+

Lesson Planning: For the
flipped classroom
Reference: http://tinyurl.com/bjzub5d
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What is a flipped classroom?


Pedagogical model in which the typical lecture and homework
elements are reversed



...
+

Why is it significant?


In traditional lecture – students trying to capture what is being
said – at the instant the s...
+

What are the downsides?


An effective flip requires careful preparation.



Recording lectures requires effort and t...
+

Strategies for effective lesson
planning (flipped classroom)


Instructor’s road map of what students need to learn

...
+

Outline learning objectives – STEPP
lesson plan


What is the topic of the lesson?



What are the content standard(s...
+
+

Video(s) - develop the introduction


Develop a creative introduction to the topic to stimulate interest
and encourage...
+

Plan the specific recorded lesson


What will I do to explain the topic?



What will I do to illustrate the topic in...
+

Plan to check for understanding


Lecture (video): What questions will I ask students to check for
understanding?


...
+

Create a realistic timeline and be
flexible


Estimate how much time each of the activities will take, then
plan some ...
+

Reflect on your lesson plan (in blog)


A lesson plan may not work as well as you had expected due to
unforeseen situa...
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Strategies for effective lesson planning flipped classroom

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Strategies for effective lesson planning flipped classroom

  1. 1. + Lesson Planning: For the flipped classroom Reference: http://tinyurl.com/bjzub5d
  2. 2. + 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
  3. 3. + 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
  4. 4. + 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 lectures  Equipment and access issues
  5. 5. + 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
  6. 6. + Outline learning objectives – STEPP lesson plan  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:
  7. 7. +
  8. 8. + Video(s) - develop the introduction  Develop a creative introduction to the topic to stimulate interest and encourage thinking   Historical event  Thought provoking dilemma   Personal story Real world example Work this into your recorded introduction
  9. 9. + 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?
  10. 10. + Plan to check for understanding  Lecture (video): What questions will I ask students to check for understanding?    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? In-class exercises     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 misunderstanding?
  11. 11. + Create a realistic timeline and be flexible  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 time left  Enable students who understand to help / coach students who do not
  12. 12. + Reflect on your lesson plan (in blog)  A lesson plan may not work as well as you had expected due to unforeseen situations  Don’t get discouraged – it happens to everyone  Take a few minutes after class to reflect (in your blog)
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