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Table of Contents
Executive Summary
The Flipped Classroom is an instructional strategy that contrasts the traditional learning
environment. Instructional content becomes digitised and delivered online for students to acquire
at home. Activities that would normally be conducted as homework are now done in the
classroom in collaborative groups. The members of the science department of the Foundation
High School in Barbados will participate in an online professional development workshop series
to learn how to implement the Flipped Classroom Model within their classroom to improve
students’ overall performance in the sciences. At the end of the series, teachers will be able to
Introduction
The Flipped Classroom Model enables learners to have more input in their learning.
Alison King (1993) provided the groundwork for the Flipped Classroom Model based on her
research called “From Sage on the Stage to Guide on the Side”. In her research, King (1993)
emphasizes the need to use class time to construct meaning from content presented rather than to
introduce new information. The Flipped Classroom promotes blended learning, which is a
mélange of face to face learning with online education. This model integrates the behaviourist
Foundation High School has been receiving poor national scores in science and teachers
credit this to the fact that the syllabuses are broad and content-ladened. Much time is allocated to
teaching the content reducing the time spent on developing higher order skills within the
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classroom. Thus, it was suggested that teachers in the Science Department consider the
alternative instructional model of the Flipped Classroom. These teachers will be the main
participants of this course. The course was created and uploaded to the school’s Moodle site.
This will allow teachers to explore the content of the workshop series in their own time and
Needs Assessment
Background/Context
The teachers at the Foundation Secondary School in Barbados find the science syllabuses
to challenging to complete by the end of the academic year. Many teachers rush the syllabus and
in so doing create other challenges. These include students with differentiated learning having
difficulties grasping the new content and there is also little time that can be allocated to
reinforcing concepts with students. Additionally, much of the class time is spent disseminating
content rather than focusing on the higher order cognitive skills. Teachers also chose to limit the
number of practical work students do to overcome the time constraints. The end of year internal
and external academic results have gradually plummeted over the years. To address this
problem, a workshop on the Flipped Classroom Model was designed for the teachers to help
differentiate instruction, provide forums for their students to review content, take an active role
in their learning and use the face to face environment of the classroom to teach higher order
Topic of Instruction
Unit 1 - Understanding the Flipped Classroom and the Role of the Teacher
Audience
This professional development workshop series is designed for ten science teachers at the
Foundation High School, a pilot secondary school in Barbados. The teachers range in age
between 25 and 50 years old. Seven of the ten science teachers are trained with teaching
experience between three and twenty-five years. All seven teachers have a first degree in their
major, which is Biology, Chemistry and/ Physics. Three teachers are untrained. Six of the ten
teachers are preparing students to sit the Caribbean Secondary Education Certificate (CSEC), an
standard secondary education. All participants of this workshop have previously received
training navigating the Moodle platform when the platform was first introduced school-wide. All
teachers also have basic ICT skills and often integrate technology in the classroom.
Format:
The professional development will take place fully online. It will incorporate the following:
● Online Lectures
● Presentations
● Videos
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● Discussion Forums
● Personal Interviews
● Classroom Observations
● Delphi Technique
● Survey questionnaires
● Case Studies
The Need assessment produces optimal, actuals, feelings, causes and solutions as follows:
Optimal
● Teachers should be well trained on how to effectively use the Flipped Classroom Model.
● Students should improve their science grades through varied online materials that present
Actuals
● Teachers do not have enough class time to deliver the heavy content in the current
timetable.
● Teachers have difficulties reinforcing and applying new concepts due to limited class
time.
● Teachers need to find ways improve students’ grades in Biology, Chemistry and Physics.
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Feelings
● Teachers get reports from parents that their children are not getting adequate practice on
● Some teachers are frustrated about not completing the science syllabus on time for the
● Teachers feel skeptical that the workshop will effectively addressed their needs as other
Causes
● Teachers spend a lot of time explaining new concepts while students passively try to
understand.
● Some students cannot fully understand the handouts given on new topics.
● The instructional strategies are teacher centred with content being delivered in the chalk
and method.
Solutions
● Instructors will utilize the flipped classroom model to address the inadequacies in the
● Teachers will create and upload customized digital content that will focus on exactly
● Teachers will utilize the classroom time to build on and develop higher order skills
Task Analysis
Task analysis according to Kemp et.al, (2011), determines what knowledge and
procedures is needed in instruction to help the learner master the objectives. It is one of the most
A Task Analysis was conducted to determine what the learners needed know in order to
achieve the desired outcomes of the workshop, which is to implement the Flipped classroom
model into their teaching environment. A task selection worksheet was generated, listing seven
(7) tasks the learner needs to complete. Each task was measured ranging from criticality to
difficulty and was awarded points based on calculated amounts. A priority number was given
based on the point awarded (the higher the points the greater the priority). This priority listing
determined what task was of highest priority to achieving the desired outcome.
Even though the tasks were ranked it was recognised that all tasks could be included in
the three-day workshop since the tasks were closely related. It was recognised that creating the
lesson plan would require all other tasks. Additionally, if teachers are to implement the flipped
classroom approach then the workshop should aim to include all tasks relevant to resolving the
instructional challenge.
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TASKS #1 #2 #3 #4 #5 #6 #7 #8
Table
Procedural Analysis
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A Procedural Analysis is used according to Kemp et.al, (2011), “to analyze task by
identifying the steps required to complete them”. Instruction is broken down into specific steps
Figure 1
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Unit 1. - Understanding the Flipped Classroom and the Role of the Teacher
Task: Explain the theory behind the flipped classroom model and describe the role of the teacher
Level 1
1. Log on to E-learning site
Level 2
3.2 Use assessment sheet to compare and contrast traditional vs. flipped classroom
3.13 Do quiz
Task: Create and evaluate digital content to be used in the learners’ home environment.
Level 1
presentation.
Level 2
presentation.
2.2 Analyse the PowerPoint presentations using the Principles of Multimedia Learning
checklist.
2.3 Select a PowerPoint presentation that uses the Principles of Multimedia Learning.
4.5 Repeat 4.3 and 4.4 until timings have been added to all slides.
Level 1
5. Determine assessment
Level 2
1.2 Create behavioral objectives showing action, condition and criteria for performance
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3.3 Select instructional strategies for at home learning from the list
3.4 Select instructional strategies for in-class learning from the list
4.1.1 Select an activity that allows students to reflect on content (knowledge and
4.2.1 Select activities that allow students to apply, analyze, evaluate and create
learner before completing the task of creating a flipped classroom lesson plan. This prerequisite
analysis was constructed to determine the cognitive skills the learners require to complete the
task of creating a flipped lesson. Other tasks from the task analysis are also included in the figure
to show their relationship to the overall goal of creating a flipped lesson plan.
Figure 2
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Performance Objectives
analysis, performance objectives were created based on the analysis completed. A terminal
objective was created for each unit, with enabling objectives developed, assisting with achieving
Unit 1 - Understanding the Flipped Classroom and the Role of the Teacher
Terminal Objective
On completion of this unit, learners will construct a Mind map including all aspects of the
Enabling Objectives
1. After watching a video, participants will compare the tradition vs. flipped classroom
individually by creating a graphic organizer using a compare and contrast concept sheet
2. Given online quizzes, participants will explain the flipped classroom model getting no
3. After learning about the flipped classroom model, participants will be able to formulate
their Flipped classroom philosophy using no more than 250 words (Synthesis).
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Terminal Objective:
On completion of this unit, learners will be able to develop a video from a PowerPoint
presentation.
Enabling Objectives:
1. After a lecture on the principles of multimedia learning, participants will identify at least
2. Given a choice of three PowerPoint presentations, participants will discuss and select
correctly the PowerPoint presentation that best applies the principles of multimedia
(Synthesis)
4. In a small collaborative group and using a rubric, participants will assess the video of
Terminal Objective:
On completion of this unit, learners will be able to create a flipped lesson plan with appropriate
Enabling Objectives:
1. After watching an instructional video on the flipped classroom process, list 5 steps for
2. After watching a demonstration of the flipped process, describe three (3) at home
activities and three (3) in-class activities that support the flipped model.
3. After a guided practice lesson, create a complete lesson plan for the flipped classroom
model showing its five (5) essential components, using the lesson plan template. (Create)
4. After reviewing an exemplar lesson plan, evaluate two (2) flipped lesson plans using a
The PowerPoint presentation covers two areas of the Flipped Classroom Model, what is
the Flipped Classroom and the role of the teacher in the Flipped Classroom.
The first section of the PowerPoint explains what the Flipped classroom is about, comparing and
contrasting the traditional classroom to the flipped classroom and the benefits of the Flipped
classroom has to the teacher and students. The second section of the PowerPoint discusses the
Appendix B)
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In Unit 2, teachers will learn the principles of multimedia learning as a framework for
creating and evaluating digital content. Teachers will demonstrate their understanding of the
principles of multimedia learning when choosing, creating and evaluating digital content.
Teachers will be working with Microsoft PowerPoint as this is a common tool used in the
classroom. Teachers will learn how to convert their PowerPoint presentations to a video format
The PowerPoint presentation created for the workshop includes the following
instructional strategies: analogy, advanced organizers, small groups and guided discovery.
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In this unit, participants will learn of the 5 essential steps in creating a Flipped Lesson
Plan. These steps will be presented through a direct instructional video. After which, they will
follow along with a teacher as he demonstrates the planning process from beginning to end.
Finally, participants will be required to create their own lesson plan using the Lesson Plan
Template (See Appendix J) with guided instruction. This lesson plan would be uploaded and
shared with their peers. They will be required to give feedback on each other’s submission using
Assessment
Assessment according to Kemp et.al, (2011) “is the systematic collection of data
pertaining to programs and people”. Assessments would be conducted throughout each unit. This
Assessment 2 The Quick Quiz is a quiz assessment developed by ProProf, which consists
of five quick multiple-choice questions on the flipped classroom. The scores
are tallied at the end of the quiz and a certificate given. See PowerPoint
presentation for link to quiz questions. This assessment tool is used at the
end of the first section of the PowerPoint presentation.
Assessment 3 The development of the teachers’ philosophy for their flipped classroom
using no more than 250 words, stating what is the purpose of flipping the
classroom, what benefits do they see for themselves and students and what
goals they tend to achieve after implementing this model. This assessment
tool will be used at the end of the first section of the PowerPoint
presentation.
Assessment 4 A Quick Quiz was developed specifically for this section of the PowerPoint
(section two). This quiz was developed on Triventy and consists of six
quick multiple-choice questions and scored at the end of the test. See
PowerPoint presentation for link to questions (See Appendix A). This
assessment would be used to recap information gained in section two of the
PowerPoint presentation.
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Assessment 5 Teachers will create a mind map illustrating what was learnt in the
PowerPoint lesson, including all the elements of the flipped classroom
presented. A list of sites to creating the mind map was posted. Teacher will
post Mind maps in group forum. This will be used at the end of the
PowerPoint lesson. See PowerPoint presentation (See Appendix A).
Assessment 3 You have decided that you will be using a flipped classroom approach
to teach Integrated Science. The PowerPoint presentation you selected
to introduce ‘Types of Teeth’ in your classroom will be given to
students to watch at home. However, you recognise that the
presentation will need to be converted to a video. Work in your
assigned small group to change this presentation to a video. Watch the
video for instructions on changing a PowerPoint presentation to an MP4
format.
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Assessment 3 At the end of the unit, teachers will be asked to create a flipped lesson
plan using the Lesson Plan Template (See Appendix J). They will use
the Flipped Lesson Plan Checklist (See Appendix I) as a guide.
Contextual Analysis
A contextual analysis was conducted using the Tessmer and Richey ID Contextual
Model for an online workshop series on the Flipped Classroom Model. Three contexts were
used in this model, the Orienting Context, Instructional Context and Transfer Context which will
describe what will impede or facilitate learning. In each context, learner factors that may affect
how learners learn were identified, environmental factors, and organizational factors. (See
Appendix K)
The participants of this professional development workshop are all members of the
science department of the Foundation High School. They all have a degree in their main subject
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area, however they all vary in educational experiences and learning styles. To customise the
workshops to include all the needs of the trainees, a contextual analysis was carried out to
presented within the relevant contexts. The data gathered will be used to improve each trainer's
instructional method and to identify the instructional aids that will enable the trainers to achieve
Learners
The science teachers at the Foundation High School are having challenges completing the
science syllabus at the end of each academic year and haven’t been able to give their learners
adequate practice for students to gain excellent scores. Many methods to teach the science
content were introduced over the years at varied workshops but these still have shortcomings. At
the end of year department review, the school's administration recommended that teachers be
trained in the flipped classroom model to improve the shortcomings with completing the syllabus
The learners, some teacher-trained and holding varied degrees would take part in this
workshop. None of the department members have ever used the Flipped Classroom Model
before. Two of them have never heard of the Flipped Classroom Model. However, they are
aware of the current challenges that exist in the department and are motivated to take part in their
training exercise to help their students improve for their CSEC examinations.
Prior Knowledge
All teachers have at least a bachelor’s degree in their major science degree but only 70%
of the department members are teacher trained. All teachers have basic computer literacy skills
and have used PowerPoint presentations, online videos and other online powered activities in
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their classrooms. They are highly knowledgeable in their content area. All teachers have been
trained on accessing and navigating the Moodle platform, as it is currently being used at the
school.
Orienting context
The trainers of this workshop are efficient and are veteran instructors of the Flipped
Classroom Model. These instructors have all been certified by the Barbadian education ministry
to conduct training exercises on how to effectively use the Flipped Classroom Model. The
instructors will use the Moodle learning management system to demonstrate and have their
Instructional context
Participants are required to complete the workshop module in three days. The trainers will use
varied visual, auditory instructional materials to educate each learner about the Flipped
Classroom Model. Each trainee will have access to a personal laptop/tablet to enable them to
access the online module.. The trainers, through the materials, will demonstrate to the trainees
how to create, upload and evaluate content for each class. The trainers have a generator system
and mobile hot-spots to connect at least 10 devices per router on the training site. In the event
that there is a power cut, the training would still be executed, and the workshop heavily relies on
Transfer Context
Due to the nature of the flipped classroom, information about it and how to create digital
content to be used in the home environment may be applied not only in science department. The
trainees can go back and teach the skills and strategy to other teachers of other departments other
than science.
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Review of Process
Pilot users were asked to sign up for the course using the course link
complete each unit sequentially. The pilot users include 6 teachers from The Bahamas. They
were selected based on their availability to complete the course. As participants completed the
course units, they were asked to take several quizzes and make submissions via file upload. The
quiz results and file submission were assessed according to corresponding rubrics.
The purpose of the pilot was to determine the ease at which participants could access the
course, the quality of the content and the applicability of the activities. Pilot users were asked to
fill out on an online survey about their experience. This survey was created using Google Forms.
Excellent
Ease of Access
Content
Applicability of Activities
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Questions Responses
What did you find most “All of the resources were present and in a central location.”
effective and efficient about “The PowerPoint lessons were creatively designed and
the lessons? engaging.”
What did you find least “Some of the assessment tools were a bit much. I didn’t like
effective and efficient about having to download, print, fill out, scan and then upload an
the lessons? activity. It should’ve been designed to be filled out online.”
What suggestion would you “Rather than having PowerPoint lesson, convert those into
give to improve this lesson? videos...especially since you are teaching how to convert
PowerPoints into videos...lol.”
Platform
When considering a platform for the online course, we discussed 3 options, Moodle,
Edmodo and Canvas. Edmodo was firstly eliminated, as our research revealed that it was not
ideal on a mobile device. Due to the short time limit of the course, we wanted to ensure that
learners had the best access to the materials at home, school or on the go. A deeper comparison
went into Moodle and Canvas. They both offered the same features such as Open Source and
Cloud and server based. Moodle eventually won out because of two features Canvas did not
have. Moodle offers content authoring tools. This was important to us because it provided a
software solution for creating and hosting the course. Secondly, Moodle allows course download
in order to operate in an offline mode. We found this feature beneficial as teachers had the option
to download the content at home and complete the course in other locations even if Internet was
not available.
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Design Process
As instructional designers our aim is to look for gaps in knowledge and develop a design
process which transforms information into clear meaningful context by guiding learners in the
correct path. For our final project as designers, the Garrison group met, collaborated and decided
that a new topic would be better suited to be developed rather than selecting and expanding on
one of the topics already created. The design group collaborated online via zoom.us. as each
designer was from a different country. Discussions were made on the approach and direction the
new group project would take. It was decided that our new project be developed based on an
instructional problem at a secondary school in Barbados, where it is believed that students are
underperforming in Science subjects. As a group a clear goal began manifesting in our minds on
The group through collaboration, decided that the Flipped Classroom Model was
appropriate to assist teachers with the problems experienced. It is believed that the Flipped
Classroom Model will address the multiple perspectives and the context the teachers need to
improve students’ performance. It was also anticipated that some teachers may have some fears
about using this new approach as this goes against their traditional way of teaching and doing
things. They may not be fully equipped to use this model and whether this model would be
effective in meeting the needs of each learner could affect the participants’ feelings. These
misconceptions were all taken into consideration as potential flaws that could affect training.
Thus, beginning the starting point to our instructional design was an understanding of the theory
A draft of the training workshop was developed outlining each area and how these areas
would be tackled to deal with the problem. Due to the timeframe in which the workshop is to be
piloted, the drafted outline was divided into four areas, in which each designer was given the
responsibility to expand on and develop. A Google document was created and shared and
timelines given to each designer to submit their pieces for feedback. This method was effective
in allowing designers to add to the document, make changes, edit, insert additional information
where needed, improve areas and make suggestions. This tool along with Whatsapp chat and
emailing was effective in the design process and would be used again if the workshop is to be
revised or if a new project is to be designed. One thing that would have been done differently is
the addition of more units to extend knowledge and expand the training. Since time constraint
was an issue, only three units were developed and compacted to provide participants sufficient
information to understand the topic and the project to be piloted. Additionally, it would have
been beneficial to give pilot users more time to complete the course. Due to the time constraint,
pilot users were forced to rush through the content in order to give the necessary feedback.
On development of the Moodle site for piloting, it was realized that some of the design
decisions made, such as some of the assessment sheets had flaws that needed to be revised in
order to make it easily accessible to participants in an online environment. This could not be
corrected as designers were in the piloting phase of the project, so the assessment design
remained unchanged. This is a design decision that had to be made. However, the lesson was
learned. When designing instruction for an online environment, we must ensure that all elements
are suitable. Also, due to time constraints, our pilot users were only given 2 of the 3-day period
If given more time, more units would have been developed, the training workshop would
have included more participants of the science department and grouped accordingly. Teachers
would have also been given the opportunity to implement the flipped classroom model in the
Review and Unit 1 - Driscoll (2015) stated that This strategy will assist
recap Throughout: “stimulating recall of prior learners in reviewing
Slide 12, 14, 15 learning can be simple as information they learnt or
and 24. reminding learners of what was determine what
studied. information needs to be
relearnt.
Student Goal Unit 1 - Middle When students set goals, they Students will be able to
Setting Slide 13 determine an external standard create their own
to which they will internally philosophy they can go
evaluate their present level of by, that suits their
performance (Driscoll, 2015) classroom and what they
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Caribbean Examination Council. (2016). CSEC Biology: Syllabus, specimen paper, mark
content/uploads/2016/08/Biology.pdf
https://cxc.org/SiteAssets/syllabusses/CSEC/CSEC%20Chemistry%20Syllabus%20with%20Spe
cimen%20Papers%20and%20Mark%20Scheme-Keys.pdf
https://cxc.org/SiteAssets/syllabusses/CSEC/CSEC%20Physics%20Syllabus%20with%20Speci
men%20Papers%20and%20Mark%20Scheme-Keys.pdf
Flip Learning. (n.d). Example Full Day Flip Class Workshop Agenda: A Flipped
http://www.flippedclassroomworkshop.com/example-full-day-agenda/
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from
different fields of study. International Review of Research in Open and Distributed Learning,
Reflections
Anna-Kaye Smith
Having received feedback for the individual mini project in the heels of working
contribute to the overall success of this project. I had done extensive work in trying to improve
my mini project and the grade and feedback weren't what I was hoping for. If I did not improve
Despite my initial apprehensions, my group mates not only honestly shared their own
anxieties, but in the areas, they were strong in, they took charge and were able to provide
valuable recommendations for the improvement of the project. From the very start in deciding
the topic of project was a very democratic approach: ideas were presented and after amicable
discussions, we all agreed on the topic. What worked about the topic was that it was not far-
fetched. I had never used the flipped classroom model, but having done research, I saw how I
The challenge that I assumed I would have had in working as group was how effective it
would be on an online platform, with at least an hour difference and with my current workload. I
was concerned about how flexible I could be to facilitate and effectively complete this project.
Synchronous communication like zoom.us video conferencing, WhatsApp and the Google docs
to upload and edit our project as we progressed were effective tools that we all could readily
access. We could access these tools anytime and share ideas or upload contributions anytime for
teammates to peruse.
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Time was a factor that I had difficulty in trying to balance and always seemed to be a
limited resource. The other course so happened to have a group project due around the same
time, and so I found it personally difficult to juggle my time to be actively present for both group
projects. I am not sure how often the course designers meet but I wonder if it would help if both
courses being offered not have the second major assignments both being collaborative in nature.
Technological tools that are inexpensive and readily accessible were our biggest asset in
completing this group assignment. If we didn't have these innovative tools that we could readily
access without attaching a credit card, working collaboratively would have taken longer and
would not allow for ready feedback. I still feel as if we had enough time, we could have made
The only thing I prefer with individual work is that I can set my own work pace, factoring
in my professional and personal life demands. However, so far working in the UWI online
platform, the groups that I have been a part of have been truly great. I have encountered group
mates who genuinely operate as a team. They listen, provide constructive feedback, motivate and
I like how we are able to learn from each other. Reading up on the rise model was one thing, but
Firstly, I must begin by stating that it was a privilege to work with such an amazing group
of ladies, who are hardworking individuals, supportive, great thinker and always aims at get their
task done in a timely manner. From the beginning our team meshed and continued on until
completion of the task. It is my belief that the Garrison group was the best group of EDID 6505
(my opinion) and I would like to say thanks to the ladies for making this a great team effort.
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In the beginning I must confess that I had some concerns with the group feedback as I
wasn’t sure that the feedback I was getting from my team member were accurate. However, I
realized that in some areas the feedback was welcoming, as information I may had omitted
unaware to me and misinterpreted was picked up by team members. As well as it was self-
rewarding that I was able to assist another team member who was experiencing difficulties.
That’s went the true concept of group feedback was realized by me.
Although we were all from different countries, meeting and discussing the task and ideas
were never a problem. The various methods we selected to communicate on for the group
project, such as Whatsapp, Google document, emails and zoom.us, had proven to be effective, as
everyone was able to contribute and collaborate ideas. These various forums make modifications
to the document when whenever needed easier and this was done in a timely manner. The only
downfall I may see to the project is the timeframe given to complete the group task and pilot the
programme successfully. I believe with more time given to pilot the project we would have
The only thing I would have done differently would be to add additional units onto the
training workshop to extend content and knowledge given a much wider timeframe. It is my
belief that participants would have had a clearer idea and understanding of how effective
implementing the flipped classroom model would be to teaching and learning and to improving
students’ performance.
Working individual for me works well as I tend to understand and process the
information presented easier. However, working in groups also helps to see things I may have
missed or misinterpreted. Working in groups also tends to give your group project a unique
Shanelle Waithe
instructional challenge (though fictitious) was quite rewarding. The members of the group had
assignment. The group assignment only served to strengthen the collaborative process and
It would appear that I value being led and leading others. In both situations I am able to
components of the assignment, one is held responsible for that area and must be prepared to
“face” the others in the team. I constantly questioned my understanding of the project. Group
members also did the same as our discussions on Whatsapp and editing the assignment on google
drive included re-examining the assignment and suggesting how we should move forward. I also
had to revisit the course materials provided and do my own research so I could contribute
assignments than the individual assignment. When being led by others in areas where I was not
those that were at a higher level of understanding. The explanations of my team members was
Not only was I able to enhance my own understanding but that of my team members. One
of the comments made from a team member is that through my contribution, she was able to
understand our project better. This allowed her to offer further suggestions on improving on one
I continue to find the work of the instructional designer applicable to my work setting.
While the instructional challenge is fictitious, the essence of what was presented is quite real.
Teachers often suggest that syllabuses are so broad they spend little time engaging in student-
centered activities and spend more time focusing on knowledge acquisition than problem-solving
or critical thinking skill development. In seeking to design effective training sessions through a
systematic process that involves subject matter experts, learners (pilot group), technical experts
or ITCs (thankfully one of a group members is strong in this area) there is a greater chance of
Online Learning
I have had little experience teaching in an online environment. Even when I was
designing the lesson, I did not always consider how instruction in an online environment would
have needed to be modified. This is where having a technical expert in the group was critical.
For example, presenting the assessment to the learners required use of online tools for selected
response to occur. As simple as this was I overlooked it. I am now more thoughtful of all the
steps needed in presenting information online. Even though we did not get to explore the concept
of instructor presence, in placing our lessons on the LMS I thought of how it could be
humanized.
Samantha Wilson
First of all, I must state that Garrison group was a great group to work with. Once
created and used Google Docs to work collaboratively on the project. Through these two
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mediums and meetings via zoom.us, we were able to define the scope of our project and the roles
and responsibilities we each would take. I believe that our open communication channels
Considering the overall process of this group project, the only thing that I would
reconsider is time we began working on the project. If we had more time, we could have really
developed this unit and add much more substance. However, time was beyond our control as we
had only just completed our individual projects and were still required to be involved in the
weekly learning cafes. Other than that, I am pleased with our topic selection and process.
When we first started planning, we had not received the grades from our individual
projects, but I was feeling quite confident about the direction our planning was headed. Then, I
got my individual grade and I was not pleased at all. The feedback I received caused me to doubt
the level of contribution I would be able to make to the group. Even though exemplars were
provided for us in the project showcase, they were different from each other and it left me
somewhat confused.
It was good to know that 2 other teams members felt good about their scores, so we had a
fair balance. Reviewing the individual projects of my team members allowed me to get a clearer
After the individual grades, we re-evaluated our original plan and decided that we
weren’t being as thorough as we needed to be. We spent a great deal of time on WhatsApp chats
and in Google docs brainstorming and creating a plan. Technology has really made collaboration
easier as we found ourselves working synchronously and asynchronously to complete the task.
I will reiterate, this group was a great team to work with. I expressed my disappointment in my
individual grade and admitted my shortcomings. They were very supportive, and I was never
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afraid to ask for more clarification. I was able to gain a better understanding of ISD through the
group collaboration.
Honestly, I have always been one to detest group work, especially the idea of it in an
online environment. However, so far in my UWI experience, I’ve been fortunate enough to be in
Appendices
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Directions: Use this compare/contrast organizer to explore the analogous as well as non-
analogous characteristics of the two concepts, tradition vs. flipped model teaching.
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Assessment Rubric
5 4 2 2 1
The Flipped Comparison and Comparison and Comparison and Comparison or Comparison or
Classroom contradistinction contradistinction contradistinction contradistinction contradistinction
(Traditional of the two of the two of the two of the two of the two
vs. Flipped) concepts, concepts, concepts, concepts, concepts,
traditional and traditional and traditional and traditional and traditional and
flipped flipped flipped flipped flipped
classroom, was classroom, was classroom, was classroom, was classroom
written and all written and all written and all written and written and
supporting supporting supporting supporting detail supporting
details has an details an details has a had a clear details had a
above average average clear explanation confusing
explanation explanation explanation presented. explanation
presented. presented presented. presented.
Quick Quiz Quick Quiz Quick Quiz Quick Quiz Quick Quiz Quick Quiz
questions questions were questions were questions were questions were questions were
answered with answered with answered with answered with answered with
100- 90% 80-70 % 60-50 % 40-30 % 30 % and below
accuracy. accuracy. accuracy. accuracy. accuracy.
Creating a Philosophy has Philosophy has Philosophy has Philosophy has Philosophy has
flipped no more than no more than no more than less than 150 less than 150
250 words, and 250 words, and 250 words, and words, and words, and
classroom states all 3 states all 3 states 2 elements states 2 elements states 1 element
philosophy elements elements (purpose, (purpose, (purpose,
(purpose, (purpose, benefits and benefits and benefits and
benefits and benefits and goals) they tend goals) they tend goals) they tend
goals) they tend goals) they tend to achieve after to achieve after to achieve after
to achieve after to achieve after implementing implementing implementing
implementing implementing this model, with this model, with this model, with
this model, with this model, with an distinct idea. an distinct idea. an unclear idea
an above an average
average sophistication.
sophistication.
Mind Map Mind map Mind map Mind show Mind map Mind map little
shows shows above maps average shows limited to no
sophisticated average craftsmanship craftsmanship craftsmanship
craftsmanship. craftsmanship
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Appendix G: Unit 2 -
Rubric for Assessing the Development of a Video for Use in a Flipped Classroom Lesson
DESCRIPTION OF PERFORMANCE
Selection of PowerPoint selected PowerPoint selected applies PowerPoint selected applies few
PowerPoint applies all the some of the multimedia of the multimedia principles.
20% multimedia principles. principles.
Content of Content is very Content is relevant and clearly Content is not very relevant and
Narration relevant to the slides explains the process or concept does not clearly explain the
and clearly explains for some of the slides. process or concept.
30% the process or concept.
Voice Quality Voice is friendly Voice is friendly for some of the Voice is rarely friendly in the
throughout the video. video but may be machine like at video and is machine like most of
20% times. the times.
Voice can be clearly Voice can be clearly heard for Voice cannot be clearly heard for
heard throughout the some of the video but may be most of the video and it is difficult
video. difficult to hear the speaker some to hear the speaker most of the
of the time. time.
Rate (speed) used by Rate (speed) used by the speaker Rate (speed) used by the speaker
the speaker is very varies and is sometimes is mostly inappropriate and is
appropriate throughout appropriate but may also be too either too fast or too slow most of
the video. fast or too slow some of the time. the time.
Timing The video is five The video is either under or over The video is either too short (less
20% minutes in duration. the specified time of five minutes than 4 minutes) or too long (more
by one minute. than 6 minutes).
Adequate time is given Adequate time is given for the Inadequate time is given for the
for the content of each content of some of the slides to content of some of the slides to be
slide to be displayed. be displayed. However, some displayed. Most of the slides were
slides were either given too much given too much or too little time
or too little time for the content for the content to be displayed.
to be displayed.
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Appendix H
Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model PowerPoint Lesson
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Appendix I - UNIT 3 - Creating a Lesson Plan using the Flipped Classroom Model
FLIPPED LESSON PLAN CHECKLIST
This checklist is to analyze lesson plans based on the Flipped Classroom model. Please tick those items
on the list that are features in your lesson plan.
Criteria Tick
Collaborative skills
Independent Study
Activities planned:
At home
In the classroom
Students will
Teacher will
Collects feedback
Assessment
Authors:
Lesson Title:
Subject Area(s):
Grade Level:
Time Needed:
PA Academic Standards
- 2 Greatly Impedes
-1 Slightly Impeded
+1 Slightly Facilitates
+2 Greatly Facilitates
ORIENTING CONTEXT
LEARNER FACTORS
Goal Setting
Perceived Utility
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Perceived Accountability
Social Support
INSTRUCTIONAL CONTEXT
LEARNER FACTORS
Schedules
ORGANIZATIONAL FACTORS
TRANSFER CONTEXT
LEARNER FACTORS
Utility Perception
Perceived Resources
Experiential Background
Transfer Opportunities
Social Support
Situational Cues
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ORGANIZATIONAL FACTORS
Transfer Culture
Incentives
References
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Bergmann, J. & Sams, A. (2014). The flipped classroom. CSE, 17(8), 24-27
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Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). New York: Pearson.
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Hardiman, M. M. (2012). The Brain Targeted Teaching Model for 21st-century Schools.
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https://www.youtube.com/watch?v=Y3b9tCmUmA4
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ProProfs Quizmaker. (n.d). The Flipped Classroom Video Quiz Retrieved from
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Paulson, J. (2013). The flipped classroom will redefine the role of educators. Retrieved from
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