My Hybrid Flipped Learning Environment

SLIDES: Allen, Christopher
(2016, February 10). “My Hybrid
Flipped Learning Environment”.
Slideshare. Retrieved February
10, 2016, from http://
slideshare.com/christophera
My Hybrid Flipped
Learning
Environment
ABSTRACT: “Christopher Allen's
teaching philosophy and approach
to curriculum design in a hybrid
(mixed online & face to face), ﬂipped
(lectures as homework, classes as
activities) environment while
teaching at the Bainbridge Graduate
Institute @ pinchot.EDU in the MBA
in Sustainable Systems program.”
© 2016 Christopher Allen 
LifeWithAlacrity.com

MyTeaching Philosophy
I prefer to practice and teach
collaboration
Including skills of participation,
engagement, afﬁnity, association, and
community
My management philosophy is
“Manage the environment not the
people”
Thus I my teaching philosophy is
“Create an environment for learning”

I teach my students these principles,
and I try to use them myself:
“Perfection is the enemy of the good”
“Ship early and often”
“Fail fast”
I practice design & system thinking:
“Design is the fundamental soul of a
human-made creation” 
— Steve Jobs
“Transcend the linear and there is the
possibility of bringing vision to fruition”
— Peter Senge

I am a big believer in iteration
“Many small iterations is better then a
big one”
Rapid feedback cycles are essential
“Fix sooner then later”
“Use both ampliﬁcation and
attenuation”

Techniques of Persuasion & Inﬂuence
are applicable to teaching
In particular, Cialdini’s six ethical
principles of inﬂuence can be powerful
Reciprocity
Liking
Social Proof (Consensus)
Authority
Commitment & Consistency
Scarcity
The can be more ethical as they do not
require coercion or power

It is important to have storytelling
elements in my classes
Faces & evocative images with
emotional context can pull students
back into the story
I put more effort into beginnings and
endings
If you get the student’s attention early it
is easier to keep it going
If you launch students back out with
positive energy, it will sustain them until
they meet again

SimpleVersion
The simple version is a cycle staring with
establishing orientation, then scan, focus, 
act, and ending in reﬂection

DeeperVersion
This is the same model, but with more details
derived from aspects of other learning models

Iterative
I am a big believer in iteration
“Many small iterations is better then a big
one”
My model is ideally deeply iterative
More of a spiral then a circle
Rapid feedback cycles are essential
“Fix sooner then later”
Feedback at multiple levels
Session
Weekly
Learning Module
Quarter
Cross-Year from Alumni

IterativeVersion
A demonstration of the spiral, 
or “TeachingTornado”

Feedback
The connections between each circle
are important — they are the
feedback required to proceed to the
next circle

Models
I have adopted the use of many teaching,
learning theory and team models:
Bybee’s Five E’s
Bloom’s RevisedTaxonomy
Gagne’s Nine Steps
Gardner’s Multiple Intelligences
Merrill’s Components
Davidson’sWheel of Participation
Co-operative Learning
Habits of Mind
Coaching Models
Neuro-Cognitive Research
Learning Ecology
Ladder of Learning Mastery
Drexler-SibbetTeam Performance
Time-Place Model

Work withTAs to make changes to week to address
unique needs of this class, update readings & assignments,
select from Learning Journals quotes to support learning
objectives.
Orient » Before Week

Read /View Weekly Readings
Do Assignments
Post in “Beat” Blog
Virtual Meeting Activities
ProjectTeam Meetings
Read /View Pre-Virtual Meeting Readings
Post Professional Learning Journal Entry
Act » Thursday – Sunday
Focus » Wednesday
Scan » Monday-Tuesday

Assess assignment grades and student progress, review
kaizen, and reﬂect on learning journals and student
outcomes
Reﬂect » After Week

Review and update learning objectives, review prior year
student feedback & “advice to new students”, send survey
to one-year alumni, and prepare pre-course student survey
Orient » Before Quarter

Collaborative creation of social web site or social video to
effect change, iterative improvement and constructive
criticism
Create a number of forms of social media. Survey of
techniques and offer critical discussion on effectively
inﬂuencing change using the social web
Experience the essential tools and techniques of the social web,
with both a practical and theoretical basis
Act » Weeks 8-11 & December
Intensive
Focus » Weeks 5–7 & November
Intensive
Scan » Weeks 1–4 & October Intensive

Iterative improvement, constructive criticism of the course
itself. Each student posts a "post-mortem", corrects open
documents, offer suggestions on how to improve the
course and advice to new students.
Reﬂect » Weeks 12 & After Quarter
Review and update learning objectives, review prior year
student feedback & “advice to new students”, send survey
to one-year alumni, and prepare pre-course student survey
Orient » Before Quarter

Weekly Outline
Week Subject
1 Introduction to the Social Web: Shared Language and Collaborative Discovery
2 The Social Web Online vs. Offline: Identity, Reputation & Privacy; Personal Brand
3 The Blogosphere, Social Networks & Micro-Blogging
4 Participatory Media: Wiki, Wikipedia, and Collaborative Editing
5 Memetics: The power of Social Video & Viral Media
6 Analytics: Understanding the Audience
7 Motivations for Participation and Change: Ethics, Values, Power and Propaganda
8 Ambient vs. Immersive Media: Video, Podcasts, VR, Online Games, Mobile Apps
9 Social Change Projects (Thanksgiving)
10 Designing and Maintaining Online Communities
11 Scaling Social Change
12 Life-Cycle of Teams, Constructive Criticism, Rapid Iteration, Post-Mortem

CREATING S USTAINING
1.
Orientation
WHY
am I here?
2.
Trust
Building
WHO
are you?
3.
Goal
Clarification
WHAT
are we doing??
5.
Implementation
WHO does WHAT,
WHEN, WHERE?
7.
Renewal
WHY
continue?
model
TM
Team Performance
Drexler/Sibbet
4.
Commitment
HOW
will we do it?
6.
Hig h
Performance
WOW!
Team Performance &
Time Place Model
How to useTeam Performance Model 
withTime-Place
Face-to-Face
Virtual Session
Asynchronous
Face-to-Face

Time-Place & Bloom’s How to use Bloom’s to decideTime-Place
Asynchronous
VirtualSession
Face-to-Face
Asynchronous

Learning Cycle &
Time-Place
Time-Place in the Learning Cycle
Asynchronous
Virtual Session
Asynchronous
Face-to-Face
Asynchronous
Face-to-Face
Virtual Session
Asynchronous
Virtual Session
Face-to-Face
Virtual Session
Face-to-Face
Virtual Session

Feedback Tactics
The connections between each circle are the
feedback required to proceed to the next circle

CrossingYears
Before each year I review with my
TAs the previous year’s student end-
of-quarter feedback, post-mortem
learning journal posts, and “advice to
new students”

Advice to New Students
Name
Redacted
“1.Take advantage of the amazing expertise
available in the class.Your classmates, some of
them, are unbelievably well versed in navigating
social media and have been doing it for years.
2…explore the gold mine that is YouTube. In my
post-mortem blog post I have links toYouTube
videos on how to embed aYouTube video in your
blog, how to edit in iMovie, and how to set up
Google Analytics.You could start with those.”
Sample Slide

CrossingYears
Before each year I review the
previous year’s student end-of-
quarter feedback, and “advice to new
students”
I also survey the alumni of the course
that took the class one-1/2 years ago

Alumni Survey
“First off, thanks for reaching out and asking, never heard from
anywhere else in BGI since graduating except when they are asking
for money…
* How have you used the information from our class to beneﬁt your work
in the last year?
I have helped two companies work on their social media plan,
interesting since the culture in Spain is rather different around these
tools than here in the US…
*What else should we have taught?
I also think that the mobile aspect of social media needs to be
included with the impressive penetration of smartphones. Finally I
believe it would be a great time to have a portion of the class
devoted to how social media is used to great big social change
(middle east examples).”
Name
Redacted
Sample Slide

CrossingYears
students”
I survey the incoming students

Who are we?
Who are we?
There are 34 students:
24 are Hybrid MBA students
9 Auditing
1 is getting a Ph.D., 1 is “choose
your own adventure”
19 are 3Year students
14 are men, 20 are women
16 are in Seattle Area, 7 are
Portland Area, 7 elsewhere
All but 2 are Paciﬁc Time Zone
Sample Slide

CrossingYears
students”
I survey the incoming students
And I prepare quotes from the
survey to demonstrate student
“intent” and to show that we are
listening

Participation in Social
Media
“I want to come away compelled to up my
involvement in social media. So far, I have avoided
Twitter because I do not have an interest in selling
my brand when I have nothing to sell. I don't wish
to read about other people's lives or get random
updates and add to this social trafﬁc. I fully
recognize there are more productive ways to
participate, and that's what I'd like to learn more
about.”
Name
Redacted
Sample Slide

Using Learning Journals
Before eachVirtual session I require a
post from each student in their
learning journal
Describe something important new that
you learned last week or is relevant to
the current week's topic.
Pose a question from one of your
readings that would lead to fruitful class
discussion — a discussion you are
prepared to lead, if called upon

I use these Learning Journal
assignments in a variety of ways
Assessment of learning issues

Blogging Challenges
“Some of my challenges were wanting to have
enough material to write about. I was also
concerned about privacy and how much
information I was comfortable revealing about
myself online. My largest challenge so far, however,
is blogger. I don't like the interface, and it's not
functioning like it should.”
Name
Redacted
Sample Slide

Answer student’s unanswered questions

Question:
Writing for your Audience
“Van Fossen makes a good point about understanding
the audience.A post riddled with obscure references can
alienate even the most sympathetic audience....However,
I feel that changing my writing style would have been a
form of self censorship, and would have denied my
authenticity, and where is the value in a bowdlerized
( there I go again, sorry), posting from a fake me?
Name
Redacted
Sample Slide

Have student’s answer each other

Answer:
Writing for your Audience
“In my ‘Beat Blog’ I am writing about ocean conservation.
I am not a marine biologist, nor am I an ocean ecologist. I
am working hard to present myself as a person who is
passionate about ocean conservation issues and at the
same time I am attempting to build a reputation in this
arena. I want to make a difference in this ﬁeld, and this
weeks reading have taught me a valuable lesson.After
reading this week ‘Are you ReallyWriting for your Audience’
I will be mindful about making cultural references that
my audience might not understand.”
Name
Redacted
Sample Slide

Have student’s answer questions
Sometime answer with answers from
previous year’s students

Advice to New Students
Name
Redacted
!
“Trust the process, even the icky parts. Like Nike
says,‘Just Do It!’ Take the ship early/often and fail
fast messages to heart.You will not die alone under
a bridge for having a typo in your blog, an irrelevant
comment, or whatever else might have you
concerned.”
Sample Slide

Sometime answer with advice from
Ask advance questions for guests

Speak With OneVoice
Name
Redacted
“You devote Chapter 4 to "Reinvent the Street
Protest." I'd be curious to get a general overview of
your thoughts around the Occupy Wall Street
Movement and to see what, if anything, you would
rewrite in this chapter given the movement's current
progress (or lack thereof, given your perspective)
Particularly, the idea of "speak with one voice.”
Sample Slide

Share overcoming obstacles

Privacy
Name
Redacted
“my worst fear came true and it was a "safe test"
that my head did not turn around backwards
exorcist style as I expected.
…
I used to hate the whole notion of being "public"
on here and in just a few short weeks later I feel
empowered enough to let go of self limiting
expectations”
Sample Slide

Model best exemplars and best
practices

A Personal Brand Example
“I am a systems thinking educator who brings forward the
hopes and dreams of future generations
I am a holistic systems thinking educator
I teach by clarifying and synthesizing great knowledge
My True Purpose is to: Educate others to be self-aware,
creative, compassionate, systems thinking change agents.”
Name Redacted
Sample Slide

Model best exemplars and best
practices
Share Joy & Passion

Demand for Participation
Name
Redacted
“I want to move from Spectator to
CREATOR!!!”
Sample Slide

Pre-Session Assignments
Before each session (Intensive or
Virtual) I require a selection of pre-
readings, slidecasts, videos, or short
assignments
Ideally I should say something about
WHY each selection is important — For
instance, I add Keyquotes to readings

SLIDECAST: Allen, Christopher
(2010)Slideshare.net. Retrieved from
http://www.slideshare.net/
ChristopherA/social-
networking-5429019
“BGI & Social
Networking”
KEYQUOTE: “Networks of only
strong ties are not efﬁcient nor
robust. Studies show that
information diffusion is more
efﬁcient through weak ties. More
jobs come from weak ties. More
relationships come from weak ties.
Strong ties breed local cohesion,
however, lead to overall
fragmentation. Weak ties, often
denounced as alienation, are the
key to large communities”
Sample Slide

Pre-Session Readings
Should be about ~1 hour, something
that students can do easily
I also ask participants to post some
ﬁrst thoughts in Learning Journal
During the session I will randomly
ask a participant to summarize their
thoughts on one of the advance
readings
I will also quote useful ﬁrst thoughts
from Learning Journals

Power of Weak Links
“The strong links in my world are easy to understand and
value.Where the readings made a difference for me was in
shifting my understanding of weak links. In some ways I
have been turned off by the idea of assigning the term
"friends" to people I barely know, or who are only
connected because we know someone in common. It feels
phony and dis-connected from reality.....
….The readings helped me to shift my focus away from
the odd choice of words to a more powerful concept
that describes varying levels of interconnection, how
group size impacts trust and leadership, and the actual
power of weak links.”
Name
Redacted
Sample Slide

Virtual
Session
Opening
Circle

Virtual Session
Opening Circle
Just like during Intensives, we open
ourVirtual Sessions with an Opening
Circle

Opening Circle
In the time before theVirtual Sessions 
start, we do an opening circle

Week 1 Write your name beneath a chair

Week 2 Put your picture beneath a chair

Week 4 Other ways to model a cirle

Week 5 Other ways to circle up

Opening Circle
“Circle” models a physical world
behavior, reminding them of culture
and shared community
It is a pre-session exercise, causing
participants to be more on time and
more engaged at start of session
It teaches basic virtual session skills
It is an icebreaker that changes mode
of thought from viewer to participant

Check In
“Check In” allows the participants in
the session to feel listened to and
appreciated
We ask typically an provocative or
inspiring question
There isn’t enough time to do this in
Collaborate so we use Google Docs
You can do this in less then 5 minutes
as everyone simultaneously edits
We have had many as 75 edit the
Check In at the same time.

Check In
Type a few words into the
GOOGLE DOCS SHARED
NOTES a next to your name:
a few words on how you are
feeling tonight
a few words about a topic
you are excited to learn
about this quarter
a few words on something
you learned this week
a few words about a
concern
If you comment on someone
else, use different colors
Sample Slide

Celebrate
Acknowledge key check in thoughts 
and positive behaviors

Shared Notes
We also use the Google Docs for
Shared Notes
It can be useful to ask someone to be
focused on Share Notes, but best to
encourage all to participate
If someone is focused, swap them
with someone else after 20-30
minutes
People who miss meeting can add to
Shared Notes while watching
recording

Breakout Rooms
OurVirtual Sessions uses
Collaborate which has the ability to
“break out” into separate rooms,
useful for many smaller team
discussions and exercises
You can bring back whiteboard
results from breakout rooms to
review in main room
Breakout rooms can still participate
globally by using the Shared Notes for
communication between rooms

Shared Notes between
Breakout Rooms
Encourage communication and modeling 
of good behaviors in breakout rooms

Slidecasts
I make extensive use of slidecasts (i.e.
slides plus audio)
These are often used as pre-readings
If I lecture during a synchronous
session (Intensive orVirtual) for more
then 5-6 minutes, I consider recording
it for a slidecast
I sometimes use sound fromVirtual
Session recordings, but quality isn’t as
good.
Slidecast services are evolving. I
convert slide casts to video.

Case Study (breakout):
Participation & Engagement
Design a highly participatory and
engaging group activity (for a class or
workshop).
Think about:
How will you engage the disengaged?
How will you get everyone to
participate?
What are [your] barriers to
participation and full engagement?
Use Shared notes!
Plan on presenting (optionally on
your white board)
Sample Slide

Breakout
Have your 150 word bios
handy and ready to read. Take
turns in your groups:
Read aloud your bio to the
group
Ask the group:
+/Δ feedback?
what was evocative?
what needs to be
improved?
Feel free to “copy/paste”
your bio into the google
doc and so your group-
mates can visually see your
work as well
Sample Slide

Virtual Session
Interactivity
Ideally every 6-7 minutes
A wide variety of techniques
Post-It exercise

Post-It – Groups
List in the Collaborate G
Shared Notes a few your
online groups, in particular
groups in some way
associated with the goals
and mission of BGI or you
have a leadership role in?
(one per line)
the group name
the number of people
your role in each group
Photo credit: iStockPhoto
Sample Slide

Post-It – Form
Write in the Collaborate
G Shared Notes for each
of your online groups, the
form of the group:
ME serves the individuals
WE serves the group
or NETWORK
Sample Slide

Post-It –
Inequality
of your online groups, the
nature of the Participation
Inequality of the group:
9-1
90-9-1
900-90-9
Sample Slide

Post-It – Roles
of your online groups, what
you would now call your
leadership role in the
online group?
Sample Slide

Post-It – Size
Problems
of your online groups, list
any group size problems.
Sample Slide

Interactivity
A variety of techniques
Post-It exercise
Quoting Students & Call Outs

Random Pitch
You see Jill six months
after graduation.
She asks, “what have you
been up to?”
What do you say?
30 seconds!
Sample Slide

On Engagement
I recently read in an article that
disengagement costs 450-550 billion
dollars per year in the USA. Companies
like amazon will actually be incentivising
their disengaged employees to leave. What
do you think about this? Do you think it
will be effective?
Gagan Kaur
Sample Slide

Interactivity
A variety of techniques
Post-It exercise
Many more techniques and exercises
are available
Book:“75 e-Learning Activities” by Ryan
Watkins
Book:“The Online Learning Idea Book”
Book & Blog:“Game Storming”
Website:“Innovation Games”

Kaizen
We do a quick Kaizen at the end of
every session
At Intensives we take about 5-10
minutes
DuringVirtual Sessions we use the
Shared Notes for Kaizen in about 2
minutes!

Kaizen
Type into the Shared Notes
:
“+” what is working &
favorite parts of the class
“Δ” what is not working
& parts that need
changes
Sample Slide

Questions?
Feedback?
christopher.Allen@Pinchot.edu

Bybee’s Five E Learning
Cycle
Bybee’s learning cycle

MG Taylor’s
5 E’s of Education
A varient of Bybee’s learning cycle

Bloom’s Revised
Taxonomy
To gain mastery, Bloom’s model shows 6 kinds of
learning experience, each building on each other

Bloom’sVerbs
I like this image rather then the Pyramid — it
isn’t always steps, but a cycle.

Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation
Bloom’s
Definition
Remember
previously
learned
information.
Demonstrate an
understanding of
the facts.
Apply knowledge
to actual
situations.
Break down
objects or ideas
into simpler parts
and find evidence
to support
generalizations.
Compile
component
ideas into a new
whole or
propose
alternative
solutions.
Make and defend
judgments based
on internal
evidence or
external criteria.
Verbs Arrange
Define
Describe
Duplicate
Identify
Label
List
Match
Memorize
Name
Order
Outline
Recognize
Relate
Recall
Repeat
Reproduce
Select
State
Classify
Convert
Defend
Describe
Discuss
Distinguish
Estimate
Explain
Express
Extend
Generalized
Give example(s)
Identify
Indicate
Infer
Locate
Paraphrase
Predict
Recognize
Rewrite
Review
Select
Summarize
Translate
Apply
Change
Choose
Compute
Demonstrate
Discover
Dramatize
Employ
Illustrate
Interpret
Manipulate
Modify
Operate
Practice
Predict
Prepare
Produce
Relate
Schedule
Show
Sketch
Solve
Use
Write
Analyze
Appraise
Breakdown
Calculate
Categorize
Compare
Contrast
Criticize
Diagram
Differentiate
Discriminate
Distinguish
Examine
Experiment
Identify
Illustrate
Infer
Model
Outline
Point out
Question
Relate
Select
Separate
Subdivide
Test
Arrange
Assemble
Categorize
Collect
Combine
Comply
Compose
Construct
Create
Design
Develop
Devise
Explain
Formulate
Generate
Plan
Prepare
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Set up
Summarize
Synthesize
Tell
Write
Appraise
Argue
Assess
Attach
Choose
Compare
Conclude
Contrast
Defend
Describe
Discriminate
Estimate
Evaluate
Explain
Judge
Justify
Interpret
Relate
Predict
Rate
Select
Summarize
Support
Value
Bloom’sVerbs
There are many lists of verbs associated with
each of the Bloom levels

Bloom’s & Learning
Styles
Mapping Bloom & BloomVerbs 
to Learning Styles

Bloom’s Digital
Taxonomy
To gain mastery, Bloom’s model shows 7 kinds of
learning experience, each building on each other

Bloom’s Domains of
Learning
Bloom proposes that learning ﬁts into one of
three psychological domains

TASC
Thinking Actively in a Social Context 
by Belle Wallace

Gagne’s Nine Steps Gagne’s systematic progression of instruction

Gardner’s Multiple
Intelligences
Different people have different 
approaches to learning

Flow
Csikszentmihalyi’s the feeling of complete and
energized focus in an activity, with a high level of
enjoyment and fulﬁllment.

Flow Another look at FlowCsikszentmihalyi’s Flow

Proficiency Goals
My hybrid model for sharing
proficiency expectations.
We don’t always need to go to “Doh!”
“Duh!” 
Unawareness
“Hum!” 
Awareness
Unlearned
(unconscious
incompetence)
“Doh!” 
Learning/Change
Basic Familiarity
(conscious
incompetence)
Practiced Proficiency
(conscious
competence)
Mastery
(unconscious
competence) “Wow!”
Second Nature

Proficiency Goals
Example of overall Learning Objectives
for my class “Digital Influence”
“Duh!” 
Unawareness
“Hum!” 
Awareness
Unlearned
(unconscious
incompetence)
“Doh!” 
Learning/Change
Basic Familiarity
(conscious
incompetence)
Practiced Proficiency
(conscious
competence)
Mastery
(unconscious
competence) “Wow!”
Second Nature
Digital Skills
& Online
Tools
Speak
Authentically
Influence and
Persuasion
Affect Digital
Influence

Ladder of Learning
Mastery
Carney’s ladder was about performing magic, but
applies to all forms of mastery. 
Roesler adds a lower level.

Competence Learning
Model
Another model similar to Carney’s but
adds the Reﬂective Competence that is
required for teaching

Creating the Problem MGTaylor’s Creating the Problem Model

Tannenbaum and
Schmidt Continuum
Relationship of the use of Authority to the
Freedom.Also resembles teaching.

Associated Thinking
Language
This builds on the multiple Intelligences model

Merrill’s Components
Merrill’s grid of levels of performance
level and content tactics

Davidson’s Wheel of
Participation
Good model for empowering students

Arnstein’s Ladder
Davidson’s is based on Arnstein’s, but I don’t like
the negativity of the lower levels

Co-operative Learning
Davidson & O’Leary of MetaGroup’s 
tactics for collaborative learning

Habits of the Mind
Costa and Kallick’s 16 attributes of what human
beings do when they behave intelligently

Neuro-Cognitive
Research
Merrill’s grid of levels of performance
level and content tactics

Coaching Models
There is a lot to learn from 
coaching models as well

Kirkpatrick Training There is also lessons from corporate training

Kirkpatrick Training A more complex version of Kirkpatrick’s model

Learning Ecology
George Siemen’s Ecology of a 
Connected Learning Community

Learning Styles
Gregorc 4MAT
Concrete Random
•divergent
•experiential
•inventive
Type 4 Dynamic
•creating and acting
•usefulness and application
of learning
Concrete Sequential
•task oriented
•efficient
•detailed
Type 3 Common Sense
•think and do
•active, practical
•making things work
Abstract Sequential
•intellectual
•analytical
•theoretical
Type 2 Analytical
•reflect and think
•observers who appreciate
lecture methods
Abstract Random
•imaginative
•emotional
•holistic
Type 1 Imaginative
•feel and reflect
•create and reflect on an
experience
Gregorc’s & 4MAT
Learning Styles
Two interesting learning styles models
that are closely aligned

Kolb’s Learning Styles May 2006 version of Kolb’s adds a learning cycle

Myers Briggs
Archetypes
These personality types affect learning styles

Belbin’s Team Roles This variant of Myer Briggs I ﬁnd interesting

Maslow’s Heirarchy of
Needs
A theory of motivation with both basic and social
needs. In this variant, mapped to Social Web

Boehm’s Spiral
Boehm’s is about product development, but 
has lessons for the teaching cycle

Time Place Model
Sometimes also called theTime/Space model, it
breaks collaboration tools into 4 categories

Drexler-Sibbet
Team Performance
This model describes team stages and what is
required to move from one stage to next

Tuckman—Forming
Storming, Norming,
Peforming
Tuckman originated much of this in 1965

Hersey and Blanchard's
Situational Leadership
Related toTuckman, there are interesting
connections here about leading that apply to learning

Team Performance Curve Another common model for team performance

Heron’s Categories of
Intervention
Note that this categories of Intervention are related

Leverage Points
This model uses the metaphor of leverage to show
how different sources of change affect the outcome

MG Taylor Scan Focus Act
My original source for Scan Focus Act, but it
originates from before MGTaylor

Ordering Scan Focus Act The order is not necessarily always Scan Focus Act

Creative Process Model
First of MGTaylor’s Solution Box 
deﬁnes a Creative Process Model

Design Formation Model
Second of MGTaylor’s Solution Box 
comes from Architecture

Vantage Points Model
Third of MGTaylor’s Solution Box 
comes from Gilbert’s work in management

Solution Box
The MGTaylor SolutionBox combines these three
models, giving a more complete “meta” picture of the
stages in a project

Solution Box
Each of the SolutionBox cubes offers a “voice”, i.e. 
“The SolutionBox voice of this document: 
VISION • STRATEGY • DESIGN

Cialdini’s Tactics of
Inﬂuence
Don’t forget that we as educators 
we are inﬂuencing students, so use the tactics
Commitment
& Consistency
Reciprocity
Liking
Social Proof
Authority
Scarcity
INFLUENCE

How to Work
Age of Distraction
This is something I teach, though 
I don’t believe this list is complete

My Hybrid Flipped Learning Environment

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