The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.

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Lesson Planning: For the
flipped classroom
Reference: http://tinyurl.com/bjzub5d

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What is a flipped classroom?
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Pedagogical model in which the typical lecture and homework
elements are reversed
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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
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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

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Why is it significant?
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In traditional lecture – students trying to capture what is being
said – at the instant the speaker says it. Flipped classrooms…
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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

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What are the downsides?
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An effective flip requires careful preparation.
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Recording lectures requires effort and time
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Lecture and in-class activities must be carefully integrated
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Students have complained about the loss of face-to-face
lectures
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Equipment and access issues

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Strategies for effective lesson
planning (flipped classroom)
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Instructor’s road map of what students need to learn
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First identify the learning objectives for…
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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

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Outline learning objectives – STEPP
lesson plan
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What is the topic of the lesson?
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What are the content standard(s) addressed by this lesson
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What do you want student to learn / understand (big ideas)
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What are essential inquiry questions (questions students
should be asking/relating at the end of the unit)
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What evidence will demonstrate learning?
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Every student will be able to:

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Video(s) - develop the introduction
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Develop a creative introduction to the topic to stimulate interest
and encourage thinking
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Historical event
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Thought provoking dilemma
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Personal story
Real world example
Work this into your recorded introduction

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Plan the specific recorded lesson
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What will I do to explain the topic?
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What will I do to illustrate the topic in a different way?
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How can I engage students in the topic?
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What are some relevant real-life examples, analogies, or
situations that can help students understand the topic?

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

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Create a realistic timeline and be
flexible
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Estimate how much time each of the activities will take, then
plan some extra time
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Plan time at the end of class to answer questions and to
provide additional help
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Plan an extra activity or discussion question in case you have
time left
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Enable students who understand to help / coach students who
do not

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Reflect on your lesson plan (in blog)
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A lesson plan may not work as well as you had expected due to
unforeseen situations
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Don’t get discouraged – it happens to everyone
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Take a few minutes after class to reflect (in your blog)