MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Design of the Flipped Lesson

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Objectives:  To design a creative classroom  To design a flipped lesson  To plan a flipped lesson

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Topics Creative classroom activity Planning a flipped lesson Step 1 Step 2 Step 4 Step 3 Tasks to develop outsider the classroom (pre-class); Introduction to the topic in the classroom; Activities of self-assessment performed outside the classroom; Peer assessment and teacher assessment in the classroom

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Questions  Do you know what a creative classroom is?  What do you have to do in order to create a flipped lesson?  How to plan a flipped classroom?

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Creative Classroom Maximize the students’ participation 1. Analyze the educational context 2. Set out the objectives 3. Methodologies to use

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Planning

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka s_Training_-_Inside_the_class.jpg

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Outside the class examples In-class examples fire/ televis%C3%A3o / Jr._Center_for_Public_Policy#/media/File:Stude nt_Panel_Discussion.jpg dicion%C3%A1rio-livro /

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka What do 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? Learning Objectives and Outcomes

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Bloom Taxonomy - Learning Objectives

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka m%27s_taxonomy Bloom Taxonomy

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka It is important not to try teaching “everything” with lower development of cognitive objectives. It is better to have fewer contents and develop deeper objectives such as a critical analysis or creativity!!! Contents

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Plan and prepare all the instructional materials that students will use in the learning experience. The development of materials should take into account the best way to communicate with a specific target. Vídeo Simulation Text Online multimedia module Animation Contents

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka It is important to think in terms of the amount of time needed to cover all the contents and to achieve the learning objectives defined Time

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Learning activities Examples Creation of a project Solving problems Analyzing data Engaging in a debate Designing a product

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka 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.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Describe the Learning Context 2.The time-frame 3.The outcomes 4.The learning objectives and Soft skills 5.The evaluation 6.The contents 7.Learning activities Are you ready for start?

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Planning a Creative Classroom

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka 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: A classroom activity should include the following main elements in its description Describing a Learning Activity

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Creative Classroom Technologies

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Planning a Lesson

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 1 – Tasks to develop outside the classroom (preclass) The preclass preparation activities should be developed at least within 7 days in advance of the first class time.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 1 – Tasks to develop outside the classroom (preclass) Watching recorded video lectures or do some readings Three to four short lecture videos highlighting major concepts (maximum length of each should be minutes).

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 1 – Tasks to develop outside the classroom (preclass) Watch online videos and accessed some web links Take some short quizzes

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 1 – Tasks to develop outsider the classroom (preclass) word, PowerPoint, podcast file, etc. It can also be a video or a website. should not take more than 15 minutes to read and understand. objectives with enough detail Instructions

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom brief introduction to the topic and explain all the learning process. expectations concerning results students’ participation and time needed

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom explain all the activities that students will develop outside the classroom.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom explain how the new instructional material fits into the overall existing course structure why flipped classroom is being used.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom The students typically accept

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom 10 minutes of the in-class time reviewing the pre- class activities discussion of questions submitted prior to class.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom Quick three-question review quiz

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom active learning strategies

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom Results should be shared among all groups and answers should be critically reviewed.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom Presentations in groups present specific topics

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom To develop a journal article review activity

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom collaboration presentation case studies debate on a topic

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom to prepare the continuation of the learning experience what they should do after the in-class activity

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 2 – Introduction to the topic in the classroom Teachers should explain to students how often they will need to practise or revise their thinking

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 3 – Activities of self-assessment performed outside the classroom Self-assessment activities should be proposed.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 3 – Activities of self-assessment performed outside the classroom small work or online questionnaire formative evaluation reviewing their peers’ work

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 3 – Activities of self-assessment performed outside the classroom To develop critical analysis skills, become comfortable with criticism and justify their position in further in-class discussions

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 3 – Activities of self-assessment performed outside the classroom Online discussion board The instructor will be able to evaluate the students’ critiques and their understanding of their peers’ work.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Step 4 – Peer assessment and teacher assessment in the classroom Promote peer evaluation and teacher’s evaluation.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Creative Classroom –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?

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Conclusion Has gained a lot of popularity in the last years

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Conclusion The role of the teacher changes. He/She is no longer the one that possesses the knowledge but the one that facilitates learning

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Conclusion this methodology may require some adaptations to facilitate its operationalisation.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Conclusion Finally, this kind of approach may face some resistance from the students.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka Glossary Flipped Lesson: The flipped classroom is a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Bloom Taxonomy: Bloom's Taxonomy uses a scale of 6 levels to express the level of expertise required to achieve each measurable student outcome. Creative classroom: a learning process of developing new, uncommon, or unique learning strategies Lesson Plan: A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Learning activity: Learning activity refers to any interaction in a course in which learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or on online settings. Peer Assessement: Peer assessment involves students taking responsibility for assessing the work of their peers against set assessment criteria. E-Contents:(Electronic-content) Digital content that can be transmitted over a computer network such as the Internet Cognitive objectives: cognitive objectives are concerned with intellectual outcomes.

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka 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. Accessed at : 21 may Bishop, J.L. and Verleger, M. (2013). The Flipped Classroom: a survey of the research content/uploads/2014/04/flipped-classroom-artikel.pdf. Accessed in: 21 may Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), Retrieved from Accessed at: 17 june Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved Wednesday, April 8, 2015 from Accessed at : 21 may Center for Teaching and Learning (s/d). What is different about a flipped classroom? class/different. Accessed at: 21 may References/Bibliography/Links

MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM GAIN TIME ES01-Ka References/Bibliography/Links 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 cdn.com/S /1-s2.0-S main.pdf?_tid=6df633b6-d0af-11e aacb362&acdnat= _6cd45bc33a0da442483b7de7ff8a95c8. Accessed at: 21 may 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). Accessed at : 21 may Tucker, B. (2012). The Flipped Classroom. Education Next, 12(1). Accessed at : 21 may Hawks, J. (2014). The Flipped Classroom: Now or Never?. a54d- 6093cea55895%40sessionmgr113&vid=0&hid=115&bdata=Jmxhbmc9cHQtYnImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=c cm&AN= Accessed at: 21 may Accessed at : 17 june 2015 Colombo, C., et al (2014). A FERRAMENTA WINK E O MODELO “SALA DE AULA INVERTIDA” APLICADOS AO ENSINO DE PROGRAMAÇÃO* Accessed at : 17 june 2015.