Adjusted Instructional Design Document

8/9/2019 Adjusted Instructional Design Document

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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 website 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 website 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


&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


/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


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


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


&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


17/26

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"


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=


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=


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, #//-#/"


23/26

&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


24/26

(

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


25/26

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 firsthand 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


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

Adjusted Instructional Design Document

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