xzxzxz

1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/323177182
Flipped classrooms: Lesson plans, strategies, and activities.
Presentation · February 2015
DOI: 10.13140/RG.2.2.28773.09442
CITATIONS
0
READS
1,024
1 author:
Some of the authors of this publication are also working on these related projects:
Syntactic complexity, interaction and argumentation in EFL online forums, oral debates and argumentative essays. View project
Mayada Zaki
The British University in Egypt
18 PUBLICATIONS 5 CITATIONS
SEE PROFILE
All content following this page was uploaded by Mayada Zaki on 14 February 2018.
The user has requested enhancement of the downloaded file.

2. Flipped classrooms: Lesson
plans, strategies, and activities.
English department
British university in Egypt
By Mayada Zaki

3. Outline
1. Definition
2. Cognitive skills
3. Benefits
4. Responsibilities
5. Design steps
6. Lesson plan
7. ClassTime
8. Interactive activities
9. Tips
10. Recommendations
11. Obstacles and solutions

5. What is a Flipped Classroom?
The flipped classroom is a model of teaching
in which a student’s homework is the
traditional lecture viewed outside of class on
a vodcast.Then class time is spent on
inquiry-based learning which would include
what would traditionally be viewed as a
student’s homework assignment.
Synonymous with Reverse Classroom.
University of Northern Colorado

6. What is a flipped classroom?
“Material traditionally presented in the
classroom is studied outside, often in the
form of online videos or narrated slides.
That frees up class time for engaging
students in activities like discussion and
team projects. Faculty interact with students
instead of lecturing them.”
Washington State
University

9. Benefits of flipped classroom
1. How many times do you keep repeating
the same lesson? They can re-watch videos
at their own pace.
2. Class time will be enough for interactive
activities.
3. Moving from passive learning to more
active learning.
4. Online non-graded quizzes and assignments
can be retaken for a better practice.
5. Better chance for give feedback.

10. What areThe Teacher’s
Responsibilities?
The teacher needs to…..
1. make sure students understand the
theoretical part.
2. confirm students have studied at home.
3. manage the noise in the classroom.
4. monitor everyone is working and
participating.
5. assess performance.

11. How can the teacher do all that?

12. Steps for designing a flipped classroom
1. List out the ILOs, easily managed material, interactive
activity.
2. Sort that list into categories:
A. Students can do at home
B. Students need your help with.
3. Begin the elimination process:
Do you really need to teach all of that?
What has been redundant?
Why is your lecture so long?
Do they have to take notes on that?

13. A Student Centered Plan
 1. Content: ILO
 2. Process: material used
 3. Product
 4. Evaluation

14. Flipped Lesson Plan
LessonTitle:
 Subject Area(s):
 Time Needed: 60-80 mins at home,
60-70 mins. in class
 Learning Objectives (including
cognitive and behavioral objectives)
 Students will be able to ---------------

15. Flipped Lesson Plan
Student Learning Resources at Home
 InstructionalVideos:
on format of the cause and effect essay
writing center screencast sample
SentenceFragments_ByAyaElshahawi.mp4
 Worksheet:
Questions on the format of a sample essay
Fill in the blanks of the essay outline

16. Flipped Lesson Plan
 Classroom Activities (pick what applies in
the lesson)
 Students brainstorm for an inclass cooperative
group activity task.
 In groups, address common problems &
facilitate whole group discussion on essay
format and ideas.

17. Lesson plan
 Assessment
- Create your own Facebook page on one
of the problems in Egypt and discuss its
causes and effects.
- Read the article on the elearning and
write the effects you think such problem
can lead to.

18. Lesson Plan Worksheet
ILOs Before (At
Home)
During Class After Class
Students will…….
1…………………
………
2…………………
…….
(Knowledge)
1…………………
………
2…………………
……..
(Analysis/ creating)
1…………………
…......
2…………………
….....
More on creative
performance tasks
1…………………
………
2…………………
….....

19. Flipped= Blended (2:1)
Before Class: Online During class: Face to face
interaction
After class: Online
Video lectures
https://www.youtube.com/watc
h?v=UKm98TVFTQ4
https://www.youtube.com/watc
h?v=r-Wcr4Wgf7U
https://www.youtube.com/watc
h?v=mQfJdhyeQfU
Sample essays
Readings for discussion
Vocabulary lists
Online quizzes
Manageable
Interactive activities Projects: Essay and
readings given via a
webquest
Forum discussions
based on readings per
week
Online quizzes
Reports to analyze for
Upper-intermediate
Integrating sources in a
piece of writing

20. Class time:
1. Significant amount of quizzes, problem
solving activities, extended discussions,
application.
2. Prompt feedback
3. Significant small grades on work and
participation.
4. Well-structured and a well planned class
environment.

21. Interactive in-class activities
1. Application
2. Asking a sequence of questions
3. Student-generated content
4. Discussion activities
5. Problem solving
6. Classroom assessment techniques (short
quizzes)
7. Collaborative learning activities

22. Discussion Activities
 Begin with thoughtful questions, anecdotes,
illustrative quotes, current events, or
controversial statements about the lecture
videos and/or readings viewed outside of
class
 Are well-structured and organized
beforehand
 Set clear expectations for participation and
civility

23. Discussion: Circle ofVoices
Steps:
1. Pose a question, read a passage, make a statement, etc.
2. Students form groups of 4-5.
3.A few minutes of quiet time to organize their thoughts.
4. Give each student three minutes of uninterrupted time to
respond to what was proposed in step one
5.After everyone in the circle has had their three minutes, the
discussion is opened up
Ground rule: students are only allowed to talk about other
people’s ideas, not expand on their own ideas (unless asked a
direct question).

24. Inclass activities:Application
Intermediate:
They find the causes and effects in a reading or
Analyze a video to answer a worksheet on causes and effects.
Speaking using a specific verb tense.
Change the linking words in a magazine article without changing the
meaning
Upper-Intermediate:
Analyze a graph in a discussion.Then, write a report to be peer reviewed.
Reading for main ideas.
Advanced:
Article or video analysis on inferences/ fallacies.

25. Asking a sequence of questions
To divide a big task into smaller pieces.
Advanced & Advanced writing
1.To divide the essay structure into parts (problem-solution
essay).
2.To divide the steps of referencing and citing resources.
3. How one side supports a position in an argument. How the
other side is supporting her argument. How are the two sides
refuting each other?
Each question should have enough time before they move to the
second one.

26. Mazur’s peer instruction model
Steps:
1. Instructor poses a question
2. Students reflect on the question
3. Students commit to an answer
4. Instructor reviews student responses
5. Students discuss thinking with peers
6. Students commit again to an individual answer
7. Instructor again reviews responses and moves on to the next
concept unless more explanation is needed

27. Student generated content
 Students curate course learning materials in a public,
online space.This could include defining terms, creating
assessments, compiling relevant resources, etc.
 Students create forums, quizzes, etc relevant to the
lesson, questions on a reading.
 Students share their work with the rest of the class
 Students comment on (and possibly evaluate ) each
others’ work.

28. Just in Time Teaching (JiTT)
Observe student performance before class,
notice problematic areas, and tailor
following class accordingly or provide
individual feedback.
Results of an online quiz just before class.
Generic feedback
Group scaffolding
After class online forums

29. Online reading reaction journal
Online reading reaction journal
Posting 500 word length response to a
reading weekly.
- Write about points you did not
understand about the readings.
- Formulate questions about the reading.
- Write a post of not less than 60 words
replying to one of your colleagues’ posts
disagreeing with their opinion.

30. Student created forum
 Each student can have a forum on the
instructor’s elearning page to
◦ Upload relevant readings
◦ Raise questions for discussions
◦ Upload relevant vidoes
http://estudiandoenchile.blogspot.com/
Pictures relevant to events
http://visualcultureblog.com/
2013/06/the-woman-in-the-red-dress/

31. ThingLink
http://www.thinglink.com/scene/468090754
061828096
 The teacher compiles all relevant
material.
 Students create a project usingThinglink.

32. Tips
Use technology to increase, not decrease,
interactions with students
Use student feedback and analytics to
refine your flipped teaching strategies

33. Recommendations:To do list
1. Limit ILOs
2. Redistribute current material (before/ in/ after class).
3. Design a highly structured lesson plan accompanied by a
determined number of worksheets/ discussion prompts/
quizzes for every class.
4. Find or create video lectures for each lesson (writing
center page/ smart English/ IELTS writing strategies).
5. One elearning page for students with a video and limited
number of exercises for every week lesson.
6. Grade distribution

34. Obstacles and solutions
1. Students’ resistance and thinking they have
extra workload. (Orientation of the benefits)
2. Students are not prepared (they can watch
videos in groups/ in class divide groups, those
who prepared and those who aren’t)
3. Students create informal learning groups
4. Low attendance (in class quizzes)
5. Extra workload by instructors(portion time of
after class and next preparation assignment)
6. Technology (orientation and clear instructions
given to Ss)

35. Weblinks
http://www.pgcps.pg.k12.md.us/~elc/developingtasks.
html
http://www.teach-nology.com/gold/writerubric3.html
http://www.facultyfocus.com/topic/articles/teaching-with-
technology-articles/
http://www.facultyfocus.com/articles/instructional-
design/how-to-create-assessments-for-the-flipped-
classroom/#sthash.RmYccslS.dpuf

36. View publication stats