Designing a flipped activity Purpose Learning outcome Learning activity Closing Next purpose Prior-to-class In-class {Bloom’s: lower levels} {Bloom’s: higher levels} Based on: Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna Publications: WI, USA.

Designing an online activity Purpose Learning outcome Learning activity Closing Next purpose Collaborative, synchronous, peer-assessed Solo, asynchronous, self-assessed {Bloom’s: lower levels} {Bloom’s: higher levels} Based on: Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna Publications: WI, USA.

The flipped classroom Lecture Flipped Evaluation Synthesis Analysis Application Comprehension Knowledge Out of class In class In class Out of class

Bloom’s taxonomy

Students watch a prerecorded lecture before class Students work on tasks and assessments in class (with peers and instructors)

Don’t forget to design for activity …

Designing a flipped activity Purpose Learning outcome Learning activity Closing Next purpose Prior-to-class In-class {Bloom’s: lower levels} {Bloom’s: higher levels} Based on: Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna Publications: WI, USA.

Prior-to-class activities In-class activities Closing A flipped lesson plan Purpose Prior-to-class activities In-class activities Closing Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna Publications: WI, USA.

1. Purpose Goal of the lesson. Activities and assignments should be designed to help students achieve the goal (constructive alignment) What should students be able to DO at the end of the lesson? Make it big – set a goal that is dynamic, challenging and authentic.

Constructive alignment What do the students need to be able to do? Learning outcome How will the students learn what to do, and how to do it? Learning activity How will we know that students are able to do it Assessment At the end of this lesson, students will be able to..

Constructive alignment At the end of this lesson, students will be able to.. Learning outcome To achieve this outcome, students will… Learning activity Students will demonstrate achievement by… Assessment

2. Prior-to-class activities Connected to the purpose Have at least one learning outcome to be achieved before class – be specific Design in-class activities to hold learners accountable for that learning outcome Clearly define learning outcomes and activities prior to class – students won’t connect if there is confusion and uncertainty

3. In-class activities Build on prior-to-class activities by addressing more difficult or higher level skills (e.g. Bloom’s taxonomy) Hold students accountable by providing continuity between prior-to-class and in-class activities. Show them that preparation is time well-spent. Start class with a focusing activity to direct attention immediately on the topic, and connect to prior work. Examples include: a quiz, a video, a quote, a problem, a photo, a demonstration. Be creative.

4. Closing Revisit what was learned Ensure that learning outcomes were achieved Set the stage for what comes next