Design of
the Flipped Lesson
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Objectives:
To design a creative classroom
To design a flipped lesson
To plan a flipped lesson
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Topics
Creative classroom
activity
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Planning a flipped
lesson
Step 1
Tasks to develop outsider the
classroom (pre-class);
Step 2
Introduction to the topic in
the classroom;
Step 3
Activities of self-assessment
performed outside the
classroom;
Step 4
Peer assessment and teacher
assessment in the classroom
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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?
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Creative Classroom
1. Analyze the educational
Maximize the
students’
participation
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context
2. Set out the objectives
3. Methodologies to use
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Planning
https://pixabay.com/pt/marca-marcador-m%C3%A3odeixar-516279/
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https://commons.wikimedia.org/wiki/File:FL_
Technics_Training_-_Inside_the_class.jpg
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Outside the class
examples
https://www.flickr.com/photos/spirit
-fire/5733726847
In-class examples
https://en.wikipedia.org/wiki/Howard_H._
Baker,_Jr._Center_for_Public_Policy#/medi
a/File:Student_Panel_Discussion.jpg
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Learning Objectives and
Outcomes
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?
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Bloom Taxonomy Learning Objectives
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Bloom Taxonomy
https://en.wikipedia.org/wiki
/Bloom%27s_taxonomy
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Contents
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!!!
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Contents
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.
Text
Vídeo
Simulation
Animation
Online multimedia module
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Time
https://www.pexels.com/photo/fashion-wristwatch-time-watch-1252/
It is important to think in terms of the amount of time needed
to cover all the contents and to achieve the learning objectives
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Learning activities
Examples
Creation of a project
Solving problems
Analyzing data
Engaging in a debate
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Designing a product
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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.
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Are you ready for
start?
1.
2.
3.
4.
Describe the Learning Context
The time-frame
The outcomes
The learning objectives and Soft
skills
5. The evaluation
6. The contents
7. Learning activities
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Planning a Creative
Classroom
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Describing a Learning
Activity
A classroom activity
should include the
Activity name:
following main
Cognitive Objectives:
elements in its
Soft Skills:
description
Subject/Community:
General description (nature and type):
Tools:
E-contents:
Activity phases (preclass, in class, outside class,
in class):
Rules:
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Creative Classroom
Technologies
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Planning a Lesson
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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.
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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 10-15 minutes).
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Step 1 – Tasks to develop outside
the classroom (preclass)
Watch online videos and
accessed some web links
Take some short quizzes
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Step 1 – Tasks to develop outsider
the classroom (preclass)
Instructions
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.
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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
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Step 2 – Introduction to the topic
in the classroom
explain all the activities
that students will
develop outside the
classroom.
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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.
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Step 2 – Introduction to the topic
in the classroom
The students
typically accept
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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.
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Step 2 – Introduction to the topic
in the classroom
Quick three-question
review quiz
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Step 2 – Introduction to the topic
in the classroom
active
learning
strategies
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Step 2 – Introduction to the topic
in the classroom
Results should be
shared among all
groups and answers
should be critically
reviewed.
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Step 2 – Introduction to the topic
in the classroom
Presentations in groups present
specific topics
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Step 2 – Introduction to the topic
in the classroom
To develop a journal
article review activity
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Step 2 – Introduction to the topic
in the classroom
collaboration
presentation
case studies
debate on a topic
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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
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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
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Step 3 – Activities of selfassessment performed outside the
classroom
Self-assessment activities
should be proposed.
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Step 3 – Activities of selfassessment performed outside the
classroom
• small work or online
questionnaire
• formative evaluation
• reviewing their peers’
work
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Step 3 – Activities of selfassessment performed outside the
classroom
To develop critical analysis
skills, become comfortable
with criticism and justify
their position in further inclass discussions
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Step 3 – Activities of selfassessment performed outside the
classroom
• Online discussion board
• The instructor will be
able to evaluate the
students’ critiques and
their understanding of
their peers’ work.
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Step 4 – Peer assessment and
teacher assessment in the classroom
Promote peer
evaluation and
teacher’s evaluation.
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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?
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–Was it challenging enough?
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Conclusion
Has gained a lot of
popularity in the last
years
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Conclusion
• The role of the teacher changes.
• He/She is no longer the one that
possesses the knowledge but the one
that facilitates learning
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Conclusion
• this methodology may require
some adaptations to facilitate its
operationalisation.
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Conclusion
• Finally, this kind of approach
may face some resistance from
the students.
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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.
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References/Bibliography/Links
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.
http://www.cvm.umn.edu/facstaff/prod/groups/cvm/@pub/@cvm/@facstaff/documents/content/cvm_content_454476.pdf. Accessed
at : 21 may 2015.
Bishop, J.L. and Verleger, M. (2013). The Flipped Classroom: a survey of the research http://www.studiesuccesho.nl/wpcontent/uploads/2014/04/flipped-classroom-artikel.pdf. Accessed in: 21 may 2015.
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1-12. Retrieved from
http://ruby.fgcu.edu/courses/ikohn/summer/PDFfiles/LearnMastery2.pdf . Accessed at: 17 june 2015.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved Wednesday, April 8, 2015 from
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. Accessed at : 21 may 2015.
Center for Teaching and Learning (s/d). What is different about a flipped classroom? http://ctl.utexas.edu/teaching/flipping-aclass/different. Accessed at: 21 may 2015.
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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 160-173. http://ac.elscdn.com/S0360131514001316/1-s2.0-S0360131514001316-main.pdf?_tid=6df633b6-d0af-11e4-881000000aacb362&acdnat=1427041441_6cd45bc33a0da442483b7de7ff8a95c8. Accessed at: 21 may 2015.
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).
http://www.ajpe.org/doi/pdf/10.5688/ajpe7610196. Accessed at : 21 may 2015.
Tucker, B. (2012). The Flipped Classroom. Education Next, 12(1). http://educationnext.org/the-flipped-classroom/. Accessed at : 21
may 2015.
Hawks, J. (2014). The Flipped Classroom: Now or Never?. http://web.b.ebscohost.com/ehost/detail/detail?sid=dbd20880-cfff-4cd8a54d6093cea55895%40sessionmgr113&vid=0&hid=115&bdata=Jmxhbmc9cHQtYnImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=c
cm&AN=2012673240. Accessed at: 21 may 2015. 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* http://evidosol.textolivre.org/papers/2014/upload/33.pdf. Accessed at : 17 june 2015.
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