Flipped&BlendedPDProjectDesignDocument

DavidSchouweiler
October,2014

Introduction
Thepurposeofthisdocumentistooutlineindetailtheprojectdesignfortraininghigh
schoolteachersat
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intheuseofflippedandblendedinstruction.Withtherapid
riseofdigitizationinpublicschools,flippedandblendedinstructionalmodelsarebecoming
popularparadigmsamongforwardthinkingteachers.Here,flippedinstructionisdefinedasthe
useofteachergeneratedvideosassignedashomeworkforstudentsasasubstituteforinclass
lectures.Benefitsofthismodelincludegivingstudentstheopportunitytopauseandrewind
directinstruction,providingstudentswhomayhavemissedadayofclasswiththeopportunity
tokeepupwithinformationthatwasshared,andcreatingmoreinclasstimeforstudentsto
practiceskillsunderthedirectguidanceoftheteacher.Ingeneral,thetermblended
instructionreferstothemixeduseofinpersonanddigitalmediaintheclassroom.Here,the
termwillbespecificallyappliedtorefertotheuseofteachergeneratedvideosintheclassroom
inplaceofteacherlectures.

AssessmentofNeed
Aneedsanalysiswasconductedtoestablishtheneedfortrainingandidentifythegaps
betweenteacherperformanceanddistrictsexpectations.Twosourcesofdatawereusedto
determinethesegaps.
1. Asurveyconductedatthebeginningoftheschoolyearinwhicheveryteacherinthe
districtwasaskedtoreporttheirTechLevelonascalefrom15basedontheir
frequencyoftechnologyuse,proficiencywithtechnologytools,knowledgeofbest
practicesintechnology,andcomfortlevelwithusingtechnology.
2. InformalinterviewswithteachersconductedduringSeptemberof2014.
Asummaryoftheperformancegapsidentifiedfromthesetwosourceislistedinthetablebelow.

DistrictExpectation

Atleast50%of
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shighschoolteachersuseaflipped
orblendedinstructionalmodel.

CurrentTeacher
Performance

Fourhighschoolteachersinthedistrictareknowntobeusing
flippedorblendedinstructionregularly.

IdentifiedCausesfor
PerformanceGap

Affective
About38%of
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highschoolteachersare
resistanttooruncomfortablewithtechnology.Someteachersavoid
technologytoolsbecausetheyfeelthatstudentsinclassaccessto
technologyresourcesistoolimited.

ContentKnowledge
Manyteachershaveneverheardofthese
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techniques.Additionally,thisisanewdistrictexpectationthathas
notyetbeenimplemented.

TechnicalExpertise
Manyteachersdonotknowhowtocreate
digitalvideocontentdespitehavingallofthetoolsprovidedforthem
intheformofadistrictissuedlaptop.
ProposedSolution

Alive,districtwidetrainingcourseshouldbeimplementedthat
includes:
Communicationaboutwhatthetechniquesareandthe
districtsexpectationforteacherstousethem.
Affectivesupporttocommunicatehowthesetechniques
couldsaveteacherstimeandeffortwithoutstudentdevices.
Handsoninteractioninconstructingvideosledbyalive
expertthatresultsinthesuccessfulcompletionofavideo,
boostingteacherscomfortandconfidence.

CourseGoal
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highschoolteacherswillbeabletocreatetheirowndigitalvideos,uploadthem
toYouTube,anddistributethemtostudents.Thiswillresultinatleast50%ofteacherscreating
videosforstudentsusingaflippedorblendedframeworkatleastonceperweek.

PerformanceObjectives
Bytheendofthissession,teacherswillbeableto:
1. Givenalearningobjective,usedistrictissuedlaptopstorecordaninstructionaldigital
videoofatleasttwominutesusingScreencastoMaticanduploadittoYouTube.
2. Differentiatebetweenblendedandflippedinstructionbydistributingavideodigitallyvia
emailoranLMS(flippedinstruction)orshowingavideoinclasstotheirstudents
(blendedinstruction).
3. Assessstudentsunderstandingofaninstructionalvideobycreatingatleasttwo
assessmentquestionsinaformatofparticipantschoosingtobeusedasawarmupat
thebeginningofaclass(flippedinstruction)orasanexitticketattheendofclass
(blendedinstruction).

DesignElementsandSequence
Theinstructionforthistrainingwillcomeinthreestages.
Stage1:First,teacherswillbeemailedalinktoaYouTubevideothatIwillcreate
explainingwhatteacherscanexpectinthetrainingsessionandprovidingsomeofthe
definitionsandrationaleforflippedandblendedinstruction.Thislinkwillbesentouton
theMondaybeforeeachsession,whichwilloccuronaThursday.
Stage2:Thetrainingsessionwillconsistofablendedinstructionalstyleinwhichdirect
verbalinstructionwillbesupplementedwithaYouTubescreencastcontaininga
stepbysteptutorialwalkingteachersthroughthemasteryofeachofthelearning
objectives.Participantswillalsobesentanemailhoursbeforethetrainingcontaininga
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GoogleDocumentthatwilllinktothevideosusedinthetrainingaswellassupplemental
resourcesforaftertrainingsupport.Teacherswillsubmitthevideostheycreateinthe
sessionthroughaGoogleForm.
Stage3:Lastly,a10questionretrospectivesurveywillbeemailedtoparticipantsone
weekafterthesessionassessingtheirlevelofflipped/blendedimplementationand
comfortlevelwiththevideocreationprocess.Allfourelementswillbeelaboratedbelow.

Stage1:IntroductoryVideo
Purpose
Thepurposeoftheintroductoryvideoistointroduceteacherstotheconceptsofflipped
andblendedinstruction.Thevideoitselfwillserveasanexemplarofflippedinstruction,as
teacherswillviewthevideopriortothetrainingsession.Thevideowillexplaintheobjectivesof
thetrainingandwilllaythefoundationforjustifyingthetrainingsession.Thevideowillalso
explainhowthisinitialsessionisembeddedintothethreesessionsequencewiththelattertwo
sessionstobedevelopedbyotherinternalconsultants.

VideoOutline
1. Casestudyofproblemsfromateachersperspectiveintroducingtheproblemsthat
flippedandblendedinstructionaddress
a. Teachersoftenreteacheverythingtoabsentstudents
b. Ifastudentzonesoutduringanimportantlecture,eitherteachersneedtotake
moretimetoremediatetheproblemorthestudentgetsleftbehind
c. WhathappenswhenateacherisnotontheirAgameduringalecture?
2. Overviewofflipped&blendedinstruction
a. Flippedandblendedinstructioninvolvethecreationofvideosinplaceoflectures
i.
Flippedinstruction:thestudentswatchathome
ii.
Blended:thestudentswatchinclasswithguidancefromteacher
b. Videoclipexamplesofflippedandblendedlearning
i.
Livevideos:Vsauce
ii.
Animatedvideos:Minutephysics
iii.
Mixedvideos:CrashCourse
iv.
Videoswithwhiteboardormanipulatives:TylerDeWitt
v.
Screencast:Bozeman
c. Benefitsofflippedandblendedinstruction
i.
Studentsareabletowatchathome,pause,andrewind
ii.
Moretimeinclassisallowedforpracticeteacherinterventionloses
benefitwhenimplementedthedayafterstudentsbecomestuck
3. Whatparticipantscanexpectfromtraining
a. Thisisthefirstsessioninathreepartseries
i.
Session1:Creatingandsharingvideos
ii.
Session2:Bestpracticesinmakingandsharingvideos
iii.
Session3:Advancedvideocreationoptions
b. Overviewoflearningobjectives
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c. Teacherswillactuallycreateandsharetheirownvideointhissession
d. Teacherswillbepromptedtothinkofalearningobjectiveforoneoftheirclasses
thattheyfrequentlyhavetoreteachbutcouldbeexplainedinlessthanfive
minutes.

Resources&Distribution
TheintroductoryvideowillbecreatedusingScreencastoMaticanduploadedto
YouTube.ThevideowillbedistributedtoteachersontheMondaypriortothetrainingviaemail.

Stage2:TrainingSession
Setting,Resources,andDemonstrationofMastery
ThetrainingswilltakeplaceinthreeseparatedaysthefirstthreeThursdaysinMarch
withdifferentgroupsofhighschoolteachersfrom
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and
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beginningwithCTEonMarch5thCoreandForeignLanguageteacherson
March12thandtheremainingdepartmentsonMarch19th.Sessionswillbeconductedduring
teachersplanningperiodsinRoom129of
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.Teacherswillbeexpectedtobring
theirdistrictissuedlaptopstothesessionandtohavewatchedtheintroductoryvideopriorto
attendance.ScreencastoMaticisawebbasedtool,sonofurthertechnicalstepswillbe
requiredpriortothesession.Thesessionwilllast45minutesandwilltrainteachersinthe
masteryofallthreeperformanceobjectives.Teacherswilldemonstratemasteryofthe
objectivesduringthesessionbycreatingavideoofatleasttwominutesinlengthusing
ScreencastoMaticanduploadingthevideotoYouTube.AGoogleSlidespresentationand
YouTubevideowillserveastheframeworkforworkingteachersthroughthesession.

InstructionalOutline
SessionItem
Warmup

DescriptionofActivities

Overviewof
Training

Objective

Duration

Teachersarrivetosession,warmup
questions(slide1)onprojectorscreen
addressingteachersknowledgeofthe
contentintheintroductoryvideo
Warmupquestionsansweredasa
group,elaborationofwarmupasa
typicalpracticeinaflippedclassroom

5minutes

Teachersremindedofperformance
objectives(slide3)
Overviewoftrainingsessionshared
(slide4)
Elaborationofsessionasexemplarof
blendedinstruction(slide5)

3minutes

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CreatingVideos

Uploading&
SharingVideos

Creating
Assessment
Items

JobAid&
FurtherStudy

WrapUp

Walkteachersstepbystepthrough
downloading/opening
ScreencastoMatic
FunctionsofScreencastoMatic
Webcamcapturesface
Microphoneforvoice
Framingthebox
Thecursorhasacirclearound
itwhenmoving
Recordingavideo
Beginningarecording
Movingobjectsonscreen
Pausing,restarting,orfinishing
arecording
PauseYouTubevideoforteachersto
createavideooftheirown:a
twominutetutorialontheobjective
theyselectedpriortothesession

20minutes

Beginvideoagain:connectingtoa
YouTubeaccount
Pausevideoagainforteachersto
connectYouTubeaccounts
Beginvideoagain:uploadingto
YouTube
AccessingtheYouTubevideo

8minutes

Recalltothebeginningofthesession
whenwarmupquestionswereused
Overviewofhowteacherscan
implementtheseitems
Timetocreatetwoitemsbasedonthe
videosteachersjustcreated

5minutes

Participantsareshownhowtousethe
jobaid
Sharingofresourcesinthejobaidto
findmoreinformation

2minutes

Collaborativebrainstormwithtable
groupsastowhatinformationthey
couldusethesetoolstosharewith
theirstudents

2minutes

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JobAidInformation
Thepurposeofthejobaidistosupportteachersinthecontinuedcreationofvideo
contentfortheirstudentsaswellastoprovidelinkstotutorialsforadvancedfunctionsandideas
uploadedbyotherpeople.ThejobaidwillbecomposedinaGoogleDocthatwillcontain:
1. Theintroductoryvideo(embeddedinthedocument)
2. ThevideoandGoogleSlidespresentationusedinthetraining(embeddedinthe
document)
3. Anoutlineofthebasicstepstotakewhencreatinganduploadingvideos
4. Linksforsupportwithadvancedfunctions
a. UploadingtoYouTubefromanAndroiddevice
b. UploadingtoYouTubefromaniPhoneoriPad
c. Othervideocreationsoftware
d. YouTubetipsandtricks

FollowupSurvey
Purpose,Overview,andDistribution
Thepurposeofthefollowupsurveyistodetermineteacherscomfortlevelwiththe
technologyusedinthetrainingandthelikelihoodthatteacherswillusethistrainingintheir
classrooms.Teacherswillbeaskedtoratetheiragreementwithaseriesofuptoten
statementsusingafivepointLikerttypescale.Teacherswillbeaskedtoratetheirlevelof
agreementbasedontheirdispositionbeforeandafterthesessioninaretrospectiveformat.For
example,onestatementmayreadIcreatevideosformystudentsatleastonceperweek.
Teacherswillbepromptedtoreflectonhowwelltheyagreedwiththisstatementbeforethe
sessionandatthetimeofthesurvey(oneweekafterthesession).Thesurveywillbecreated
intheformofaGoogleSurvey.Thesurveywillbeemailedtoteachersoneweekafterthe
training.

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