be
accessible to the public and it can be shared through various social media sites, embedded in a
website, or it can be shared directly with a link.
VideoNotes. VideoNotes is a Google Drive app that allows students to take notes while
viewing a video on the same screen. Learners will use VideoNotes as an instructional tool with
their flipped videos and teach their students how to use it. The Google app allows individuals to
save notes and share the notes with others using similar permissions as other Google apps
ISD PROJECT FLIPPED CLASSROOM 26
(Byrne, 2013). Learners will need to use their Google email account that is provided within the
district. High-speed internet access will be necessary in order to properly view the videos.
VideoNotes works well with Coursera, Udacity, edX, Khan Academy, and YouTube video
formats (VideoNot.es, 2013). Google Chrome will be the recommended browser, however,
Firefox and Internet Explorer will work. Learners will create notes within the app and then
respond and reflect in a blog about the appropriate use of the tool within a lesson. The skills
learners need include being familiar with how to install the app within the drive and then access
the app after installation. They will also need to have reasonable typing skills and know how to
access videos. These skills will be reinforced during use within the lesson.
GoToMeetings. During the final e-conference, learners will use the web conferencing
tool GoToMeetings. GoToMeetings can be used with a computer, iPad, iPhone or Android
device, and apps are available for each device (Citrix, 2013). It uses HDFaces for video
conferencing. Up to 25 participants can meet at the same time with up to six video streams and a
shared desktop on the same screen. Most HD-capable webcams can be used, and it will adjust
automatically to the bandwidth and hardware resources available (Citrix, 2013). Learners will
need to have access to high-speed internet, a webcam, and audio capabilities. Skills needed are
the ability to use a webcam, share a desktop, and manipulate audio and video settings. During
the lesson, individuals will be shown how to download the tool and log in to a future meeting.
Learners will gain experience using the e-conference tool during the actual meeting.
ISD PROJECT FLIPPED CLASSROOM 27
References
Blubbr. (2012). About us. Blubbr.tv. Retrieved from
https://www.blubbr.tv/about.php#.Uj21bmTwKGg
Byrne, R. (2013). VideoNotes A great tool for taking notes while watching academic videos. In
F ree Technology for Teachers. Retrieved from
http://www.freetech4teachers.com/2013/04/videonotes-great-tool-for-taking-notes.html#.
Uj0Nm8Zwrwk
Citrix Online, LLC. (2013). GoToMeeting Features. Retrieved from
http://www.gotomeeting.com/online/meeting/online-collaboration
Couper, M. P., Traugott, M. W., & Lamias, M. J. (2001). Web survey and design and
administration. The Public Opinion Quarterly, 65 (2), 230-253. Retrieved from
http://www.jstor.org/stable/3078803
Farenga, S., Joyce, B. A., & Ness, D. (2010). Investing green: Creating surveys to answer
questions. Science Scope, 33(7). 12-16. Retrieved from
http://search.proquest.com/docview/226062189?accountid=12085
Google. (2013a). Chrome system requirements. Support.google.com. Retrieved from
https://support.google.com/chrome/answer/95411?hl=en&ref_topic=14660
Google. (2013b). Create a site. Support.google.com. Retrieved from
https://support.google.com/sites/answer/153197?hl=en&ref_topic=23216
Google. (2013c). Sign up. Support.google.com. Retrieved from
https://support.google.com/sites/answer/153098?hl=en&ref_topic=23216
Google. (2013d). Storage and file limits. Support.google.com. Retrieved from
https://support.google.com/sites/answer/96770?hl=en
ISD PROJECT FLIPPED CLASSROOM 28
Google. (2013e). Supported browsers. Support.google.com. Retrieved from
http://support.google.com/a/bin/answer.py?hl=en&answer=33864
Google (2013f). Google hangouts. Support.google.com. Retrieved from
https://support.google.com/plus/answer/1216376?hl=en
Horton, W. (2011). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer
Johnstone, A. H., & Percival, F. (1976). Attention breaks in lecture. Education in Chemistry, 13,
49-50.
Kuchenbrod, M. (2013). 2013 technology survey. [Data spreadsheet]. Available from
https://docs.google.com/a/rrgsd.org/spreadsheet/ccc?key=0AqJA_g_
KAb5WdHlacUVJTU1feVc2M2hEd3pGRHF0ZEE#gid=0
Larson, H. J. (2002). Camtasia. T + D , 56(9), 72-73. Retrieved from
http://search.proquest.com/docview/227007468?accountid=12085
Mager, R.F. (1997). Preparing instructional objectives. (2rd ed.). Belmont, CA: David S. Lake.
Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development
for teachers (7th ed.). Boston: Pearson Education.
Public Schools of North Carolina. (2013). Mission statement. Retrieved from
http://www.ncpublicschools.org/organization/mission/
Roanoke Rapids Graded School District (RRGSD). (2013). About us. Roanoke Rapids Graded
School District. Retrieved from http://www.rrgsd.org/home.aspx
SchoolTube TeacherTube. (2010, Mar). Teach, 16, 9. Retrieved from
http://search.proquest.com/docview/338473870?accountid=12085
Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY:
Pearson.
ISD PROJECT FLIPPED CLASSROOM 29
Storyboarder. (2012). Google play storyboarder. Retrieved from
https://play.google.com/store/apps/details?id=com.mjp.storyboarder&hl=en
Szapkiw, A. & Szapkiw, M. (2010). Module 4: Design (P3: Instructional Strategy)[pdf].
Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/
module-4-3/Module_4_Instructor_notes_part3%28PDF%29.pdf
Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. The
Education Digest, 78(1), 29-35. Retrieved from
http://search.proquest.com/docview/1039300585?accountid=12085
VideoNot.es. (2013). Features. Retrieved from http://www.videonot.es/
Weebly (2013). About weebly. Retrieved from http://www.weebly.com/about/
ISD PROJECT FLIPPED CLASSROOM 30
Appendix A
Graphic representation of Technology Survey Data taken May 2013 in Roanoke Rapids Graded School District (Kuchenbrod, 2013). The data is narrowed down from the entire faculty to just Math, Science, and Technology teachers.
F igure A1. Percentage of math, science, and technology teachers indicating adequate proficiency or better in technology use
ISD PROJECT FLIPPED CLASSROOM 31
F igure A2. Percentage of math, science, and technology teachers indicating average to necessary need for technology assistance.
ISD PROJECT FLIPPED CLASSROOM 32
Appendix B
F igure B1 Screenshot of the entry survey questions found within the introduction page of the Weebly.
ISD PROJECT FLIPPED CLASSROOM 33
Appendix C
F igure C1. Screenshot of blog questions asked in each objective throughout the flipped classroom lesson.
ISD PROJECT FLIPPED CLASSROOM 34
Appendix D
Rubrics for each of the assessments given within the Flipped Classroom lesson.
Table D1
Blog Rubric
Blog Questions Mastery 100%
Proficient 85%
Needs Improvement below 85%
Initial Blog Initial blog is 200 words and on time.
Initial blog 150 words and on time.
Initial blog less than 100 words and not on time.
Response Responded to 2 classmates with at least 100 words.
Responded to 1 classmate with at least 100 words.
No response done.
Topic Topic of blog was clearly addressed with a unique response.
Topic of blog was not clearly addressed but response was unique.
Topic of blog was not addressed and/or response was not unique.
APA, Spelling, & Grammar
Proper APA style writing and no spelling or grammatical mistakes.
Proper APA style writing with 1-3 spelling or grammatical errors.
APA style of writing was not used and/or several spelling and/or grammatical errors.
Netiquette Participant is respectful in all posts.
Participants make one error when responding to blog topics.
Participant is disrespectful throughout the blogs.
Content
Fully answers the blog question.
Somewhat answers the blog question. blog question at all.
ISD PROJECT FLIPPED CLASSROOM 35
Table D2
Student Review Assignment Rubric
Student Review Mastery 100%
Proficient 85%
Needs Improvement below 85%
Student input Pre-made video for the can be watched and for the desired content area.
Pre-made video. Is not for the desired content area.
No video. Not for content area.
Writing format APA with 250 words, answers all question listed.
APA with 200 words, answers some questions.
APA with less than 200 words, no questions addressed.
On Time Turned in timely matter.
Turned in a day late. Turned in two days late.
Content Relevant Focus on questions and organized.
Focus on questions, some parts not organized.
Not on subject, no organization.
ISD PROJECT FLIPPED CLASSROOM 36
Table D3
Storyboard Assignment Rubric
Storyboard Assignment Mastery 100%
Proficient 85%
Needs Improvement below 85%
Clarity and Neatness
100% of the storyboard is easy to read and components of lesson are so clearly written.
75% of the storyboard is easy to read and components of the lesson are clearly written.
Storyboard is hard to read and one cannot tell what goes where.
Length 10 images. 9-8 images. <7 images.
Captions. All 10 images had captions.
1-2 images were missing captions.
More than 2 images were missing captions.
Flow Storyboard flows without any problems.
Storyboard is at least 80% in order.
Storyboard does not flow at all.
Spelling & Grammar
No spelling or grammatical mistakes on a storyboard with lots of text.
1-3 spelling or grammatical errors on the storyboard.
Several spelling and/or grammatical errors on the storyboard.
On time Turned in on a timely matter.
Turned in a day late. Turned in two days late.
Content relevant Focus on the assignment.
Focus is a little off the subject.
Focus is not on content.
ISD PROJECT FLIPPED CLASSROOM 37
Table D4
Video Assignment Rubric
Video Mastery 100%
Proficient 85%
Needs Improvement below 85%
Video Length Video is 15-20 minutes long.
Video is only 14-11 minutes long.
Video is 10 minutes or less.
Content Relevant Outline of lesson plan is present and submitted on time.
Outline of lesson plan is not complete, or is late.
Outline of lesson plan is not complete and is late, or is not present.
Closed Captioning Closed captioning was available and timed properly to video.
Closed captioning was present but not available the whole time or timing was off.
Closed captioning not available.
Video Video is clear and engaging.
A problem with parts of video not working correctly.
The video does not work when you click on play button.
Audio Audio is clear, no slurred or stop parts.
A problem with parts of audio not working correctly.
The audio does not work, no sound at all.
Uploaded Links Link is working and no technical errors.
Link work, but has a technical error.
Link does not work, technical error.
Submission Assignment was turned in on time.
Assignment was a day late.
Assignment was more than a day late.
ISD PROJECT FLIPPED CLASSROOM 38
Table D5
Create a Lesson Assignment Rubric
Create a Lesson Mastery 100%
Proficient 85%
Needs Improvement below 85%
Quantity Had all 3 lessons created for the flipped video.
Had only 2 lessons created for the flipped video.
Had only 1 or no lessons created for the flipped video.
Lessons Lesson is easy to follow with the video.
Lesson is a little hard to follow with the video.
Lesson is hard to follow and no video to help guide the students.
Assessments All 3 lessons included assessments.
Only 2 lessons included assessments.
Only 1 lesson included assessments.
Measures content The lesson is 3/3 lessons were directly related to the content of the flipped video.
The lesson is 2/3 lessons were directly related to the content of the flipped video.
The lesson is 1/3 lessons were directly related to the content of the flipped video.
Student Friendly All students could easily understand the assignment and complete it using the flipped video.
75% of students could easily understand the assignment and complete it using the flipped video.
No students could easily understand the assignment and complete it using the flipped video.
Submission Assignment was turned in on time.
Assignment was a day late.
Assignment was more than a day late.
ISD PROJECT FLIPPED CLASSROOM 39
Table D6
E-conference Assignment Rubric
E-conference Mastery 100%
Proficient 85%
Needs Improvement below 85%
Attendance Was on time and stayed for the full time of the presentation.
Late or stayed for 75% of presentation.
No show or stayed for >75% of presentation.
Participation Engaged in presentation, asked questions and sharing information.
Engaged in some of the presentation and sharing information.
Little or no engagement, asked no questions, shared no information.
ISD PROJECT FLIPPED CLASSROOM 40
Appendix E
Instructional handout provided to each participant in the lesson. Gives overview of information and basic navigation through each component of the lesson. Provides overview of task expectations.
How to F lip Your C lass - Instructional Handout
Welcome to the Flipped Classroom! Throughout the lesson, you will learn how to
describe a flipped classroom
find pre-made videos create flipped videos upload flipped videos for
students
provide a format for student and teacher interactions
how to create lessons to apply concepts of the flipped classroom
Throughout the lesson, you will: read through pages; watch instructional videos and tutorials; reflect on modules through a blog post; submit assignments of artifacts; share information with content groups; and collaborate as a whole group via web conferencing. Navigation through the lesson is easy. Tabs can be found at the top of the page for all components of the lesson making each individual page easily accessible. Buttons to move forward and backward are at the bottom of each page to allow you to move through the lesson in sequence. Buttons for blogs and assignments are positioned within the pages as well as links to the rubrics and instructions.
ISD PROJECT FLIPPED CLASSROOM 41
Links to individual assignment instructions, blog questions, rubrics and a timetable are available
Training: 4 hours Objectives 1.1, 1.2, 1.3, 2.1, 2.2
Individual: 2 weeks Objectives 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1
E-conference: 1 hour Objective 5.2
*
Once you have signed in and logged on to the internet, go to http://flippedclassroomisd.weebly.com/index.html .
Confirm your attendance, take the survey, and watch the brief introductory video.
Follow the navigational button to the next section.
You will continue through each objective by following the buttons at the bottom of each page or selecting the next objective from the drop down tab at the top of the
page.
ISD PROJECT FLIPPED CLASSROOM 42
Goal 1
*
Goal 1 focuses on the components that make up a flipped classroom, teacher and student perspectives, and pre-made resources. Read through each page. Follow the links, watch the videos, and explore the resources. Be sure to complete the required tasks as you go. Tasks to be completed:
Objective 1.1 Blog: Describe the components of an effective flipped classroom video. Objective 1.2 Blog: Based on the information provided so far, how does a flipped
classroom work? Objective 1.3 Assignment: Student Review
Goal 2
*
Goal 2 explores what components should be included in a flipped classroom video, how to storyboard you video, and how to record a flipped classroom video. Read through each page. Follow the links and complete the required tasks. Tasks to be completed:
Objective 2.1 Blog: Which flipped classroom best fits your class and why? Objective 2.2 Assignment: Storyboarder Objective 2.3 Assignment: Video
Goal 3 *
Goal 3 helps show how to upload videos to Google Sites and how to troubleshoot potential issues with Google Sites. Read through each page. Follow the links, watch the videos, and complete the required tasks. Tasks to be completed:
ISD PROJECT FLIPPED CLASSROOM 43
Objective 3.1 Assignment: Uploading Video Objective 3.2 Blog: State at least two problems that can occur on Google Sites. How
would you troubleshoot these problems? How would you troubleshoot this problem?
Goal 4
*
The focus of goal 4 is the tools that can help create a lesson. Blubbr, VideoNotes, and assessments for students are introduced. Read through each page. Follow the links, watch the videos, and complete the required tasks. Tasks to be completed
Objective 4.1 Blog: What are the pros and cons of using Blubbr to interact with students? Objective 4.2 Blog: Discuss the effectiveness of VideoNotes. Objective 4.3 Assignment: Creating Lessons
Goal 5
*
Goal 5 allows individuals to critique peer made flipped videos and participate in an e-conference to discuss the understanding of flipped classroom videos. Objective 5 will require a link to a Google Site towards the end of training. Links to each Google Site will be made available to all participants. An e-conference will be set up via GoToMeetings. Be sure to read through the information at the bottom of Objective 5.2 to acquaint yourself with this tool prior to the e-conference date. Details of actual meeting times and requirements will be posted at a later date. Tasks to be completed
Objective 5.1: Blog: Critique at least two of your peers flipped classroom videos. State
Objective 5.2 Assignment: E-conference
ISD PROJECT FLIPPED CLASSROOM 44
Appendix F
F igure F1 Screenshot of the timetable screen to help learners understand pacing and expectations throughout the lesson.
ISD PROJECT FLIPPED CLASSROOM 45
Appendix G Cues for the Weebly web-based lesson to let the learner know when they come across important information or need to complete an assignment as part of their training.
F igure I1 Example of cue to inform learner that a blog assignment needs to be completed before proceeding.
F igure I2 Example of cue to inform learner that an assignment needs to be completed before proceeding.
ISD PROJECT FLIPPED CLASSROOM 46
Appendix H
Lesson Planning Matrix Goal: Throughout the Web-based lesson, teachers will learn to describe a flipped classroom, find pre-made videos, create flipped video lessons, upload flipped videos for students to view from home, provide a format for students and teachers to interact about the lesson, and how to create lessons in order to apply concepts from flipped videos in the classroom.
Objectives Assessments Activities Instructional Content/ M aterials
Readings Student Participation
M edia Selection
T ime A llotment
1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom.
Blog question § 1.1 - Describe the components of an effective lesson.
Formative Introductory Videos
Rubric & Teacher responses
Individual/ STEM Content Group
Google Sites
20 mins
1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works.
Blog question § 1.2 - Choose two types of flipped classrooms and compare and contrast them.
Formative Introductory Resources
Rubric & Teacher responses
Individual/ STEM Content Group
Google Sites
20 mins
1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.
Student Review § Review a pre-made flipped video for your content area.
Summative Internet Rubric
Individual Google Sites
1 hour
ISD PROJECT FLIPPED CLASSROOM 47
2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.
Blog question § 2.1 - Which flipped classroom best fits your class and why?
Formative Flipped Classroom Types Website
Rubric & Teacher responses
Individual/ STEM Content Group
Google Sites
20 mins
2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video.
Storyboard Assignment § Create a storyboard for video on Storyboarder.
Formative Storyboarder instructions
Rubric Individual Storyboarder
2 hours
2.3: Given the use of Camtasia, the learner will capture a flipped content area video.
Video Assignment § Create a flipped classroom video.
Summative Video Instructions
Rubric Individual Camtasia 1 week (same week as 3.1)
3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.
Video Assignment § Create a flipped classroom video.
Summative Video Instructions
Rubric Individual Google Sites
1 week (same week as 2.3)
3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to
Blog question § 3.2 - (Given a scenario) How would you troubleshoot this problem?
Formative Google Sites Scenario
Rubric & Teacher responses
Individual/ STEM Content Group
Google Sites
20 mins
ISD PROJECT FLIPPED CLASSROOM 48
flipped video complications.
4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions.
Blog question § 4.1 Ask about the pros and cons of using Blubbr to interact with students.
Formative Blubbr Instructions
Rubric & Teacher responses
Individual/ STEM Content Group
Google Sites/ Blubbr
20 mins
4.2: Given the use of VideoNotes, the learner will be able to write effective notes and about the flipped classroom video.
Blog question § 4.2 Ask the learner to discuss the effectiveness of VideoNotes.
Formative VideoNotes Instructions
Rubric & Teacher responses
Individual/ STEM Content Group
Google Sites/ VideoNotes
20 mins
4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.
Creating Lessons Assignment § Create a lesson to go with your flipped classroom video to give to students to assess student understanding.
Summative Creating Lessons Instructions
Rubric Individual Learner chosen media tools
1 week
5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in
Blog question § Attendees will participate blog discussions with classmates within their content-based groups.
Formative Google Sites Instructions
Rubric STEM Content Group
Google Sites
1 hour
ISD PROJECT FLIPPED CLASSROOM 49
their STEM content groups.
5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time.
E-conference Assignment § Attendees will participate in an e-conference with the whole training group.
Summative E-conference attendance Instructions
Participation
Whole Group GoToMeetings
1 hour
F igure I1. Instructional design project flipped classroom lesson planning matrix.