1. 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.

2. 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.

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

4. Bloom’s taxonomy

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

6. Don’t forget to design for activity …

7. 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.

8. 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.

9. 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.

10. 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..

11. 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

12. 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

13. 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.

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