FLIPPING YOUR CLASSROOM

Facilitators Guide

Prepared for Alfred Boyd

By Jessica White, M.Ed. of JWhite Curriculum Consulting & Design
Contents
Facilitators Guide ......................................................................................................................................... 2
Set Up ............................................................................................................................................................ 3
Section 1: What is Flipped Learning? (60 Minutes) ...................................................................................... 3
Section 2: Tech for Flipping the Classroom (85 Minutes) ............................................................................. 4
Section 3: Getting Your Class Going (45 Minutes) ........................................................................................ 6
Section 4: Maintaining Your Flipped Classroom (75 minutes) ...................................................................... 6
Appendix A ................................................................................................................................................ 8
Appendix B .............................................................................................................................................. 11
Appendix C .............................................................................................................................................. 12
Appendix D .............................................................................................................................................. 13
Appendix E .............................................................................................................................................. 14
Appendix F .............................................................................................................................................. 15
Appendix G .............................................................................................................................................. 16

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 Workshop Title:
Flipping your Facilitators Guide
Classroom
In this 4-hour workshop, you will learn a practical approach to flipping learning for the classroom. This
workshop will share some of the best tools and resources for designing a successfully flipped
classroom. You will also explore how to structure flipped learning experiences to promote student
engagement and differentiation.
1. Compare and contrast traditional and flipped learning
2. Discuss different technology tools that could be implemented within the flipped environment
3. Explore how and where to choose appropriate strategies and resources to flip the learning.
4. Discuss how to adjust instruction to meet varied student readiness and interest needs within the
flipped environment
Section 1: Aims:
What is Flipped Learning? 1. To introduce the flipped classroom model
60 Minutes 2. To compare and contrast the flipped classroom environment
with traditional learning environments
3. To discuss the pros and cons of the flipped classroom model
Section 2: Aims:
Tech for Flipping the 1. To introduce and gain exposure to 3 different popular e-
Classroom learning platforms
85 Minutes 2. To set up a schedule and program that will help you to
successfully complete an entire school year in a flipped
classroom environment
Section 3: Aims:
Getting Your Class Going 1. To explore ways of integrating other popular online activities
into the flipped classroom
2. To discuss models for using flipped classroom effectively
Section 4: Aims:
Maintaining Your Flipped 1. To offer troubleshooting ideas for when problems arise in the
Classroom flipped classroom
2. To consider differentiation and other flipped classroom benefits
3. To discuss best practices for communicating the purpose and
function of a flipped classroom to school audiences (including
students, parents and administration)
Assessment At the conclusion of this workshop, participants will have activated an
account and started a new portal on one of the platforms utilized in the
workshop.

Throughout the workshop, participants will actively contribute to

learning activities presented in the learning platforms.
Follow-Up Facilitator(s) will remain available for questions via the online platforms
used in this workshop for 12 months following the workshop.

Through this portal, facilitator(s) will directly contact each participant 3-

months and 9-months following the workshop to check progress,
troubleshoot, encourage development and offer guidance.

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Set Up
Materials

1 tablet for every 2 participants

1 facilitator-tablet attached to a projector (if available)

1 ream of white paper (or about 100 sheets of recycled paper)

Spare writing utensils are recommended

Butcher block paper and/or a large white board and markers is recommended

Facilitator(s) should arrive at least 15 minutes prior to the start of the workshop to set up tablets and
troubleshoot as needed.

Boot up each tablet and navigate to the pre-designed Edmodo* page. Display Storyboard 1: What is a
flipped classroom? (see Appendix A) on each tablet screen.

Section 1: What is Flipped Learning? (60 Minutes)

1. Arrival (10 minutes)

Greet each participant and them to sit in pairs near a tablet as they walk in.

Encourage seated participants to unlock and view their tablets as pairs are complete. Invite each pair to
explore independently theres no such thing as getting too far ahead.

Direct the participants attention to the discussion board and inform them that this is how you will take
questions throughout the workshop. Screenshots and hard copies of materials are included in the PPT in
case of technical difficulties.

Distribute a blank sheet of paper to each pair as they explore on their tablets.

2. Guided Discovery (20 minutes)

Call the participants to order and direct their attention to the paper that you distributed.

Ask: How will you create the perfect flipped classroom?

Encourage participants to brainstorm on their paper. Remind participants that the definition and
suggested activities were on the storyboard on their tablet.

After about 5 minutes, encourage pairs to group up with another pair to compare notes and add to their
own. Mingle among the groups and provide active feedback by questioning responses:

How do you think your students would respond to that? Do you see any potential problems with this?
What hurdles do you think your students might face? How can you address those problems before they
happen?

After another 5 minutes, encourage pairs to find another pair to group with and repeat for 5 minutes.

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Call the group back to order.

3. Practice (20 minutes)

Direct pairs back to their tablets. Help them to navigate (on a projected screen if one is available) to
Task 1 on Storyboard 1 (See Appendix B) and encourage them to follow the instructions and begin the
task of selecting a flip-able lesson in pairs.

Mingle among the pairs, but provide minimal feedback by only asking about their lesson selection.

After about 10 minutes, call the group back to order.

Encourage each pair to group with another pair and compare their tasks. Invite each pair to provide
feedback to each other, reminding them of the questions you were asking earlier.

Mingle among the groups and answer questions and provide guidance as the need arises for about 10
minutes.

4. Wrap (10 minutes)

Call the group back to order.

Ask: Who has created an outline for a great flipped classroom?

Encourage specific pairs to share their outline and discuss their progress.

Provide direct feedback and encouragement. Congratulate the group on their progress.

Section 2: Tech for Flipping the Classroom (85 Minutes)

Note: Each tablet will have 1 of 3 variations on Storyboard 2, directing each pair to learn about:

a. Edmodo.com
b. GoClass.com
c. NearPod.com

This section is designed to model how online learning translates to in-class collaboration while also
allowing participants to begin developing an understanding of the structure and navigation of online
learning tools.

1. Transition (15 minutes)

Direct the participants attention back to their tablets, and invite them to navigate to Storyboard 2 (See
Appendix C).

Distribute another blank piece of paper to each pair.

Invite pairs to use their outlines to now map out an ideal class progression on the paper, based on their
learning from the Storyboard for 10 minutes. They should now consider video content, online
presentations, reading material and other content that they could use.

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Invite pairs to group up with another pair to discuss their maps and (gently) critique each other.
Encourage them to ask questions and probe for more information.

Call the group to order after about 5 minutes of discussion.

2. Guided Discovery (30 minutes)

Note: it is strongly encouraged that facilitators have explored this process at length prior to leading this
workshop. Participants will likely have a number of questions and most will likely never have undergone
any web development processes, requiring significant amounts of 1:1 guidance following the walk-
throughs.

Direct participants attention to the screen (or back to their own tablets if a projector is not available).

Navigate through the Edmodo.com lesson creation process for about 10 minutes

Navigate through the GoClass.com lesson creation process for about 10 minutes

Navigate through the Nearpod.com lesson creation process for about 10 minutes

3. Practice (30 minutes)

Encouraging them to refer back to their outlines and maps, invite learners to begin designing an
introductory lesson that explains a flipped classroom.

Explain to the learners that they do not need to find links or actual materials yet, but rather to simply
map out where different elements will go and how their students will progress through the lesson
independently.

Give the participants about 20 minutes to map out their first lesson by selecting and creating the
elements that they will include, and activating their lesson or site. Then, invite pairs to group up with
another pair to test their interface is the new pair able to navigate with little to no assistance?

Offer minimal guidance during this phase, encouraging pairs to fail and struggle as well as to use
each other in order to problem-solve independently. Remind them to use the discussion board as
needed.

4. Wrap (10 minutes)

Call the group back to order.

Invite each pair to briefly (1-2 minutes each) share their lesson site.

Note: if you have a large group (more than 20 participants), split the group into groups of 15-20 and
encourage them to share among their small group.

Offer direct feedback and ask questions as each group presents.

--------------------------------------------10 Minute Break-------------------------------------------

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Section 3: Getting Your Class Going (45 Minutes)
1. Transition (10 minutes)

As participants return from the break, encourage them to fill out the survey on Storyboard 3 (See
Appendix D).

Note: this survey is also a thermometer for you as a facilitator are they understanding the instruction?
Are they benefitting from the workshop? Is additional instruction required before moving into the next
section? Watch the survey live as it is completed by the participants.

Remind the group to actively use the discussion board as you continue through the workshop.

2. Guided Discovery (10 minutes)

Direct pairs to Task 3 (see Appendix F). Encourage them to review the task and follow the steps on
Storyboard 4 (See Appendix F) to add video elements and other learning tools to their introductory
lessons.

Remind pairs to use the discussion board for questions as needed.

Encourage them to continue to review the storyboard when they complete the task and to explore other
tech elements that they can use on their platforms.

3. Practice (10 minutes)

Call the group to order.

Invite the pairs to group up with another pair and review their lessons, collaborating to add additional
elements to their lessons.

4. Wrap: Discussion (15 minutes)

Ask: The big question is how do you use classroom time?

Encourage brainstorming and discussion around how to combine the online elements with classroom
time, addressing potential hurdles as well.

Section 4: Maintaining Your Flipped Classroom (75 minutes)

1. Transition (5 minutes)

On www.pollev.com, ask: What are some of the biggest challenges that you are still seeing surrounding
the flipped classroom? (See Appendix E, Storyboard 5)

Invite participants to offer input.

2. Guided Practice (10 minutes)

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Direct participants to Storyboard 4 (see Appendix E) which will guide them through the benefits of the
flipped classroom and how to communicate this to spenchool audiences.

Encourage pairs to discuss how they would communicate this to their students, families and
administration.

3. Practice (45 minutes)

Task 4 on Storyboard 4 (See Appendix G) encourages pairs to record a video that discusses the flipped
classroom as they understand it as though they are presenting this to

a. Students
b. Parents
c. Administration

If pairs need to work in other areas, such as the hallway or another room, invite them to do so if it is
possible.

Offer minimal feedback until pairs have finished recording. Encourage finished pairs to upload their
video to the lesson that they created.

4. Wrap (15 minutes)

Call the group back to order.

Invite them to contribute feedback to the discussion board during the live discussion.

Pose questions based on the remarks from the discussion board, and/or as you see necessary to clarify
various points about maintaining a flipped classroom.

Thank the participants for their participation and congratulate them on the completion of their first
online portal. Encourage them to try flipping their classrooms next year.

Remind participants that you will remain available on the learning platform for 12 months.

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Appendix A
1. Slide #1

2. Participant Storyboard 1 (YouTube video explanation of Flipped Classroom)

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 3. Participant Storyboard 1 (Reading material)

4. Participant Storyboard 1 (Quiz)

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 5. Participant Storyboard 1 (Collaboration Board)

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Appendix B
1. Storyboard 2 Guided Task 1

Participants will also be provided with a blank sheet of paper on which to complete this task in case they
are unable to complete it online.

Facilitator should be available to offer guidance as needed during this phase.

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Appendix C
1. Storyboard 2 Online Direct Instruction

2. Storyboard 2 Guided Task 2

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Appendix D
1. Storyboard 3 Online Content

2. Storyboard 3 Online Direct Instruction

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Appendix E
1. Storyboard 4 Mid-Session Survey

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Appendix F
1. Storyboard 4 Online Direct Instruction

2. Storyboard 4 Online Content

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Appendix G
1. Storyboard 4 - Guided Task 3

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