I
COURSE TITLE: FLIPPING YOUR CLASSROOM
NO OF CREDITS: 6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
NSTRUCTOR: CHARITY STAUDENRAUS, M.A.T. charitys@classroomhol.org
WA CLOCK HRS:
OREGON PDUs:
60
60
LEARNING ENVIRONMENT :
This course requires assignment responses to be posted in a password secured ONLINE website hosted by The Heritage Institute.
COURSE DESCRIPTION:
Flipping your classroom makes it possible for teachers to assign students videos, readings, and lectures for completion outside of class time. Teachers are then able to use class time to help guide students in completing a discussion, lab, assignment, homework, and other activities. In short, students view the “sit and get” portion of a lesson outside of class time and they apply their knowledge during class time. There is no single correct model for Flipping your Classroom and this course allows for flexibility as you seek to personalize instruction in your classroom.
With a focus on Common Core, Smarter Balance, and Reading & Literacy Standards across the curriculum there is increased pressure on teachers to help students show proficiency across various subjects and standardized tests. Many of our students do not have the help that they need, however, to complete their homework or assignments without teacher direction. Flipping your classroom, in collaboration with a partner teacher, can make the process easier as you can design joint assignments.
This course is applicable for K-12 teachers, administrators, or anyone looking to better their technology skills and literacy in the classroom.
Participants in this course will actively flip their classrooms. The textbook, Flip your classroom:
Reach every student in every class every day, Jonathan Bergmann and Aaron Sams is approximately
$15 at Amazon.
References and materials are located on-line.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1.
Understand the basics of how to flip their classroom.
2.
Understand how to use technology to facilitate flipping of their classroom.
3.
Configure classes and design curriculum in a revolutionary way in order to maximize student learning.
4.
Understand how Flipping Your Classroom will enhance collaboration both inside and outside of the classroom.
5.
Understand how Flipping Your Classroom increases productivity.
6.
Instantly apply the knowledge they acquire.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments ( Section A. Information Acquisition ) for this course automatically earns participant’s their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute is an approved provider of Washington State Clock Hours and Oregon PDUs.
Flipping Your Classroom 1 Approved 12/19/2015

UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
2. Completion of Learning Application assignments
3. Completion of Integration Paper assignment
30%
40%
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS:
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the reading materials may be provided in the online course environment as PDF documents, a format readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader from our website, www.hol.edu, if it is not already on your computer.
REQUIRED TEXT
Flip your classroom: Reach every student in every class every day, by Jonathan Bergmann and Aaron
Sams is available at Amazon.com for approximately $15.
GETTING STARTED
• After registering for the course, you will be sent an email with the website address, password and course key you need to access your online course, along with log in instructions.
• Access each assignment listed in the online course environment and enter your responses.
• Write your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED'. The instructor will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS:
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint presentations may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather use an alias or designation such as “Student A.”
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Introduce Yourself
Briefly introduce yourself (1-2 pgs.) Include your professional situation, your reasons for being interested in this course, what you expect to learn from taking this course, and your general level of experience and proficiency with using technology in the classroom. Post in the online response.
Assignment #2: The Theory behind Flipped Classrooms
Jonathan Bergmann and Aaron Sams began flipping their classes in 2007. Their experiences and the theories behind the decision to flip their classes are outlined in this section of the book. After reading this short section you will be asked to consider your own thinking about why you want to flip your classroom.
Read the Foreword and Chapters 1-3. Write a 2-3 page response highlighting the following:
(a) What are the key features of a flipped classroom?
(b) Compare a Traditional Classroom and a Flipped Classroom.
(c) Why should you flip your classroom?
Post in the online response.
Assignment #3: Implementing the Flipped Classroom
This section addresses many of the logistics of implementing a flipped classroom model including making or finding high-quality videos. This section will help you to plan out the change that is ahead in flipping your classroom. Read Chapter 4. Write a 2-3 page response highlighting the following:
(a) How do you plan to implement the Flipped Classroom?
(b) Will you primarily use other teacher’s videos/on-line resources, or will you make your own
videos?
(c) Think through and research the logistics of making your own video. I outline some resources
in Assignment #9.
(d) Once you begin flipping your classroom, what will your class time look like?
Post in the online response.
Assignment #4: The Flipped-Mastery Model
Students often need to work at their own pace. In this section of the book Bergmann and Sams delve into their “flipped-mastery model.”
After reading about the changes they have made, reflect on what you have learned and plan for how you can implement some of their strategies in your own classroom. Read Chapters 5-9. Write a 2-3 page response highlighting the following:
(a) What are the arguments for a “Flipped-Mastery Classroom”?
(b) What steps would you need to take in order to implement a “Flipped-Mastery Classroom”?
(c) How will you get student, parent, and administrator buy-in as you embark on this new
adventure?
Post in the online response.
Assignment #5: Best Practices
Prior to diving into this new adventure head first, this lesson asks you to review The Best Practices for the
Flipped Classroom . In the article, Salman Khan is quoted as saying, the teacher is now “liberated to communicate with [their students].” Review the attached link and in a 1-2 page document discuss how flipping your classroom will impact your students’ learning.
Post in the online response.
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Assignment #6: Starting Slowly – A Reading
In this section you will assign students a reading to complete outside of class time. One option is to use
Actively Learn , which creates the opportunity for teachers to chunk the text by stopping students from continuing to read until they answer questions, allowing you to help them focus their attention in the most critical portions of text. You can use formative assessment (either multiple choice or short answer) to help you see where comprehension is breaking down. Once students have completed their reading outside of class time and you have given a short formative assessment . Complete a 1-2 page document including screen shots (please protect student privacy) describing why you chose that particular reading to be completed outside of class time. Be sure to include the text. Debrief how the process went including lessons learned. Post in the online response.
Assignment #7: Picking up Speed
YouTube Edu and YouTube Teachers are both quality resources for pre-vetted content that can allow you the opportunity to assign pre-created content for your students to view outside of class time. One option to use for assigning videos to students is through the use of Google Classroom . Once students have viewed the video outside of class time and you have given a short formative assessment . Complete a 1-2 page document including screen shots (please protect student privacy) describing why you chose that particular video for viewing outside of class time. Be sure to include the video. Debrief how the process went including lessons learned. Post in the online response.
Assignment #8: Make a Map
Think about how you plan to flip your classroom. Remember that you don’t have to flip all of your content.
You can flip one or two difficult ideas or concepts. In a 1-2 page document write out your first flipped lesson including the content for the corresponding class period. Post in the online response.
Assignment #9: Make the Jump!
It is time to make your first video. There are a variety of options for making your own video. You can
Upload Video to YouTube , Use your webcam to record video , TEDEd , or Nearpod . Write a 250 word reflection on the experience including a link to the video. Post in the online response.
Assignment #10: Assessment Time
Did your students learn the content from the flipped format? Whether you use an actual quiz, a couple of short answer questions, or an exit question, this is the time to give students a short formative assessment to find out whether or not your students were able to process the content you provided in your video. In a
1-2 page document reflect on the results from the formative assessment. Include a copy of the assessment, and lessons learned from the experience. Post in the online response.
Assignment #11: Learn from Experience
Now that you’ve experimented with flipping it is time to flip your classroom for an entire week. For this assignment include a 250 word reflection and your lesson plans for a full week. Post in the online response.
Assignment #12: Cannonball into the Pool
Create the videos that you will need to flip your classroom for an entire week. For this assignment include a 250 word reflection and links to your videos. Post in the online response.
Assignment #13: Assessment Time 2.0
Assess student learning at the end of the week. Did they comprehend the content provided in your flipped lessons? In a 1-2 page document reflect on the results from the formative assessment , include a copy of the assessment, and lessons learned from the experience. Post in the online response.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor community-based learning) or with students in another teacher’s summer classroom in session.
Assignment #14
While protecting student privacy put together three examples of student work completed during the
“flipped” time period above. Write 1-2 pages reflecting on student learning and proficiency. Post in the online response.
Assignment #15
Flipping allows you the opportunity to assist students in the middle of the learning process. Design a lesson that allows you to assess student learning following the “sit and get” portion of instruction. Note: this could be done via Google Classroom, Actively Learn, or a short entry assignment at the beginning of class, then give students a follow-up formative assessment following the classroom work time. This second assessment could be as simple as an exit ticket. Write 1-2 pages reflecting on student learning and proficiency. Post in the online response.
Assignment #16
You have become a proficient Flipped Classroom Teacher! In this lesson you are asked to reflect on the experience and give students a survey (not assessment) as to how they felt about the experience of flipping their classroom. Write a 1-2 page reflection on how student’s felt about their flipped classroom.
Post in the online response.
500 LEVEL ASSIGNMENT
Assignment #17: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A) Prepare a Presentation for an in-service for other teachers on what you learned through this course.
OR
Option B) Complete an entire unit in a flipped classroom environment. Complete a 250 word reflection on the experience and a copy of the unit including corresponding lessons.
Post in the online response.
Flipping Your Classroom 5 Approved 12/19/2015

ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C. INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #18:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Course Name:
Number of Credits:
Advisor Name:
Date:
Course Number:
Level: (400 or 500)
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1.
What did you learn vs. what you expected to learn from this course?
2.
What aspects of the course were most helpful and why?
3.
What further knowledge and skills in this general area do you feel you need?
4.
How, when and where will you use what you have learned?
5.
How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
CHARITY STAUDENRAUS, M.A.T, received her BA from Willamette University, her MAT from Willamette
University. Charity has experience teaching math, science, social studies, business, and language courses at the middle and high school level. She is currently serving on the 2014-2017 Oregon Science
Content and Assessment Panel as well as the Oregon Instructional Materials Criteria Development
Committee. In addition Charity is consulting on a Rutgers University and WPI project funded through multiple Department of Education and National Science Foundation Grants.
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BIBLIOGRAPHY
FLIPPING YOUR CLASSROOM
Bergmann, J., & Sams, A. Flip Your Classroom: Reach Every Student In Every Class Everyday. Eugene,
Or.: International Society for Technology in Education, 2012.
Bergmann, J., & Sams, A. Flipped learning: Gateway to student engagement .
Eugene, Or.: International
Society for Technology in Education, 2014.
Bretzmann, Jason. Flipping 2.0: Practical Strategies for Flipping Your Class .
S.l.: Bretzmann Group LLC.
2013.
Keeler, Alice. http://www.alicekeeler.com/teachertech/2015/07/16/google-classroom-creating-adiscussion-board/
Alice Keeler has a fantastic blog “Teacher Tech” that I highly recommend following. She is tech savvy and the tips she gives save significant time and headache.
“International Society for Technology in Education.” 2011. http://www.iste.org/welcome.aspx
This website is the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in
PK-12 and teacher education.
“Northwest Council for Computer Education.” 2011. http://www.ncce.org/
NCCE is a non-profit organization dedicated to supporting effective uses of technology in education. In addition to hosting the largest educational technology conference in the Pacific
Northwest, NCCE provides its members with resources and professional development opportunities throughout the year. The mission of NCCE is to promote and support the effective use of technology in all aspects of education as Technology plays a fundamental role in lifelong learning and is used in all aspects of education such as teaching, learning, assessment, evaluation, record keeping, personal productivity, and communication systems. They put on an amazing conference every year in the Northwest.
Flipping Your Classroom 7 Approved 12/19/2015