Lesson Planning: For the
What is a flipped classroom?
Pedagogical model in which the typical lecture and homework
elements are reversed
Short video lectures (5-7 minutes) are viewed by students at home
In-class time is devoted to exercises, projects, or discussion
Video lectures = key ingredient
Created by instructor, or
Selected from an online repository (e.g., Kahn Academy, TED-Ed)
Key = repurposing of class time into a workshop – teachers
become coaches or advisors – encouraging individual inquiry
and collaborative effort
Why is it significant?
In traditional lecture – students trying to capture what is being
said – at the instant the speaker says it. Flipped classrooms…
Under the control of the student
Can be stopped and reflected upon content
Value to students with accessibility concerns – especially where
captions are provided
Viewed more than once
Instructors may have better opportunity to detect errors during inclass activities
The flipped model puts more of the responsibility for learning
on the shoulder of students
What are the downsides?
An effective flip requires careful preparation.
Recording lectures requires effort and time
Lecture and in-class activities must be carefully integrated
Students have complained about the loss of face-to-face
Equipment and access issues
Strategies for effective lesson
planning (flipped classroom)
Instructor’s road map of what students need to learn
First identify the learning objectives for…
1) at home lecture (online recording)
Lower level learning objectives (Bloom’s Taxonomy) –
e.g., understand, define, label, relate
2) in-class exercises
Higher level learning objectives (Bloom’s Taxonomy)
e.g., apply, build, develop, organize, analyze
*Bloom’s - http://tinyurl.com/n6opg59 or http://tinyurl.com/qzrguj4
Outline learning objectives – STEPP
What is the topic of the lesson?
What are the content standard(s) addressed by this lesson
What do you want student to learn / understand (big ideas)
What are essential inquiry questions (questions students
should be asking/relating at the end of the unit)
What evidence will demonstrate learning?
Every student will be able to:
Video(s) - develop the introduction
Develop a creative introduction to the topic to stimulate interest
and encourage thinking
Thought provoking dilemma
Real world example
Work this into your recorded introduction
Plan the specific recorded lesson
What will I do to explain the topic?
What will I do to illustrate the topic in a different way?
How can I engage students in the topic?
What are some relevant real-life examples, analogies, or
situations that can help students understand the topic?
Plan to check for understanding
Lecture (video): What questions will I ask students to check for
Online quizzes or activities can be interspersed to test what students
have learned (between video segments)?
What questions will I ask at start of in-class activity?
Going back to my list of learning objectives – which in-class exercises
can I have students do to check whether each has been achieved?
Plan to… talk with each student to gauge their understanding and and
explain anything that is unclear (you’re a coach)
What will I have students do to demonstrate that they are following? (inclass activity, discussion)
How could I organize workgroups to solve problems – to help correct
Create a realistic timeline and be
Estimate how much time each of the activities will take, then
plan some extra time
Plan time at the end of class to answer questions and to
provide additional help
Plan an extra activity or discussion question in case you have
Enable students who understand to help / coach students who
Reflect on your lesson plan (in blog)
A lesson plan may not work as well as you had expected due to
Don’t get discouraged – it happens to everyone
Take a few minutes after class to reflect (in your blog)