The document provides guidance on designing flipped classroom lessons using the IPP model. It discusses: 1. Planning lessons by defining objectives, skills, content, and activities to be done before, during and after class. 2. Implementing the plan through pre-class tasks, introducing the topic in class, activities for self-assessment outside class, and peer/teacher assessment in class. 3. Challenges of the flipped methodology include changing teacher and student roles, operationalizing it for large classes, and overcoming student resistance to a more active learning approach. Careful planning and explanation of objectives is advised.

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Design of the Flipped Lesson: IPP
1. Introduction
This topic will focus on the design of a didactic unit using the flipped methodology.
This section will explain the operative steps to implement the Flipped methodology in
traditional teaching, how to adapt the lesson according to the time and the technological
resources available.
According to Oliveira (2007) the first step to plan a lesson is to think about what
already exists, what we want to achieve (the objectives of the lesson) and what it means if
we want to act (the activities that might be organized, prepared). This means that, any
educational planning needs to follow the same procedures (be it traditional or using the
flipped methodology). Furthermore, in order to achieve the purposes of education, to
recognize the current context and the different actors involved becomes crucial.
The objective of the design of a flipped classroom lesson is to maximize student
participation in online and offline activities. It is important to analyse the context in which this
will take place, set out the objectives pursued and the methodologies to use. These should
consider the development of activities in the classroom and outside the classroom in order to
encourage creativity in students as well as their motivation, besides accepting the error,
since this is part of the learning process.
The success of the design of a flipped classroom depends on the alignment of what
we want for students before, during, and after the class.
Defining the scope is also important in order to guide teachers and to make clear to
students what we expect from them.
Planning is crucial in order to determine what and how much of the subject can be
taught within the time frame (e.g.; semester). It is important not to try teaching “everything”
with lower development of cognitive objectives (understanding and comprehension). It is
better to have fewer contents and develop deeper objectives such as a critical analyses or
creativity. It is important to select only the most important and relevant “contents” of sub-
topics that will make up a lesson. Usually, outside the class students develop lower levels of
cognitive work, usually via reading or watching videos (gaining knowledge and
comprehension) and in-class they focus on higher forms of cognitive work, harder work of
assimilating knowledge, solving problems, debating or discussing some controversial issues
(application, analysis, synthesis, and/or evaluation), where they have the support of their
peers and instructor.
The taxonomy (e.g. Bloom taxonomy), used to define learning objectives, is a useful
instrument. It is not enough for students to just read, listen, watch, and take notes. They
need to use “the knowledge”, to apply it, to really and deeply learn it. It is important to
promote the development of higher order skills and to answer questions such as: What do

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you want your students to know and be able to do after the flipped classroom? And how will
you assess what they know or can do? In table 1 we tried to illustrate how a class could be
planned. So in the column on the left we have the objectives of the lesson. Then in the next
column we have, for instance, the skills we want the student to develop. And for the same
objective we can have more than one skill to develop. Then we have the contents where the
objectives and the skills will be developed and finally the activities and resources
corresponding to the objectives.
During the planning phase, each lesson should be built or connected to the next
within the sequence of the learning experience. For the flipped lesson, teacher should select
just one small sub-topic of all curriculum and focus on it during the lesson.
Table 1 – Presentation of a possible relation between learning objectives, skills, content and
activities and resources
Learning objectives Skills to be
developed
Content Activities and
resources
Obj 1 SS1
SS2
SS3
Chapt 1
Chapt 2
Act. 1
Act. 2
Obj 2 SS1
SS4
Chap 3 Act 1
Act 4
etc
It is important to think in terms of the amount of time needed to cover the specific
material and the time needed for the students to really learn it and achieve the learning
objectives defined.
The learning objectives and outcomes should be aligned with the activities that
students will do before, during, and after the flipped classroom experience.
In the planning phase, all activities should be described in order to make clear how
the learning objective will be met (see table 1). The activities may be the creation of a
project, solving problems, analyzing data, engaging in a debate, designing a product and on
so. They should meet the desired learning objectives.
When planning it is important to prepare the contextualization of the topic, to prepare
a document that describes how the flipped classroom will fit into the overall existing course
structure and explain its relevance to real world applications. Students should know why
they are doing something, how it fits into the overall learning objectives, and how it is used
beyond the class, in their lifetime.

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It is also important to plan and prepare all the instructional materials that students will
use in the flipped experience. The development of materials should take into account the
best way to communicate and present the material (e.g., video, text, animation, simulation,
online multimedia module, or other) for the specific target. Students should be able to follow
all the materials effectively.
Related to the activities that will be supported in the materials it is crucial to plan them
in order to motivate students. The responsibility and ownership of learning should be
transferred from the teacher to students through participation in interactive activities. Flipped
classrooms are learning environments and they have the potential to promote a paradigm
shift from the teacher-centered one to the learner-centered one, as the learning tasks in
flipped classrooms depend heavily on learner-driven preparation outside of formal class time.
The activities to be developed in the first in-class session may include a presentation about
the topic, a question about the materials, solving some problems related to the topic or bring
to class an illustration of a solution, and so on. The plan should also include evaluation
activities.
When thinking about the activities to be developed it is also important to think on the
technologies that will support them. The idea of flipped classrooms is not new, but it has
recently gained prominence due to the advancement in digital technologies which enable
students to ubiquitously have access to resources and build connections with peers. In the
digital age, flipped classrooms include blended learning designs that use digital technologies
to move passive learning tasks of knowledge delivery beyond formal class time and use
learning activities to move constructive learning tasks of concept building within formal class
time. All tools and materials to be used should be clearly explained and justified its usage.
In sum, a flipped classroom activity should include the following main elements in its
description:
Activity name:
Cognitive Objectives:
Soft Skills:
Subject/Community:
General description (nature and type):
Tools:
e-contents:
Activity phases (preclass, in class, outside class, in class):
Rules:
Results:
Planning of a lesson

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Time Place Learning objectives and contents
Step 1 Outside class (pre class) Objective (usually Knowledge and
comprehension levels of the Bloom
taxonomy)
Content 1
Step 2 In class Objective (usually Application, Analysis,
Synthesis and Evaluation levels in the
Bloom taxonomy)
Content 2
Step 3 Outside class Objective (usually Application, Analysis,
Synthesis and Evaluation levels in the
Bloom taxonomy)
Content 3
Step 4 In class Evaluation / assessment
At the end of the activities it is important to consider opportunities to evaluate the
work done by reflecting on the design of the class or course. It is important to answer
questions such as:
• Did it work?
• How will I know if it worked?
• Did I communicate the ideas effectively?
• Did I provide enough opportunities for students to practice?
• Was it challenging enough?
Feedback from students on what worked well and what didn’t should be collected.
Results obtained should be used in order to improve future practices.
In the next section, we will describe the implementation of each planned phase of a
flipped lesson.
2. Content
Step 1 – Tasks to develop outsider the classroom (preclass)

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 The preclass preparation activities should be developed at least within 7 days in
advance of the first class time.
 Preclass activities may include watching recorded video lectures or do some
readings. The recorded video lectures (video lectures) may include three to four short
lecture videos highlighting major concepts relating to the content area being studied
(maximum length of each should be 10-15 minutes). The required readings may
include book chapters and evidence-based journal articles of varying complexity.
They should be presented to support and expand upon the content of the recorded
lecture video.
 To complement, students may be invited to watch online videos and visit some web
links. They can easily access a variety of demonstrating or procedural videos. They
can also take some short quizzes and be responsible for viewing other students’
answers posted to the course website.
 The instructions for the preclass can be in a word, PowerPoint or podcast file. It can
also be a video or a website. The explanation should not take more than 15 minutes
to read and understand. It should be presented in a clear language and it should be
adequate to the specific target, taking into consideration their previous knowledge.
Teacher should clarify with enough detail the objectives. If, even taking all these
precautions, some doubts remain, teacher should be available to clarify the
objectives.
Step 2- Introduction to the topic in the classroom:
In the first in-class lesson, teacher should give a brief introduction to the topic and
explain all the learning process. He/she should also make clear the expectations concerning
results, students’ participation and time needed to perform all tasks.
As many students may not have any previous experience with flipped classroom
and/or active learning, it is important to explain all activities that students will develop outside
the classroom. It is also important to explain how the new instructional material fits into the
overall existing course structure and present evidence supporting the reasons why flipped
classroom is being used. Students typically accept change once they understand the
rationale behind the decision. Initially, students may resist to the flipped classroom strategy
since it could be a new learning experience and give them an anxious feeling. However,
when they understand that application, analysis, and synthesis of course content is the
desired outcome, rather than promote a memorization, their confidence in the flipped
classroom increases.
Usually, it is recommended to spend the first 10 minutes of the in-class time reviewing
the pre-class activities to identify common questions or gaps or developing a question and
answer session with students, influenced by the pre-class activity results. Teacher can
promote the discussion of questions submitted prior to class. This provides faculty and
students with an opportunity to assess individual student knowledge gaps.
Teacher can also provide a quick three-question review quiz (based on the basic
learning objectives) that can be graded or ungraded. The short quiz should assess students’
initial knowledge of the content area. Frequent quizzes provide students and faculty with

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immediate feedback and help to identify existing knowledge gaps. This can serve to review
and focus the students on the matter.
The remaining class time can be spent engaging in what are commonly referred to as
active learning strategies which can prepare students for the further process, such as: Case
studies, where groups are directed to examine specific aspects of the same or different case
studies. Results should be shared among all groups and answers should be critically
reviewed. Using this strategy, students will obtain practice in responding to corrective
feedback and provide rationale for individual decisions. Teachers can also encourage
presentations where groups present specific topics that are extensions of preclass content.
In this scenario students’ writing skills and the ability to translate evidence to practice are
developed. It is also possible to develop a Journal article review activity, where students
review and criticize journal articles focusing on current course content. In this activity
students’ writing skills and the ability to translate evidence into practice are developed. Many
other activities may be developed using strategies such as: collaboration with peers (to solve
problems), work on assignments, present students’ created content, discuss examples or
case studies, debate a topic, share and exchange knowledge between peers.
As already said, these activities should focus on higher level cognitive activities.
Students can work individually in the classroom as the teacher walks around and provides
help, or in groups to solve problems. The activity chosen depends on the learning goals and
objectives.
At the end of the first in-class it is important to prepare the continuation of the learning
experience from the in-class activity to the outside-of-class individual or collaborative
practice. Teachers should explain to students what they should do after the in-class activity
to continue learning or bridge to the next topic. We don’t learn something very effectively in
one instance. Rather we learn through practicing in different ways over an extended period of
time. Teachers should explain to students how often they will need to practice or revise their
thinking to really achieve learning objectives, master the material and be successful.
Step 3 – Activities of self-assessment performed outsider the classroom:
Before evaluation in the classroom, both teacher and students should ensure they are
prepared for the last session in the classroom. For this, some self-assessment activities
should be proposed. Activities may consist of small work or online questionnaires, with a
limited number of issues, between 3-4. Questionnaires should consist of questions where
students are asked to apply the acquired knowledge rather than memorized issues. The
preparation of the questions should be in line with the defined learning objectives and
activities developed. The teacher should provide a formative evaluation of these answers
and the questions raised by the students as an opportunity to help students to prepare
themselves for the session in the classroom.
By reviewing their peers’ work, students consolidate, reinforce and deepen both their
own and their peers’ understanding of the material learned. This can help students to
develop critical analysis skills, become comfortable with receiving criticism and justifying their
position in further in-class discussions. This activity can be done using an online discussion
board or a group dropbox in which students have access to each other’s submissions. The

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instructor will be able to evaluate students’ critiques and their understanding of their peers’
work.
Step 4 – Peer assessment and teacher assessment in the classroom:
The activities developed in the last in class session should promote the peer-evaluation and
teacher evaluation. The construction of knowledge should be developed based on the
dialogue, active learning and collaboration. The objectives of this session should be clearly
defined and aligned with course objectives and evaluation.
Conclusion
As we have described, the flipped methodology, although not new, has gained a lot of
popularity in the last years since students are more involved in the learning process and so
obtaining better results at the end (reaching the learning objectives in a more effective way).
Of course that, representing a new and different way to prepare a lesson or approach the
learning process, may represent some challenges for all the actors involved – teacher and
students. Besides the flipped methodology is also a technique meaning that it is necessary
that the teacher knows how to design it to make sure that his / her objectives are met.
Another challenge of this methodology is that the role of the teacher changes. He is
no longer the one that possesses the knowledge but the one that facilitates learning. This
means that the focus of learning is now centred in the student. All the effort is made by him /
her. Teacher now needs to create and promote the environment where learning will take
place. He / she will select the materials (no matter the format or support), create the
environment and activities where learning will take place. Students are now invited to actively
participate in this process. They are the centre, the focus of learning. And since this
paradigm shift is new, all the process needs to be prepared carefully.
Moreover, since in some school, classes may be big, the application of this
methodology may require some adaptations to facilitate its operationalization. Sometimes it
is not easy to have group discussions in class. Or even to allow all students to express their
voice. Or do some practical exercises in class. In this case the operationalization may require
some adaptations. As said also above, the use of technology and its adaptation to certain
situation may be a solution.
Finally, we would like to say that this kind of approach may face some resistance from
the students. After all it is much easier to be passively in a class listening to the teacher and
taking notes. So it is necessary to prepare it carefully, to explain the objectives and the
results expected. Nevertheless, the final result obtained and the involvement of students
(when they stop resisting) is a reward that any teacher will forget. And learning effectively
happens in a positive and cheerful environment.

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3. References, links
Adam, M., Boneh, D., Fisher, D., Klemmer, S., McFarland, D., Noor, M., Rixner, S., Warren,
J., Sainani, K., Williams, A., Zelikow, P., Everett, S., Diamond, L., Booske, J., Campbell, J.,
Moses, G. Flipped Classroom Field Guide.
http://www.cvm.umn.edu/facstaff/prod/groups/cvm/@pub/@cvm/@facstaff/documents/conte
nt/cvm_content_454476.pdf. Visitado em: 21 de maio 2015.
Bishop, J.L. and Verleger, M. (2013). The Flipped Classroom: a survey of the research
http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf.
Visitado em: 21 de maio 2015.
http://cft.vanderbilt.edu/files/Flipping-the-classroom.pdf Brame, C., (2013). Flipping the
classroom. Retrieved Wednesday, April 8, 2015 from http://cft.vanderbilt.edu/guides-sub-
pages/flipping-the-classroom/. Visitado em: 21 de maio 2015. And
http://cft.vanderbilt.edu/files/Flipping-the-classroom.pdf. Visitado em: 21 de maio 2015.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching.
Retrieved Wednesday, April 8, 2015 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-
the-classroom/. Visitado em: 21 de maio 2015.
Center for Teaching and Learning (s/d). What is different about a flipped classroom?
http://ctl.utexas.edu/teaching/flipping-a-class/different. Visitado em: 21 de maio 2015.
Kong, Siu Cheung (2014). Developing information literacy and critical thinking skills through
domain knowledge learning in digital classrooms: An experience of practicing flipped
classroom strategy. Computers & Education, 78, pages 160-173. http://ac.els-
cdn.com/S0360131514001316/1-s2.0-S0360131514001316-main.pdf?_tid=6df633b6-d0af-
11e4-8810-00000aacb362&acdnat=1427041441_6cd45bc33a0da442483b7de7ff8a95c8.
Visitado em: 21 de maio 2015.
OLIVEIRA, Dalila de Andrade (2002). Gestão Democrática da Educação: Desafios
Contemporâneos. 7ª edição. Petrópolis, RJ. Editora Vozes.
Pierce, R. and Fox, J. (2012). INSTRUCTIONAL DESIGN AND ASSESSMENT - Vodcasts
and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy
Module. American Journal of Pharmaceutical Education; 76 (10).
http://www.ajpe.org/doi/pdf/10.5688/ajpe7610196. Visitado em: 21 de maio 2015.
Tucker, B. (2012). The Flipped Classroom. Education Next, 12(1).
http://educationnext.org/the-flipped-classroom/. Visitado em: 21 de maio 2015.

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Links
 http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-
artikel.pdf.
 http://web.b.ebscohost.com/ehost/detail/detail?sid=dbd20880-cfff-4cd8-a54d-
6093cea55895%40sessionmgr113&vid=0&hid=115&bdata=Jmxhbmc9cHQtYnImc2l0
ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=ccm&AN=2012673240.
http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-
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 http://evidosol.textolivre.org/papers/2014/upload/33.pdf.