Flipped Learning

2019 Flipped Learning Global Initiative
Flipped Learning 3.0

Level – 1 Certification
Introduction
Welcome to the Flipped Learning Coaching Certification Level – I course. Your dedication to Flipped
Learning and willingness to help others change their teaching practice is appreciated. This document
contains all the ancillary documents in the course. We recommend that you download, print, and then use
this to follow along in the course. We especially encourage you to take notes using the attached graphic
organizers.
Contents
INTRODUCTION ................................................................................................................................... 1
UNIT 1: WHAT AND WHY..................................................................................................................... 1
1.1 STUNNING ............................................................................................................................ 1
1.2 COURSE OVERVIEW.............................................................................................................. 3
1.3 THE HEART OF FLIPPED LEARNING ........................................................................................ 5
1.4 THE GRAND META PRINCIPLE ............................................................................................... 6
1.5 W HAT PROBLEMS DOES FLIPPED LEARNING SOLVE? ............................................................. 7
1.6 THE ONE QUESTION ............................................................................................................. 8
1.7 BLOOM'S TAXONOMY AND FLIPPED CLASSROOMS .................................................................. 9
1.8 DEFINING FLIPPED LEARNING .............................................................................................. 10
1.9 THE GLOBAL ELEMENTS OF EFFECTIVE FLIPPED LEARNING .................................................. 12
1.10 FIVE HURDLES TO FLIPPING .............................................................................................. 13
UNIT 2: PLANNING ............................................................................................................................ 14
2.1 INTRODUCTION ................................................................................................................... 14
2.2 BACKWARDS DESIGN .......................................................................................................... 15
2.3 UNIT PLANNING .................................................................................................................. 17
2.4 DESIGNING A FLIPPED LESSON: BEFORE, DURING, AFTER .................................................... 18
2.5 I DO, W E DO, YOU DO ........................................................................................................ 19
2.6 HOW TO START A DAY ........................................................................................................ 20
2.7 THE ART OF QUESTIONING PART 1 ...................................................................................... 21
2.8 THE ART OF QUESTIONING PART 2 ...................................................................................... 22
2.9 DON’T MAKE THIS MISTAKE ................................................................................................ 24
2.10 PLANNING W RAP UP ........................................................................................................ 25
FLIPPED CLASS LESSON PLAN TEMPLATE ........................................................................................ 26
UNIT 3: BEST PRACTICES IN THE INDIVIDUAL SPACE .......................................................................... 27
3.1 INTRODUCTION ................................................................................................................... 27
3.2 W HAT IF THEY DON’T COMPLETE THE PRE-W ORK? .............................................................. 28
3.3 FLIPPING WHERE ACCESS IS LIMITED ................................................................................... 29
3.4 TEN TIPS FOR EFFECTIVE FLIPPED VIDEOS .......................................................................... 30
3.5 PRINCIPLES OF GOOD DIGITAL DESIGN................................................................................ 31
3.6 THE IDEAL LENGTH OF FLIPPED VIDEOS .............................................................................. 33
3.7 BE CLEAR .......................................................................................................................... 34
3.8 CONNECT PRE-CLASS WORK TO GROUP SPACE .................................................................. 35
pg. 1 ©Copyright 2019 Flipped Learning Global Initiative. FLGlobal.org All Rights Reserved
3.9 MAKING THE INDIVIDUAL SPACE SOCIAL............................................................................... 35
3.10 BUILD IN INTERACTIVITY .................................................................................................... 36
3.11 W HO SHOULD CREATE PRE-CLASS W ORK? ...................................................................... 37
3.12 TEACH THEM HOW TO W ATCH ........................................................................................... 38
3.13 PLAN FOR STUDENTS WITH INCOMPLETE UNDERSTANDING ................................................. 39
3.14 STUDENT BUY-IN .............................................................................................................. 40
3.15 STUDENT STANDARDS ...................................................................................................... 41
3.16 PARENT BUY-IN ................................................................................................................ 42
3.17 W RAP UP ......................................................................................................................... 43
NINETEEN WAYS FOR STUDENTS TO PREPARE FOR FLIPPED CLASSROOMS........................................ 44
PARENT LETTER SAMPLE ................................................................................................................. 45
UNIT 4: TECHNOLOGY ...................................................................................................................... 46
4.1 INTRODUCTION ................................................................................................................... 46
4.2 TECHNOLOGY W ORKFLOWS ................................................................................................ 47
4.3 VIDEO CREATION ................................................................................................................ 48
4.3A VIDEO CREATION USING A SMARTPHONE ........................................................................... 49
4.3B VIDEO CREATION USING A DOCUMENT CAMERA ................................................................. 49
4.3C INTRODUCTION TO SCREENCASTING .................................................................................. 50
4.3D SCREENCASTING USING A COMPUTER ............................................................................... 50
4.3E SCREENCASTING USING A TABLET..................................................................................... 51
4.3F LIGHTBOARD VIDEOS ........................................................................................................ 51
4.3G VIDEO CREATION USING AUGMENTED REALITY .................................................................. 52
4.3H VIDEO CREATION USING VIRTUAL REALITY ........................................................................ 52
4.4 HOSTING ............................................................................................................................ 53
4.5 VIDEO & TEXT INTERACTION TOOLS .................................................................................... 53
4.5A VIDEO INTERACTION USING GOOGLE DRIVE ....................................................................... 54
4.5B VIDEO INTERACTION USING EDPUZZLE .............................................................................. 54
4.5C TEXT INTERACTION TOOLS ................................................................................................ 55
4.6 LEARNING MANAGEMENT SYSTEMS ..................................................................................... 56
4.7 HARDWARE ........................................................................................................................ 57
4.8 ALL-IN-ONE TOOLS ............................................................................................................ 58
4.9 ASSESSMENT TOOLS .......................................................................................................... 58
4.10 TYING IT TOGETHER ......................................................................................................... 59
FLIPPED VIDEO RUBRIC .................................................................................................................... 60
UNIT 5: BEST PRACTICES IN THE GROUP SPACE ............................................................................... 62
5.1 THE IMPORTANCE OF THE GROUP SPACE ............................................................................ 62
5.2 A TYPICAL DAY IN THE LIFE… ............................................................................................. 64
5.3 PROCESS VS. ACTIVITY ....................................................................................................... 65
5.4 THE DUH’S OF FLIPPED LEARNING ....................................................................................... 66
5.5 QUESTIONING STRATEGIES ................................................................................................. 67
5.6 MICRO-CONVERSATIONS .................................................................................................... 68
5.7 THE IN-CLASS FLIP ............................................................................................................. 69
5.8 FLIPPING FEEDBACK ........................................................................................................... 70
5.9 THREE TIPS TO MAKE THE GROUP SPACE MORE ENGAGING ................................................ 71
5.10 LEARNING SPACES ........................................................................................................... 72
5.11 TYING IT ALL TOGETHER ................................................................................................... 73
UNIT 6: LEVELS & SUBJECTS ........................................................................................................... 74
6.1 INTRODUCTION ................................................................................................................... 74
6.2 SCIENCE ............................................................................................................................ 75
6.3 MATH ................................................................................................................................. 76
6.4 ENGLISH AND LANGUAGE ARTS ........................................................................................... 77
6.5 SOCIAL STUDIES................................................................................................................. 78
6.6 W ORLD LANGUAGES ........................................................................................................... 79
6.7 ELEMENTARY SCHOOL ........................................................................................................ 80
6.8 SPECIAL NEEDS ................................................................................................................. 81
6.9 CHARACTER EDUCATION..................................................................................................... 82
6.10 FLIPPING AN ONLINE CLASS .............................................................................................. 83
6.11 TYING IT ALL TOGETHER ................................................................................................... 84
UNIT 7: ASSESSMENT ....................................................................................................................... 85
7.1 THE NEED FOR ASSESSMENT .............................................................................................. 85
7.2 THE BIG PICTURE ............................................................................................................... 86
7.3 SHOULD YOU GRADE FORMATIVE ASSESSMENTS? .............................................................. 87
7.4 NOTE-TAKING .................................................................................................................... 88
7.5 IMPROMPTU QUESTIONS ..................................................................................................... 89
7.6 STOP TAKING PAPERS HOME TO GRADE ............................................................................. 90
7.7 THE ROLE OF SELF-ASSESSMENT ....................................................................................... 90
UNIT 8: THE EVOLUTION OF FLIPPED LEARNING ................................................................................ 91
8.1 FLIPPED LEARNING IS NOT STATIC ...................................................................................... 91
8.2 FLIPPED LEARNING IS EVOLVING BECAUSE OF THREE FACTORS ........................................... 92
8.3 FLIPPED LEARNING IS GLOBAL ............................................................................................ 93
8.4 FLIPPED LEARNING PROVIDES NEW OPPORTUNITIES............................................................ 94
8.5 FLIPPED LEARNING IS A META-STRATEGY ............................................................................ 95
8.6 BEING A W ORLD CLASS PRACTITIONER ............................................................................... 96
UNIT 9: GOING DEEPER .................................................................................................................... 97
9.1 INTRODUCTION ................................................................................................................... 97
9.2 STUDENT-CREATED CONTENT ............................................................................................ 98
9.3 PROJECTS & PBL .............................................................................................................. 99
9.4 CHOICE ............................................................................................................................ 100
9.5 INQUIRY ........................................................................................................................... 101
9.6 PEER INSTRUCTION .......................................................................................................... 102
9.7 FIRST PERSON NARRATIVE ............................................................................................... 103
9.8 SOCRATIC SEMINARS ....................................................................................................... 104
9.9 DIFFERENTIATION STRATEGIES ......................................................................................... 105
9.10 FLIPPED M ASTERY ......................................................................................................... 106
UNIT 10: THE POWER OF FLIPPED LEARNING .................................................................................. 107
10.1 RELATIONSHIPS REVISITED ............................................................................................. 107
10.2 THE POWER OF FLIPPED LEARNING ................................................................................ 108
10.3 COULD YOU EVER GO BACK? ........................................................................................ 109
10.4 FINAL COURSE HOUSEKEEPING ...................................................................................... 109
10.5 THE FIFTH HURDLE ........................................................................................................ 110
U
nit 1: What and Why

1.1 Stunning
Does your classroom look more like the first or the second set of images?
Why do you think education has been so slow to embrace active learning?
What are the three things you want to know about Flipped Learning from this certification course?
1.2 Course Overview
What intrigues you about the Global Elements of Effective Flipped Learning?
Given the following list of units, write down your top 2-3 questions for each unit.
Unit Questions
Unit 1:
What and Why?
Unit 2:
Planning
Unit 3:
Best Practices in the
Individual Space
Unit 4:
Technology Tools of
Flipped Learning
Unit 5:
Best Practices in the
Group Space
Unit 6:
Levels and Subjects
Unit 7:
Assessment
Unit 8:
The Evolution of
Flipped Learning
Unit 9:
Going Deeper
Unit 10:
The Power of Flipped
Learning
1.3 The Heart of Flipped Learning
To what extent do you see yourself as having good relationships with your students?
If you had more face-to-face class time, how would you better be able to reach your students?
1.4 The Grand Meta Principle
How active is your classroom?
Comment on Dr. Cross’ summary: “Active Learning is the Grand Meta-Principle.”
1.5 What Problems Does Flipped Learning Solve?
What problems do you think Flipped Learning can solve for you?
To what extent are the problems the experts listed issues for you?
1.6 The One Question
How would you answer the question: What is the best use of YOUR face-to-face class time?
1.7 Bloom's Taxonomy and Flipped
Classrooms
Comment on your thoughts about Bloom’s
Taxonomy as a diamond.
To what extent do you use class time for higher-order tasks and thinking?
Ponder the notion of using Bloom’s Taxonomy to frame what happens in your class.
1.8 Defining Flipped Learning
Define Individual Space
Define Group Space
What used to be your definition of Flipped Learning?
Have you seen Flipped Learning being misused? If so, how?
Comment on the definition of Flipped Learning.
“Flipped Learning is a framework that enables educators to reach every student. The Flipped Approach
inverts the traditional classroom model by introducing course concepts before class, allowing educators to
use in-class time to guide each student through active, practical, innovative applications of the course
concepts.” Academy of Active Learning Arts and Sciences, 2018
1.9 The Global Elements of Effective Flipped Learning
To what extent are you familiar with the Global

Elements of Effective Flipped Learning?
If you have already flipped your class, in what domains do you feel you need to improve the most in your
teaching practice?
1.10 Five Hurdles to Flipping
What are the first four hurdles?
Which of the four hurdles mentioned do you think you will struggle with the most? Why?
Unit 2: Planning
2.1 Introduction
To what degree do you have any experience with backwards design?
Which part of the planning are you most concerned about when it comes to flipping your class?
2.2 Backwards Design
To what extent do you plan the way that Dr. Fell Kurban shared at the beginning?
What are the stages of Backwards Design?
What are some essential understandings for one of the courses that you teach?
Jot down the following for one of the courses you teach:
● Course Aim
● Course Description
● Course Essential Understanding
● Learning Outcomes
● End of Course Summative Task
2.3 Unit Planning
Take one of your chapters or units and create a unit plan with Flipped Learning in
mind.
Label Objective Learning Objects Required Activities
2.4 Designing a Flipped Lesson: Before, During,
After
Complete the table below for one lesson.
Before During After
Pre-Work Active Learning Strategy
2.5 I Do, We Do, You Do
Complete the table below for one lesson.
I Do We Do You Do
Which strategy do you anticipate will be most useful in your flipped planning (Before, During, After or I
Do, We Do, You Do)?
2.6 How to Start a Day
To what extent can you utilize the pattern Tania used in her class? Explain.
How will you do activity checks in your class?
2.7 The Art of Questioning Part 1
Why is it important to ask questions in the individual space?
What types of questions should you ask in each space?
Individual Space Group Space
2.8 The Art of Questioning Part 2
How can you use this chart for your daily lessons?
Write down a few examples of implicit and explicit questions.
Think through a specific lesson. For example, the one that you outlined in the lesson planning section
above. Write out the questions for that lesson using the charts above.
2.9 Don’t Make This Mistake
Have you ever lectured when students don’t do the pre-work? If so, what was the result?
Map out what you will REPLACE when you assign pre-work for your students.
2.10 Planning Wrap Up
What are your top takeaways from this unit?
Diagram your planning workflow.
Flipped Class Lesson Plan Template
Big Idea of the
“Unit”
Objective/Aim of
Lesson
Guiding Questions
Individual Space (Before)
Video or Text Pre-Work
Graphic Organizer
Group Space (During)
Starter/Bridging
Activity
2nd Activity
3rd Activity
Projects or other long-term assignments (After)
Unit 3: Best Practices in the
Individual Space
3.1 Introduction
Which of the elements do you think you will need to learn the most?
What is the key to the individual space?
3.2 What if they Don’t Complete the
Pre-Work?
What is the Theory of Marginal Gains and how does it apply to students
not completing the pre-work?
List some of the strategies that will ensure more students complete the pre-work.
Which of the strategies you listed above will you implement? How will you implement them? Map it out.
3.3 Flipping where Access is Limited
What are some strategies that can help ensure that students have adequate access to the internet?
If internet access is a problem in your context, how will you address this issue?
3.4 Ten Tips for Effective Flipped Videos
List the 10 Tips for effective videos and comment on them.
Tip Comment
3.5 Principles of Good Digital Design
Describe each of Dr. Mayer’s principles and reflect on how you can create flipped
videos incorporating them.
● Coherence Principle
● Signaling Principle
● Redundancy Principle
● Spatial Contiguity Principle
● Temporal Contiguity Principle
● Segmenting Principle
• Pre-Training Principle
● Modality Principle
● Multimedia Principle
● Personalization Principle
● Vocal Principle
● Image Principle
3.6 The Ideal Length of Flipped Videos
At what point do students stop watching videos?
Describe the Rule of Three.
Look at one of your typical lessons. Is there a way to chunk it into smaller pieces? See if you can work out
how to break a longer lesson down in the table below.
Lesson Chunk the Lesson
3.7 Be Clear
How can you be more clear in your videos? List some specific strategies.
3.8 Connect Pre-Class Work to Group Space
How will you connect the pre-class work to the group space?
3.9 Making the Individual Space Social
How did the experts make their individual space more social?
How will you make the individual space social? What tool do you need to explore or use?
3.10 Build in Interactivity
How did the experts make their individual space (the pre-class work) more interactive?
How do you plan (at least at this juncture in the course) to make your pre-class work more interactive?
Do you have someone who can be your “Batman and Robin” for creating your pre-class media? If so,
contact them and see if your schedules could match.
3.11 Who Should Create Pre-Class Work?
What was the opinion of the experts on who should create the pre-class work?
Why do the experts feel it is important to create their own pre-class media?
How doable (in terms of time) is it for you to create the pre-class work?
If you are going to curate the pre-class work, have you identified some good sources? In not, do some
internet research now to find this stuff.
3.12 Teach them How to Watch
Why is it important to teach students how to watch pre-class videos (or read pre-class text
assignments)?
Write out your plan for how you will teach your students how to do the pre-class work.
3.13 Plan for Students with Incomplete
Understanding
How did the experts handle this important issue?
Write out your plan for how you will accommodate those students who come in with incomplete
understanding.
3.14 Student Buy-In
How did the experts build buy-in with their students?
Write out your ideas on how to build buy-in with your students. List several ways that you think might be
effective.
3.15 Student Standards
Comment on the Student Standards below. You can also see the standards at:
http://aalasinternational.org/aalas-student-standards/
General Habits
● Students engage in the work

● Students are self-directed and motivated
● Students take an active role in their own learning
● Students identify when it's best to work alone and when it's best to collaborate
● Students take initiative and drive the learning
● Students think critically and creatively
● Students report technical issues right away
● Students are comfortable making mistakes as part of the learning process
Individual Space Habits
● Students complete all of the pre-class work

● Students learn to watch flipped videos effectively
● Students use a note-taking system for pre-class media
● Students write down questions as they complete the pre-class work
● Students pause, rewind, and rewatch videos as needed
● Students watch video lessons without distraction
Group Space Habits
● Students ask questions when there is something they don't understand from the pre-work
● Students use concepts from the pre-class work to engage in class discussion
● Students are active participants in the group space
● Students communicate ideas and collaborate with others
● Students use their time in class effectively
Comments
3.16 Parent Buy-In
How did the experts build buy-in with parents?
Write out your ideas on how to build buy-in with your parents. List several ways that you think might be
effective.
Resources:
● Link to Jon’s TedX Presentation: https://www.youtube.com/watch?v=-_P7laZsfXk
3.17 Wrap Up
Map out some of your thoughts about the individual

space. What do you need to start doing? What do you
need to stop doing? Take at least ten minutes to
reflect on this unit.
Nineteen Ways for Students to
Prepare for Flipped Classrooms
In a flipped classroom, students typically interact with a short micro-video (flipped video) before class and
then class time is transformed into an active place of engagement and learning. Some teachers think that
students take to Flipped Learning quickly. However, since many students have been trained in how to
learn passively, they need to have explicit instructions on how to learn differently in a flipped classroom.
Below is a series of suggestions teachers may find helpful to hand out to students to prepare them for a
flipped classroom.
How to Learn Best in a Flipped Classroom
Students, welcome to my class. I am excited to be your teacher this year, and I look forward to learning
with you and leading you in your learning. This is a flipped classroom and the way you receive instruction
from me may look different than classes in the past. Your homework will typically involve you interacting
with a short video before class. That will free up class time so you can get more help if you need it, and
will provide more class time for collaborative assignments and hands-on experiences. Since this class is
different, I have listed some suggestions which will ensure that you are completely successful.
When and How You Watch a Flipped Video
● I am sitting in a quiet, distraction-free setting.

● I have silenced my phone.
● I have closed all other tabs and windows on my device.
● I am not connected to social media while watching the flipped video.
● I have my class notebook and a writing device to take notes.
● I use a set of headphones to watch the videos.
Note-taking Tips
● I take careful notes from the video.

● I draw appropriate diagrams and charts in my notes.
● I frequently pause the video to take notes.
● I rewind the video when I don’t understand things.
● When my teacher tells me to pause the video and solve a problem or write something down, I do
it.
● If there are questions to answer in the video, I respond to the best of my ability.
● I write down questions in my notes from the flipped video when I don’t understand something.
● I bring my questions to class and ask my teacher for help and clarification.
How to Best Participate In Class
● I ask my teacher questions I wrote down in my notes.

● I fully participate in class activities.
● I collaborate with my peers.
● I offer to help my peers with things I understand.
● I receive support from my peers when they understand more than me.
Parent Letter Sample
Parents:
I am excited that your son or daughter is in my class this year. This is my twenty-forth year teaching
and I still love my job. Working with your children keeps me young and teaching has been the calling
of my life.
This letter is not your typical introductory letter where I give the syllabus and the grading policy—
which you can find at http://myschool.com/mrteacher, if you’re interested. Instead, I would like to
share with you what I believe about education, and then explain how that philosophy flows to the
methods I will be using to teach your children.
As I have read educational research, I feel it can be summarized into two big take-aways:
1. Students learn best when they have positive interactions and relationships with their
teachers and with their peers.
2. Students learn best when learning is active and engaging.
To that end, I have adopted the “Flipped Classroom” approach to learning— the best way to
ensure deeper relationships and a more active classroom.
In a nutshell, the model involves students doing their homework via interacting with short micro
videos—which replace the direct teaching (lecture) portion of the class. And when your son or
daughter comes to class, they will apply and expand upon what was introduced in the micro video.
The reason the model is called the flipped classroom is that what used to be done at home (typical
homework) is done in class and what was typically done in class (lecture) is done at home.
The flipped classroom model is being adopted by teachers across the globe with very good results. I
have found it especially helpful in my classes because it has freed me up to spend more individual
time with my students (your sons and daughters), helped students take more ownership of their
learning, and increased student performance on exams.
Gone are the days when your son or daughter comes home with a homework assignment that they
can’t do. Their primary homework is to interact and take notes on these short micro videos I have
made. The videos are between four and 12 minutes long and should take your son or daughter no
more than twenty minutes.
If you have questions about the model, I encourage you to watch this short video (which you can find
at http://bit.ly/explainflip) made by one of the experts in flipped learning—Jon Bergmann. This video
explains the model well and will give you a good idea of what my class will be like. Also, feel free to
reach out to me at school via e-mail or phone.
I look forward to teaching your sons and daughters this school year.
Mr. Teacher jteacher@myschool.com 303-333-3333 X3333
Unit 4: Technology
4.1 Introduction
Which of the above categories of technology do you feel most comfortable with?
Which of the above categories of technology do you feel most challenged by?
4.2 Technology Workflows
Make a list of all the technology tools you have at your disposal in the table below.
Video Creation Tools
Video Hosting Tools
LMS
Interaction Tools
Hardware (computer/tablet/microphones/lightboards)
4.3 Video Creation
Which of the above categories do you feel will work best for you given your IT infrastructure and your
technological ability?
4.3a Video Creation Using a Smartphone
If you plan to use this method for video creation, outline the steps you will use. Do you need to
get a tripod or a smart phone holder? How will you upload the video to the internet? To what
site?
4.3b Video Creation Using a Document

Camera
If you plan to use this method for video creation, outline the steps you will use.
Do you need to download the software for your brand of document camera?
Is the microphone adequate? Make a test video. How will you upload the video
to the internet? To what site?
4.3c Introduction to Screencasting
What is screencasting? Describe it.
4.3d Screencasting Using a Computer

If you plan to use this method for video creation, outline the steps you will use. What
screencasting program will you use? Will you turn on the webcam? Make a test video. How
will you upload the video to the internet? To what site?
Here is a partial list of programs to try:
● Screencast O Matic
● Screencastify
● Screenr
● Camtasia
● Jing
● Screenflow
● Quicktime
● Interactive White Board Software
4.3e Screencasting Using a Tablet
If you plan to use this method for video creation, outline the steps you will use. What app will
you use? Make a test video. How will you upload the video to the internet? To what site?
Here is a partial list of apps to try:
● Doceri
● Explain Everything
● Educreations
● Show Me
● Adobe Spark
● Touchcast
● Record natively in iOS
4.3f Lightboard Videos

If you plan to use this method for video creation, outline the steps you will use. Will you buy a
commercial lightboard or make your own? Where will you put the lightboard?
4.3g Video Creation Using Augmented Reality
If you plan to use this method for video creation, outline the steps you will use. Which apps will
you use to create the video?
4.3h Video Creation Using Virtual Reality

If you plan to use this method for video creation, outline the steps you will use. Which apps will
you use to create the video? Will you outsource virtual reality images or videos? If so, where?
4.4 Hosting
Where will you host your video content? YouTube? Vimeo? Your LMS? EdPuzzle? Google
Drive? Panapto? Kaltura? Somewhere else? Do you have an account? Do you know how to
embed content?
4.5 Video & Text Interaction Tools

Describe one lesson where a video interaction tool would be ideal.
Describe one lesson where a text interaction tool would be ideal.
4.5a Video Interaction Using Google
Drive
If you plan to use Google Drive, set up a sample lesson following the instructions from the video.
4.5b Video Interaction Using EdPuzzle

If you plan to use Edpuzzle, set up an account and play around with the software. Also think
through hosting. EdPuzzle has the ability to host your videos. Do you want them uploaded
here or linked to another site such as YouTube?
4.5c Text Interaction Tools
Describe the features, benefits, limitations, and possible uses of the two tools
demonstrated in the video. Then set up an account on either or both of them and make
a sample lesson.
Actively Learn Perusall
Features
Benefits
Limitations
Possible Uses
4.6 Learning Management Systems
How is it best to organize your LMS for a flipped class?
Sketch out how you would organize one unit inside of an LMS.
Does your institution have an LMS? If so, learn to use it well. If not, what system will you use to organize
your content?
What are the top features of your LMS that you need to learn how to use?
4.7 Hardware
Do you have the following pieces of hardware? Make some notes about some new tools that
could enhance your flipped class.
Hardware
Microphones
Tablet Input Device
Headphones
Computers
4.8 All-In-One Tools
Do you have access to an All-In-One tool? If so, take some time to dig into the tool and learn
how to use it well.
4.9 Assessment Tools

How can you use assessment tools in your class?
What commercial products are available for you to use?
4.10 Tying it Together
Draw your technology workflow below. Then take a picture of your workflow and share it in the
discussion forum in the course.
Flipped Video Rubric
Technical Quality (44 points)
Excellent Good Pass Needs to improve
Audio The audio quality is The audio quality is The audio quality is fair The audio quality is
excellent throughout good in the majority of in the majority of the poor in the majority of
10 the entire video. the video. video. the video.
Images The image quality is The image quality is The image quality is The image quality is
excellent throughout good in the majority of fair in the majority of poor in the majority of
10 the entire video. the video. the video. the video.
Animations The animations and The animation and The animations and The animations and
video quality are video quality are good video quality are fair in video quality are poor
4 excellent throughout
the entire video.
in the majority of the
video.
the majority of the
video.
in the majority of the
video.
Vocal clarity and The voice is clear. The voice is clear. The voice is clear. No The voice is not clear
variation Vocal variation is used Some vocal variation is vocal variation is used. and no vocal variation
to help students stay used. is used.
8 focused.
Opening and closing There are attractive There are opening and There is either an There is no opening or
sequences opening and closing closing sequences that opening or a closing closing sequence to
sequences that help help contextualize and sequence that focuses focus the topic.
4 contextualize and focus
the topic.
focus the topic. the topic.
Types of video clips Multiple types of video Two types of video Two types of video Only one type of video
clips are used to clips are used to clips are used, but they clip is used.
4 improve the overall improve the overall don’t improve the
video quality. video quality. overall video quality.
Reference to There is a clear There is a reference to There is a reference to There is no reference

resources and reference to the origin the origin and the origin and to the origin or
authorship and authorship of authorship of authorship of authorship of
audiovisuals, and the audiovisuals, but the audiovisuals, but no audiovisuals, and no
4 correct type of
attribution is used.
correct type of
attribution is not used.
attribution. attribution.
Pedagogical Quality (56 points)
Excellent Good Pass Needs to improve
Learning goals The learning goals are The learning goals are The learning goals are No learning goals are
clearly and correctly presented in the video. vaguely presented in presented in the video.
8 presented in the video. the video.
Connection with the The connection The connection The connection The connection
group space between the video between the video between the video between the video
content and the content and the content and the content and the
6 activities planned for
the group space is
activities planned for
the group space is
the group space is
the group space is not
clearly and precisely explained. vaguely explained. explained.
explained.
Sequence, The sequence, The sequence, There is not a clear There is no sequence,
combination, and combination, and combination, and sequence, combination,
appearance/disappea appearance or appearance or combination, appearance or
rance of objects disappearance of disappearance of appearance or disappearance of
objects (pictures, objects (pictures, disappearance of objects to help improve
12 audio) is very helpful in
improving the
audio) is somewhat
helpful in improving the
objects to help improve
the assimilation of the
the assimilation of the
learning content.
assimilation of the assimilation of the learning content.
learning content. learning content.
Use of text There is an excellent There is a good use of There is a fair use of There is no use of text
use of text (e.g. titles, text (e.g. titles, text (e.g. titles, (e.g. titles, subtitles,
6 subtitles, annotations,
or call-outs) in the
subtitles, annotations,
subtitles, annotations,
annotations, or call-
outs) in the video which
video which improves video which improves video which improves improves student
student understanding. student understanding. student understanding. understanding.
Connection with The video contains an The video contains The video contains few The video does not
content and formative excellent blend of some elements that elements that connect contain any elements
feedback elements (e.g. connect with the with the learning that connect with the
questions or links) that learning content. It also content. There is no learning content.
12 connect with the
learning content. It also
provides formative
feedback for the group
feedback for the group
space.
provides automatic and space.
formative feedback for
the group space.
Video length The video length is The video length is The video length is The video length is not
perfect for the age of appropriate for the age somewhat suitable for suitable for the age of
6 the students. of the students. the age of the students. the students.
Video structure The video has a The video helps to The video focuses The video does not
clear structure which develop the content, only on content. have a clear
6 includes an
introduction, body
although there is no
introduction.
There is no
introduction or
structure.
and ending. ending.
Unit 5: Best Practices in the Group Space
5.1 The Importance of the
Group Space
Why does the key to the success of the flipped class hinge
on the Group Space?
Do you agree or disagree with Hassan’s comment about how some strategies sometimes water down the
curriculum? Explain.
What is the best use of the face-to-face class time from the perspective of Bloom’s
Taxonomy?
What are you looking forward to most in this unit?
5.2 A Typical Day in the Life…
Outline the steps that Deb goes through for a typical day in the life of a
flipped class.
Now outline one of your lessons with Deb’s template in mind.
5.3 Process vs. Activity
Sketch the Process vs. Activity continuum.
Mark on the continuum where you think process (practice) vs. active learning would be ideal for your
class.
Comment on the need for process and activity in your class.
5.4 The Duh’s of Flipped Learning
What is the big duh?
What do you think about the worksheet debate? Are worksheets bad?
How can you incorporate guided practice into your class?
5.5 Questioning Strategies
What is one advantage Flipped Learning has regarding questioning over a traditional
classroom?
Rate yourself on your ability to ask good questions of your students. How do you think Flipped Learning
will help you become a better questioner?
5.6 Micro-Conversations
React to Hassan’s thoughts about having his students “declare” a major.
What are some tips to become better at interacting with students during micro-conversations?
Which of the above tips do you need to incorporate more into your class?
5.7 The In-Class Flip
React to the video about Randy Brown.
What advantages do you see with the In-Class Flip?
In what contexts does the In-Class Flip seem to work best?
To what extent should you incorporate the In-Class Flip into your classroom?
5.8 Flipping Feedback
What is flipping feedback?
If you don’t have a Screencastify, go to screencastify.com and download the free Google Chrome add-in.
Play around with the tool.
Think through your workflow for flipping feedback and sketch it below.
What assignment will you use this on first?
5.9 Three Tips to Make the Group Space
More Engaging
List the three tips and make comments on each.
5.10 Learning Spaces
Why is it important to set up your room for active learning?
According to the video, what are some of the tips on how to set up your class for active learning?
Sketch your room. How could you set it up better for active learning? Do you need to create some
different spaces?
5.11 Tying it All Together
What are you top take-aways from this unit?
What will you do differently as a result of what you have learned here?
Unit 6: Levels & Subjects
6.1 Introduction
Even though you will gravitate to the videos that describe your own context, what are some
things you can learn by watching the videos outside of your context area?
6.2 Science
What are some of the key things you can do in the group space in a science class?
Resource Links:
PHET simulations: https://phet.colorado.edu
Process Oriented Guided Inquiry (POGIL) https://pogil.org/
Mastery Learning in the Science Classroom, Kelly Morgan
If you are not a science teacher, how can you apply what was taught here to your content area or
context?
6.3 Math
What is the advantage of video in a math class?
What can math teachers do in the group space? (List all of them discussed in the videos)
Which of the above strategies will you explore more for your class?
6.4 English and Language Arts
Make a list of the creative things you can do in your ELA class
once you flip your class.
Which of the above strategies will you explore more for your class?
6.5 Social Studies
What should social studies students do in the
individual space?
What are some of the group space activities you can do in a social studies class?
Which of the above strategies will you investigate more and incorporate into your class?
6.6 World Languages
What is the goal of language learning?
What are the benefits of flipping in a world language class?
What do the experts suggest should happen in the individual space?
What do the experts suggest should happen in the group space?
Which of the above strategies will you investigate more and incorporate into your class? (Either group
space or individual space.)
6.7 Elementary School
What are some ways you can create a flipped video for elementary students?
What aspects of elementary education can be flipped?
At what levels is the In-Class Flip most appropriate?
Why is Flipped Learning ideal for elementary schools?
6.8 Special Needs
What types of learning challenges does Flipped Learning seem to help the most?
Why does Flipped Learning seem to be advantageous for students with dyslexia?
How can a regular-ed teacher better flip for students with special needs?
How will you apply this content in your classes?
6.9 Character Education
What does Rich do in the individual space?
What does Rich do in the group space?
How can you apply what Rich is doing into your classroom or context?
6.10 Flipping an Online Class
What is the difference between an online synchronous and a fully asynchronous
online class?
For any synchronous time in an online class, what should you do with the virtual group space?
What are some tips to flip a fully asynchronous online class?
6.11 Tying it All Together
What are your top takeaways from this unit? Please also share this in the unit discussion.
Unit 7: Assessment
7.1 The Need for Assessment
What are your thoughts about standardized tests?
How important are tests in your content area/context?
What is the goal of a summative assessment?
What is the goal of a formative assessment?
Why is formative assessment important? (Information from Dr. Talbert.)
7.2 The Big Picture
Describe Dr. Kurban’s assessment model in the table below.
Description
Assessment of
Learning
When does this typically

happen?
Assessment for
Learning
When does this typically

happen?
Assessment as
Learning
What is characteristic of
this assessment
strategy?
7.3 Should You Grade Formative Assessments?
Should you grade formative assessments?
With what frequency should you give formative assessments?
How will you hold students accountable for the formative assessments?
7.4 Note-Taking
Should students take notes on the pre-work?
Paper or Digital? Explain.
What does the research say about graphic organizers?
Describe how to use the WSQ note-taking technique.
Describe and sketch how to utilize the Cornell note-taking method.
7.5 Impromptu Questions
What is one weakness of Flipped Learning?
According to Dr. Santiago, what kinds of questions should we ask students during the individual space?
How should we use student answers from the individual space in the group space?
How will you collect student questions from the individual space?
How will you respond to student questions from the individual space?
What is an example of an open-ended question you could ask at the end of a flipped assignment in your
field?
7.6 Stop Taking Papers Home to Grade
Describe the process of a “Mastery Check.”
7.7 The Role of Self-Assessment

How can you use assessment AS learning in your context?
Unit 8: The Evolution of Flipped
Learning
8.1 Flipped Learning is Not Static
Describe how Flipped Learning 3.0 is similar to the Bronze and the Iron Age.
What are the five Factors of Flipped Learning 3.0?
Describe your view of Flipped Learning before you started taking this certification course.
8.2 Flipped Learning is Evolving Because of Three
Factors
React to Dr. Alshorman’s statement that Flipped Learning has now
emerged as both a different strategy for teaching and learning and as a
separate domain.
To what extent have you seen Flipped Learning change and evolve?
What is the research saying about Flipped Learning?
What would be one Flipped Learning 3.0 research topic you would be interested in learning about?
Are you aware of any research in your domain that shows the efficacy of Flipped Learning?
8.3 Flipped Learning is Global
Comment on the global scale of Flipped Learning.
To what extent do you see Flipped Learning happening at your school?
How will you help to spread Flipped Learning in your local area?
8.4 Flipped Learning Provides New
Opportunities
To what extent has Flipped Learning opened up doors for your career?
What doors would you like Flipped Learning to open for you
Flipped Learning Global is now publishing books. If you are interested, feel free to submit a proposal.
http://flglobal.org/fl-global-publishing/
8.5 Flipped Learning is a Meta-Strategy
React to the statement: Flipped Learning is not just another teaching tactic, but rather a Meta-Strategy
that supports all others.
Comment on the metaphor: Flipped learning as the operating system and deeper learning strategies as
apps.
8.6 Being a World Class Practitioner
What is the danger of living in your own “Flipped Learning Silo?”
What is your plan to stay current with Flipped Learning?
Resources to stay connected
● In the discussion sections of the FLGlobal Certification courses

● Flipped Learning Innovation Center (FLIC)
● Flipped Learning 3.0 Exchange
● Twitter Chat (Mondays at 8pm New York Time) - hashtag #FlipClass
● Flipped Learning Review Magazine
● Lots of facebook pages
Unit 9: Going Deeper
9.1 Introduction
Which of the “apps” are you most looking forward to learning about? Which “apps” do you think
will work best in your context? Rate your proficiency in each “app.”
Strategy Interested in learning Rate your

more? (Yes/No) proficiency on a
scale of 1-5
Student-Created Content
Projects and PBL
Choice
Inquiry
Peer Instruction
First-Person Narrative
Socratic Seminars
Differentiation Strategies
Flipped-Mastery
9.2 Student-Created Content
How are the experts using student-created content as they flip their classes?
How will you incorporate student-created content into your class?
9.3 Projects & PBL
Describe how the experts are using Projects and PBL.
How will you incorporate projects and PBL into your class?
9.4 Choice
In what three ways does Kathy give her students choices?
Describe how Universal Design for Learning applies to Flipped Learning.
How will you incorporate more choice into your classroom?
9.5 Inquiry
How could Flipped Learning shortchange the inquiry process?
Diagram the inquiry process described by Joanne.
How will you incorporate more inquiry into your classroom?
9.6 Peer Instruction
Diagram the sequenced steps in the peer-instruction cycle.
How will you incorporate more peer instruction into your classroom?
9.7 First Person Narrative
Describe what First Person Narrative is and give some examples.
Is there a lesson that you teach that would be ideal for this technique?
How will you incorporate more First Person Narrative into your classroom?
9.8 Socratic Seminars
What is a Socratic Seminar?
What is the role of the teacher in a Socratic Seminar?
What types of questions are ideal for a Socratic Seminar?
What one or two lessons would be ideal to incorporate a Socratic Seminar into your class?
9.9 Differentiation Strategies
Why is differentiation easier for flipped class teachers?
What are different ways you can differentiate in the classroom?
How will you prepare to differentiate more in your flipped class?
9.10 Flipped Mastery
Comment on Hassan’s statement: “When you think about how we set up our schools now, where every
student does the same activity on the same day and assessments on the same day, that’s actually
contradictory to what we know about learning.”
Describe Flipped Mastery.
What two logistical problems likely slowed the growth of mastery learning?
What are your top concerns regarding Flipped-Mastery?
Resources for Flipped Mastery
● FLGI Level - II Course: http://learn.flglobal.org

● Jon and Aaron’s first book (Second half)
● Cara Johnson’s Book on Flipped Mastery
Unit 10: The Power of Flipped
Learning
10.1 Relationships Revisited
Comment on the relationship between student achievement and the teacher-student relationship.
Comment on the primacy of relationships in schools.
Why did you get into teaching?
What are some tips about how to connect better with our students?
10.2 The Power of Flipped Learning
Are you at the tipping point like Hassan was in his story? Write down your
flipped story, or if you don’t have one, then write down what you think has
motivated you to get this far in this program.
How can you build a culture where it is OK for students to make mistakes?
Do you have a plan for how to adapt in your flipped class?
10.3 Could You Ever Go Back?
What is the one important question?
React to the content of this video.
10.4 Final Course Housekeeping

● For university credit: Pay attention to the email you will get at the end of the course. How you get
credit depends on what country you want the credit from.
● Participate in the Flipped Learning 3.0 Exchange: http://FLGlobal.org/exchange
● Subscribe to the Flipped Learning Review Magazine: http://FLR.FLGlobal.org
● Please leave a review of this course.
● If you want to receive a 20% discount for the next course, email admin@flglobal.org within the
next seven days.
● Make sure to check that you have clicked the “COMPLETE & CONTINUE” button on every item
in the course in order to achieve 100% completion and receive your certificate.
10.5 The Fifth Hurdle
What are the first four hurdles to Flipped Learning?
What is the fifth hurdle?
To what extent do you struggle with trepidation?
What will you do as a result of what you have learned in the course? Write down 3-5 goals that you can
accomplish - that you are committing to - within the next 7 days.

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2019 Flipped Learning Global Initiative

Flipped Learning 3.0

nit 1: What and Why

How active is your classroom?

Comment on Dr. Cross’ summary: “Active Learning is the Grand Meta-Principle.”

Define Individual Space

Define Group Space

Have you seen Flipped Learning being misused? If so, how?

Comment on the definition of Flipped Learning.

To what extent are you familiar with the Global

What are the first four hurdles?

To what degree do you have any experience with backwards design?

What are the stages of Backwards Design?

● Course Essential Understanding

● End of Course Summative Task

Label Objective Learning Objects Required Activities

Before During After

Pre-Work Active Learning Strategy

How will you do activity checks in your class?

What types of questions should you ask in each space?

Individual Space Group Space

Write down a few examples of implicit and explicit questions.

Diagram your planning workflow.

Individual Space (Before)

Video or Text Pre-Work

Group Space (During)

Projects or other long-term assignments (After)

What is the key to the individual space?

List the 10 Tips for effective videos and comment on them.

● Spatial Contiguity Principle

Describe the Rule of Three.

Lesson Chunk the Lesson

3.9 Making the Individual Space Social

How did the experts handle this important issue?

● Students engage in the work

Individual Space Habits

● Students complete all of the pre-class work

Group Space Habits

How did the experts build buy-in with parents?

● Link to Jon’s TedX Presentation: https://www.youtube.com/watch?v=-_P7laZsfXk

Map out some of your thoughts about the individual

How to Learn Best in a Flipped Classroom

When and How You Watch a Flipped Video

● I am sitting in a quiet, distraction-free setting.

● I take careful notes from the video.

How to Best Participate In Class

● I ask my teacher questions I wrote down in my notes.

Mr. Teacher jteacher@myschool.com 303-333-3333 X3333

Video Creation Tools

Video Hosting Tools

4.3b Video Creation Using a Document

to the internet? To what site?

4.3d Screencasting Using a Computer

Here is a partial list of programs to try:

Here is a partial list of apps to try:

4.3f Lightboard Videos

4.3h Video Creation Using Virtual Reality

4.5 Video & Text Interaction Tools

Describe one lesson where a text interaction tool would be ideal.

4.5b Video Interaction Using EdPuzzle

Actively Learn Perusall

Tablet Input Device

4.9 Assessment Tools