Fol Curriculumguide

Curriculum Guide
FLIP
ONE
LESSON
HOW-TO flip your classroom
Resources for teachers interested in the flipped learning model
University of British Columbia

Masters of Educational Technology
ETEC 510 Design of Technology Supported Learning Environments
Adriana Silvestre | Christopher Hurst | Galina Culpechina | Daniel Charron | Susan Beeley
fliponelesson.com July 31, 2015

Table of Contents
Background....................... 3 Unit 3
What is Flip One Lesson?.....................3 Interactivities..................... 18
What is Flipped Learning?...................3 Activity 1 - Using TED-Ed flip this lesson 19
Using the SECTIONS Model................4 Activity 2 - Video Tutorial for eduCanon 20
Separating the Types of Learning........5 Activity 3 - Video + Dialogue = Vialogues 21
Benefits to Student Learning...............6 Activity 4 - Blubbr................................. 22
Potential Challenges............................6 Activity 5 - Explain Everything.............. 23
Flipped Learning Theory......................7
What is this Guide?..............................8
Who is this Guide for?..........................8 Unit 4
How to Use this Guide?.......................8 Community Involvement... 25
How to Use this Guide?.......................9 Activity 1 - Technology and Lessons Catalogue 26
What Do I Need in Order to Use this Guide?9 Activity 2 - Share your Lesson.............. 27
What is Included in the Guide?............9 Activity 3 - Ask and Answer a Question 28
About the Authors................................10 Activity 4 - Flip One Lesson Site Survey 29
Unit 1
Intro to Flipped Learning.. 12 References......................... 30
Activity 1 - Intro to Flipped Learning...13
Appendix........................... 32
Unit 2 A. Sample Teacher Lesson Plan............ 33
HOW-TO START................. 14 B. TaSQ Sheet...................................... 34
Activity 1 - How to Start Flipped Learning15 C. Flip One Lesson! Blueprint.............. 35
Activity 2 - How to Structure a Flipped Lesson16 D. WebQuest....................................... 36
FLIP
ONE Curriculum Guide

LESSON 1
Flip One Lesson!
Flip One Lesson is a learning environment focusing on the flipped learning model.
It provides resources that will serve the self-guided professional in their early
attempts at a flipped lesson. Flip One Lesson is also a community of practice
platform for flipped learning, where participants can interact and learn by sharing
their knowledge and experiences.
Our goal is to provide resources, examples of lessons, and a community of practice

platform to allow teachers get started using the flipped learning model. We hope
that teachers would be willing to attempt the flipped approach for at least one
lesson, even those who are generally reluctant technology users.
Research shows that students find flipped lessons more enjoyable and inspiring,
and less intimidating. Teachers report better performance both in class and on final
exams (Herreid & Schiller, 2013). For this reason it is well worth it for teachers to try
it out, and this Flip One Lesson should help to make this a less daunting experience.
FLIP
ONE
LESSON
Background
Topics in this section:
1. What is Flip One Lesson? 8. What is this guide?
2. What is flipped learning? 9. Who is this guide for?
3. Using the SECTIONS model 10. How to use this guide?
4. Separating the types of learning 11. What do I need in order to use this guide?
5. Benefits to student learning 12. What is included in the guide?
6. Potential challenges 13. About the authors
7. Flipped learning theory
What is Flip One Lesson?
Flip One Lesson is a learning environment focusing on the flipped learning model. It
provides resources that will serve the self-guided professional in their early attempts at a flipped
lesson. Flip One Lesson is also a community of practice platform for flipped learning, where
participants can interact and learn by sharing their knowledge and experiences.
What is Flipped Learning?
A flipped classroom involves a reversal of the in-class and homework components of a

traditional lesson. The students at home view video lecture and other online media sources
prior to lesson and the class time is spent working with that material in exercises, projects,
discussions, or even visits from guest speakers. This encourages learning in lessons to be more
collaborative, cooperative and active, and allows the teacher to channel the correct amount of
support or challenge to each student in the class while facilitating the thinking and the work of
the groups of students on the whole.
A few words of caution are required, however, flipped lessons must be carefully planned if
they are to succeed. This will often involve the teacher having to learn new skills and organize
new material. Further, by flipping the classroom, the driving force in the classroom shifts as
well. Students must take more responsibility for their learning, something that many of them do
not immediately embrace (Educause, 2012). Jenson noted that one main reason for students
to embrace learning through the use of technology such as gaming depends highly on the
classroom dynamics, patience and willingness to keep trying if the technology doesnt work.
(Muehrer, Jenson, Friedberg & Husain, 2012).
FLIP

LESSON 3
Before any teacher would tackle a new approach to teaching, however, the benefit to such
an approach needs to be established. Herreid and Schiller (2013) consider some case studies on
the use of the flipped classroom in STEM subjects and reported that the students found these
lessons more enjoyable and inspiring, and less intimidating. Teachers also reported increased
student performance both in class and on final exams when compared to traditional classes.
Using the SECTIONS Model
A major consideration when designing an online learning space is selecting appropriate

educational media. The framework that we suggest is the SECTIONS by Bates and Poole (2003).
Students: It is important to consider differences in ability as well as access to technology

when considering the appropriateness of selected sources of media.
Ease of use and Reliability: Technology that the teacher is already familiar with and that has
good reviews from other professionals in terms of reliability is a good place to start.
Cost: Figure out the cost per user. If there is a large expenditure required to purchase the
technology, make sure the money spent is both available and justified. Consider cheaper
options that might work just as well.
Teaching and Learning: Consider whether or not the technology is best for the curriculum
that is being covered. What might be appropriate for one subject may not work for others.
Further, different teaching styles may be better supported by one type of technology over
another.
Interactivity: There are programs that will allow for student-student, teacher-student, parent-
teacher interaction. Ensure that the one chosen includes all the combinations that are most
useful.
Organizational Issues: Some schools and even school district have policies surrounding
students email addresses and access to various sites. Be sure that the technology you are
using is something that is in line with these policies.
Novelty: This criteria links well with Ease of Use and Reliability above. The more novel
a technology is, the less likely it has a proven track record. Though the students may be
excited at the prospect of something new, if the teacher is unfamiliar with how it works it may
be a mistake to choose to use it with students.
Speed: Finally, the ability to add to amend a component within technology quickly is useful.
Further, if the Internet available is not up to the specifications required by the technology it
would run slowly and cause frustration for the users.
FLIP

LESSON 4
Separating the Types of Learning
It is important to remember that the definition of a flipped classroom is an educational

technique that consists of two parts: interactive group learning activities inside the classroom,
and direct computer-based individual instruction outside the classroom (Bishop, and Verleger,,
2013). The flipped classroom has been a popular educational learning strategy that employs
easy-to-use, readily accessible technology in order to free class time from lecture (Roehl,
et al, 2013). The concepts of freeing up classroom time allows for a teacher to utilize the
valuable classroom time for active learning, collaboration, and teacher-student mentoring. A
flipped classroom approach expands the curriculum, allowing for a greater amount of learning
occurring. The requirement of using a flipped classroom is of a greater need now because of the
millennials and digital natives who are populating schools. Millennials have different learning
needs that prior generation and process information much differently than previous generations
of students. As Rohel indicates, Millennials reared on rapidly evolving technologies demonstrate
decreased tolerance for lecture-style dissemination of course information. This fact validates
the urgency to adopt alternative methods of instruction (Roehl, et al, 2013) and teachers need
to change their teaching methods to address the needs of the students.
Student-Centered Learning (In-class learning) is a teaching and instruction method that

changes the focus of a classroom from the traditional lecture based approach by replacing
lectures with active learning, integrating self-paced learning programs and/or cooperative
group situations, ultimately holding the student responsible for his own advances in education
(Nanney, 2004). The students in a Student-Centered approach have control over their learning
and are active participants in their learning. In this system, students have the ability to be
social in their learning by developing a cooperative learning environments and communities of
practice. Another benefit is when Student-Centered Learning is used correctly it can promote
learners who can be problem solvers who are not dependent on a teacher. Student-Centered
Learning techniques that include: Project-Based Learning, Active Learning, Collaborative
Learning, Cooperative Learning, Game-Based Learning, and Peer Instruction.
Teacher-Centred Learning (Out of class learning) is a teaching approach that bases the
learning around the teacher, usually conducted through the traditional lecture method. The
method has the teacher passing on information to the student; the students are passive learners
in the teacher-centered learning approach.
FLIP

LESSON 5
In the flipped classroom, there is a push to take the traditional lecture and post the content
online. Technology has a major role in the theory portion of the learning. When creating a
flipped classroom, there is a requirement to ensure that the technology being employed suits
the needs of the learning. An example, when converting lectures, podcasts and vidcasts can be
used to capture the theory lectures. The podcasts and vidcasts can be published online for the
students to listen and/or watch.
Benefits to Student Learning
A flipped classroom has many benefits for the students. Some of the benefits to the students
include the following:
Students can learn the content with a deeper understanding

Students are active participants in their own learning
Increased interaction between the students
Increased feedback
The learner has more control of the learning
Increased collaboration
Accessibility
Parental involvement
Efficient, efficient, efficient
Potential Challenges
1. Access to a computer and Internet

Not all students have computer and Internet access at home.
2. Student cooperation is required
Flipped classrooms are dependent on student participation, and you must trust that
students watch the lectures at home. Teachers have to rely on student motivation.
However, there is no guarantee that students will cooperate with the flipped model.
3. Extra workload for teachers
A flipped classroom adds an extra workload on teachers, who have to learn how to
record videos and upload lectures. In addition, you will need to motivate students to
participate, watch videos and do other activities at home before the class. Although
you can integrate flipped elements gradually, this will require extra time and effort.
4. No teaching to the test
Generally, flipped classrooms are not used to teach to the test. They are not used
to teach to improve standardized test scores. Teachers will need to set aside time to
prepare students for state mandated standardized testing.
FLIP

LESSON 6
5. Time in front of screens is increased
There are some who believe that flipping their classrooms will increase time students
will spend hours in front of a computer instead of communicating with their peers.
In addition, students who are not as adept to learning through a computer may
experience problems.
6. Parents Resistance
Some parents may not like the idea of a Flipped Classroom. Teachers will need to be
prepared to work with parents and motivate them.
7. Lack of support from others
Other teachers, school administrators, and students may not support your Flipped
Classroom initiative.
8. Students cannot ask immediate questions that come to their mind
The teacher will need to teach students how to watch videos effectively, pause,
rewind, take notes, record questions, and summarize their learning.
Flipped Learning Theory
Within the flipped classroom approach there are many theoretical concepts that apply to
the review of media content and the lesson time spent which help to explain why this flipped
practice has shown success in classes today.
Students are able to explore topics in greater depth using a student-centered approach
appropriate for their readiness level or zone of proximal development, a level where they can be
challenged, but not so much as they are discouraged (Vygotsky, 1978).
Active learning enables students the opportunity to engage in the content through speaking,
listening, reading, and writing. Active learning improves student academic performance
(Freeman et al., 2007, Chaplin, 2009); increases engagement and critical thinking and is a
positive influence on student attitude towards learning (ODowd & Aguilar-Roca, 2009).
Peer instruction research by Eric Mazur, supports the flipped classroom approach in that
the use of assistive technology in the media homework before class frees students in class to
be engaged in discussion to explain, respond and give feedback in class sessions. It involves
and focuses their attention on the concepts by giving students time to answer questions within
group discussions, attempting to reach a consensus on the right answer (Mazur, 1996).
FLIP

LESSON 7
Differentiation in learning can be accomplished through flipped learning environments as
the content media lesson is provided to all students and the class time is free for one-to-one
teacher support and assistance. In a traditional classroom, the taught lesson spends a great
deal of time on the knowledge and comprehension levels of Blooms Taxonomy and hitting the
middle (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) range level of student understanding.
By applying the flipped learning approach it assigns these areas as a homework review, and
therefore class time can be spent further extending the knowledge for some students, or
reviewing and making the concepts more concrete for others.
What is this Guide?
Our goal in creating the website Flip One Lesson is to create a resource that will serve the
self-guided professional in their early attempts at a flipped lesson. Research shows that students
find these lessons more enjoyable and inspiring, and less intimidating additionally, teachers
report better performance both in class and on final exams (Herreid & Schiller, 2013). For this
reason it is well worth it for teachers to try flipping a lesson. This website will help to make this a
less daunting experience.
Who is this Guide for?
This guide will work well for both technophiles and technophobes as they work towards
flipping one lesson. We are hoping that this project will help teachers to utilize the flipped
classroom regardless of the subject or age level that they teach by showing examples of how a
flipped classroom might be used and providing resources that will help teachers get started, as
well as by providing a platform for a community of practise around flipped learning. By doing
this we would hope that teachers would be willing to attempt the flipped approach for at least
one lesson, even those who are generally reluctant technology users.
How to Use this Guide?
This guide is designed to provide a structure to your journey through our learning
environment or for an educator to work with a group of teachers interested in flipped learning.
However, how teachers use this guide is entirely up to them, it is designed to meet your needs
and serve as a guide as you try a flipped lesson. We would ask, however, that you share your
journey with us and the Flip One Lesson community by adding your questions, answers, lessons
and thoughts in the community area of the website.
FLIP

LESSON 8
How to
What DoUse
I Need
this Guide?
in Order to Use this Guide?
In addition to the desire to try something new and innovative, you will need an internet
connection and computer with speakers. It is also important that if you chose to proceed with
trying a flipped lesson after exploring the guide you check to ensure that your group of students
have access to the technology required to complete their role.
What is Included in the Guide?
This curriculum guide includes four units that will help an individual understand flipped
learning from defining a flipped classroom to creating lesson plans for this learning model. This
guide contains four units with a variety of activities for students to explore, learn and participate
in the five sections of the learning environment. Below is a brief description for each section.
1. The first component on the website is the background. This section explains what
flipped learning is and how it benefits students. It also addresses some of the potential
challenges facing someone new to the flipped learning model and provides theory that
supports the benefits to both students and teachers alike.
2. The how to guide describes how to start out with flipped lessons and how to structure
them to ensure success. There is a guided course, and finally an Are you ready? test to
assess overall understanding of the flipped learning model.
3. Video tutorials have been included from several useful sites for flipping lessons,
including TED-ED, Educanon, Blubbr, ExplainEverything and Vialogues.
4. Resources, both technological and sample lessons have been included. We have started
this section off but would love for users to continue its development by adding resources
of their own.
5. Community Support is a community of practise platform for ongoing collaboration
through questions and answers, lesson sharing, a site survey so that the site can be
continually built upon and improved. There is also a section that introduces the original
creators of the website, though it is our hope that this is only the beginning and that
others will continue to add to and develop the site.
FLIP

LESSON 9
About the Authors
Flip One Lesson is a learning environment designed through collaboration by current

students in the Masters of Educational Technology at UBC.
Adriana Silvestre is an intermediate division teacher in Toronto, Ontario with a background

in graphic and web design. She is passionate about teaching, math, science, technology,
photography, and new media.
Chris Hurst is a grade 4 PYP teacher at an international school in Kobe, Japan. In his free
time he enjoys playing ball hockey and cycling.
Galina Culpechina is an instructional designer at Pearson North America in Toronto,

designing courses for online Masters Programs.
Daniel Charron is a Training Development Officer for the Department of National Defence in
Kingston, Ontario. He designs and develops curriculum for various Army courses.
Susan Beeley is a Secondary Science and Math teacher who has recently returned to Canada
following a 13 year stint teaching in London England. When she is not working, she enjoys
keeping busy with her family and socializing with friends.
FLIP

LESSON 10
FLIP
ONE
LESSON
Unit 1
Intro to Flipped Learning
1. WebQuest flipped learning
OVERVIEW
Flipped lessons must be carefully planned if they are to succeed. This will often
involve the teacher having to learn new skills and organize new material. Further,
by flipping the classroom, the driving force in the classroom shifts as well. When
creating a flipped classroom, there is a requirement to ensure that the technology
being employed suits the needs of the learning.
During the intro to flipped learning unit, the teacher will be guided through a
WebQuest that will allow for the student to discover the various resources, information
and sections of the Flip One Lesson site.
FLIP

LESSON 12
Unit 1
Activity 1 - Intro to Flipped Learning
OBJECTIVES
By completing this activity, students will:
1. Explore the Background section of http://fliponelesson.com.
2. Get better understanding on topics presented in the Background section: what flipped learning is, its benefits,
potential challenges, and theory.
3. Reflect on their learning by completing the WebQuest.
ACTIVITY DESCRIPTION Suggested Time 50-60 minutes
Students read the background section of http://fliponelesson.com

They use the WebQuest questions to guide their reading (Appendix)
They reflect on their learning and how it applies/may apply to their own flipped classroom
Students complete the Overcoming the Flipped Classroom challenges Blubbr activity
Students complete the WebQuest and compare their responses to others
RESOURCES NOTES
Computer with Internet connection Students will need to download the WebQuest
http://fliponelesson.com, background section file to be able to add their responses to it.
Google account File can be found in the section
WebQuest Google Document (Appendix) HOW-TO --> Guided Course
Printer (in case students want to have a hard After completing the WebQuest, students may
copy of the completed WebQuest) need to save and/or print.
REFLECTION PROMPTS REVIEWING STUDENT WORK

Is there enough background information on Have students completed the Flipped
flipped lesson? Classroom challenges Blubbr activity?
Will I consider flipping my classroom? Why? Have students completed the WebQuest?
What are potential benefits? Do they have questions after reviewing the
What are potential challenges? background section?
What are the ways to overcome challenges? Do we need to add/clarify information in the
Is WebQuest helpful for both individual background section?
learning and collaborating with others?
FLIP

LESSON 13
FLIP
ONE
LESSON
Unit 2
HOW-TO START
1. How to start flipped learning 2. How to structure a flipped lesson
OVERVIEW
This section will provide users with a step-by-step guide as to how to start using the
flipped learning model, as well as to how to structure a flipped lesson. The activities
provide students with information to assess whether or not they are ready to start
implementing the model, as well as to how to prepare themselves.
FLIP

LESSON 14
Unit 2
Activity 1 - How to Start Flipped Learning
OBJECTIVES
1. Explore the How to Start Flipped Learning section of http://fliponelesson.com.
2. Take the Flip One Lesson: Are you ready? Test
3. Create the Flip One Lesson! Blueprint for their first flipped learning lesson.
Students read the How to Start Flipped Learning section of http://fliponelesson.com

They use steps to plan their first lesson
They complete the Flip One Lesson! Blueprint with their own steps (Appendix) .
Students take part in the discussion in the comments part of the page.
RESOURCES NOTES
Computer with Internet connection Students will need to copy the blueprint
http://fliponelesson.com, Google document template and create their
HOW-TO --> How to Start Flipped Learning flipped lesson action plan.
Google account Files can be found in the section
Flip One Lesson! Blueprint (Appendix). HOW-TO --> Guided Course
Printer (in case students want to have a hard After completing the blueprint, students may
copy of the completed blueprint.) need to save and/or print.

Is there enough information on how to start Have students created their lesson plan using
flipped lesson? the blueprint template?
Am I ready for flipping my first lesson? Why? Do they have questions after reviewing the
What technology am I considering for my How to Start Flipped Learning section?
flipped lessons? Do we need to add/clarify information in the
What platform will I be using for my flipped How to Start Flipped Learning section?
lesson materials and student communication/
collaboration?
What other information/tools/advice do I need
to start the flipped learning classroom?
FLIP

LESSON 15
Unit 2
Activity 2 - How to Structure a Flipped Lesson
OBJECTIVES
1. Understand how to organize and structure their own flipped lessons.
2. Evaluate their own lessons to best select appropriate content that would authentically apply to a flipped lesson.
Background information:
(5 min) Students read the How to Structure a Flipped Classroom section of http://fliponelesson.com
Planning:
(10 min) Using the information provided on How to Start Flipped Learning on the http://fliponlesson.com
site, review teaching plans and curriculum for an appropriate lesson or unit to flip a lesson.
(10 min) Using the lesson plan template provided, students should complete the lesson plan organizing the
before, during and after portions of the lesson (Appendix).
(5 min) After the initial overview planning of the lesson, and creation of the flipped content, prepare the
TaSQ sheet for the students as a record and assessment tool to complete while viewing/listening to the
flipped content at home (Appendix).
Activity:
(5 min) Students review activities to ensure they are appropriate for the flipped lesson and assist in
reviewing, and then extending the knowledge of the content. Lesson activity ideas and support can be
found in the Q & A Forum Lesson Activity Ideas topic.
Review:
(5 min) Students create homework review questions based on content and activity questions and
provocations from class.
RESOURCES NOTES
Computer with Internet connection Students will find the Q & A Forum and other
http://fliponelesson.com, online sites as helpful resources for ideas in the
HOW-TO -> How to Structure a Flipped Lesson planning stages of their flipped lesson.
Google account
Sample Teacher Lesson Plan (Appendix C)
Sample TaSQ Sheet (Appendix D)

What forms of media should I use to flip my Are students able to organize their lesson
lesson? plan effectively following the flipped lesson
Is the TaSQ worksheet helpful in planning? Is it structure outlined in the http://fliponelesson.
always needed for each lesson? What could be com site?
used to substitute it?
FLIP

LESSON 16
FLIP
ONE
LESSON
Unit 3
Interactivities
1. TED-ED Flip a Lesson 4. Blubbr
2. eduCanon 5. ExplainEverything
3. Vialogues
OVERVIEW
The Flipped One Lesson learning environment provides students with two types
of different interactions. The first type of interaction is between student-content
and technology, while the second is student-content-student. Since the goal of our
learning environment is for teachers new to flipped learning to learn about and
try the technological resources available for this approach, the set of interactivities
for student-content involves the interaction of students with different technological
resources, such as: TED-ED Flip a lesson, eduCanon, Vialogues, Blubbr and
ExplainEverything. Our learning environment will introduce these five platforms to
students through the use of a how-to video for each of them and encourage them
to try and flip one lesson using the resources demonstrated on the site. Students
will also be asked to assess the technology using the SECTIONS framework. After
submitting the assessment for the tool students will be able to see how others have
rated the tool as well. At the end of each section in the website, students are
asked a discussion question specific to the topic, where they can participate in the
comments dialogue.
Although there are other interactivities for students throughout the website, this unit
will focus on the section of video-tutorials.
FLIP

LESSON 18
Unit 3
Activity 1 - Using TED-Ed flip this lesson
OBJECTIVES
1. Be introduced to creating customized assessment content for currently created videos using TED-Ed flip a lesson.
2. Explore how they can use current YouTube and TED-Ed videos to flip a lesson.
Ask students if they are familiar with TED-Ed videos.

5 min - Think-Pair-Share activity: have students go to http://ed.ted.com and ask them to share one of their
favourite TED-Ed videos with their partner.
5 min- Introduce students to the functionality provided by TED-Ed to use any TED-Ed original, TED talk or
YouTube video for their own lessons, as they can customize the lesson around the videos for their group of
students. Use the video tutorial to introduce the functionality. http://fliponelesson.com/wp/video-tutorials/
ted-ed-flip-a-lesson/
20 - 30 min - Have students create a lesson for their students around the video they selected. Students
should use the features explored including the ability to add multiple choice questions, open answer
questions, dig deeper materials and custom discussion topics.
10 min-Have students post their lesson in the Sample Lessons section and then review the lesson of one
of their peers and provide feedback in the forum.
5 min- Students complete the rate this tool survey at the end of the video tutorial.
RESOURCES NOTES
Computer with Internet connection, projector Students need a TED account. If they dont
and speakers have one, they will need to create one, they
Students should have their own computer with can also use Facebook to login.
Internet access. Students need a fliponelesson.com account to
http://ed.ted.com share their lesson in the forum.
http://fliponelesson.com If using learning journals, students can write a
reflection on how they found this tool useful to
them.

What type of questions should you ask your Do students know how to properly search for
students in the Think section? What is the videos and add customized questions?
purpose of this assessment?
What is the advantage of having the different
sections Think, Dig Deeper and Discuss?
How do you benefit as a teacher by
customizing the TED-Ed lesson to your own
group of students?
FLIP

LESSON 19
Unit 3
Activity 2 - Video Tutorial for eduCanon
OBJECTIVES
1. Be introduced to eduCanon and how it can be used in a Flipped Learning Classroom.
2. Be introduced to other eduCanon videos that have been created for the use in Flipped Learning Classrooms.
ACTIVITY DESCRIPTION Suggested Time 60 minutes
Students will be required to watch a tutorial about using eduCanon.

5 min - After the video, Students will be asked if they have any questions, comments, or concerns with
regards to eduCanon.
40 min Students will be required to create their own eduCanon video based on any topic that they want.
Students will have to create an account and log into the account. Student will be required to use 3 separate
YouTube videos (or any video type). They will include the 3 videos into their project and crop sections of
the video that fit their lesson. Also, the student will be required to add three questions to match the 3
video clips inserted into the eduCanon project.
10 min - Students will publish their video and submit a link of the video under the Q&A Forum.
RESOURCES NOTES
Computer with Internet connection, projector Students need an eduCanon account.
and speakers Students need a fliponelesson.com account to
Students should have their own computer with share their lesson in the forum.
Internet access. Students need to be able to access YouTube
http://www.eduCanon.com
http://fliponelesson.com

Do you think eduCanon could be a good tool Do students know how to create an eduCanon
for Flipped Classrooms? Why do you agree or video?
disagree? Do you think that using eduCanon will help
What is the most exciting part of eduCanon? create a Flipped Classroom?
Was using eduCanon easy to learn and use or
was eduCanon difficult? Why do you agree or
disagree?
Would you try this tool again in creating a
Flipped Classroom?
FLIP

LESSON 20
Unit 3
Activity 3 - Video + Dialogue = Vialogues
OBJECTIVES
1. Create a Vialogues account and explore the Vialogues videos
2. Build and share a Vialogue: an online discussions around a video hosted online or saved on your computer
Instuctions for students:

Go to Vialogues.com and explore the examples
Create a Vialogues account
Review How Can I Use Vialogues In My Classroom section of the website under Help: https://vialogues.
com/support/help/#/use_in_classroom
Watch the how to video for Vialogues
Find your favorite video by browsing or searching the website. Alternatively, upload your own video or use
a YouTube or Vimeo video to create a Vialogue.
Create the online discussion around the chosen video for your flipped lesson by adding polls, questions or
comments to your Vialogue.
Share your lesson in the Sample Lessons section.
Ask forum participants to review your video lesson, respond to a couple of your questions or leave a
comment and provide feedback: engage them in a discussion around your Vialogue.
Review the lesson of one of your peers and provide feedback in the forum.
Assess Vialogues by taking the rate this tool survey.
RESOURCES REFLECTION PROMPTS

Computer or iPad, iPhone, Android tablets and Will I consider using Vialogues in my flipped
Android phones with Internet connection classroom? Why?
https://vialogues.com/ How easy was it to create my first Vialogue?
https://www.youtube.com/ or your own How much time did it take?
videos on iPhone, iPad, iPod, your Mac or PC What difficulties did I encounter? What are the
computer ways to overcome them?
email address What benefits do I find in using Vialogues
(consider feedback, sharing projects, annotation
with questions and comments, etc.)?
What are the possible issues?
How do I create surveys, polls, and multiple-
NOTES choice questions to stimulate discussion?
An email address is required to register for a How can I use Vialogues for formative
Vialogues account assessments to support student learning?
Experience using Youtube and ability to upload How can I increase student engagement with the
your own videos are helpful video and the classmates?
Students need a fliponelesson.com account to
share their lesson in the forum
You may want to consider the duration of your
Vialogue keeping in mind 1-1.5 minutes per
REVIEWING STUDENT WORK
grade (example: 4-6 min video for Grade 4 or Are students able to successfully create an
10-15 min video for Grade 10) account, navigate the internal search for video
and start meaningful conversations around
their Vialogues?
Self-Assessment and reflection on the
completion of a Vialogue and peer feedback
FLIP

LESSON 21
Unit 3
Activity 4 - Blubbr
OBJECTIVES
1. Create a blubbr account
2. Explore the Blubbr online community and review the Blubbr community guidelines
Assess the students understanding of the blubbr site and the videos
(10 min) - (Individual discovery) Students take 5 minutes to search the site to search for a general
understanding of the capability of blubbr videos. A portion of time can be used to take a Triv challenge,
but reading and watching introduction videos about Blubbr are recommended. (Pair-Share) Students
compare findings and understandings about the functionality of the videos with their partner.
Blubbr Practice
(10 min) (Teacher Introduction) The teacher will guide the class through the Triv tutorial and model how to
create a Triv. Students mirror the teachers video to create their own.
(10 - 20 min) (Individual Triv Creation) Students create their own Triv using their new knowledge of Blubbr.
They select videos from topics of interest from YouTube, and insert challenging questions into the modified
Triv video.
Publish and Reflect
(10 min) Have students post their lesson in the Sample Lessons section and then review the lesson of one
(5 min) Students complete the rate this tool survey at the end of the video tutorial.
RESOURCES NOTES
Computer with Internet connection, projector An email address, Facebook or Twitter account
and speakers. are required to register for a Blubbr account
https://www.blubbr.tv/ Experience using Youtube and online video
https://www.youtube.com/ modifiers such as Tubechop are helpful
email address, Facebook or Twitter account
(Requirements for creation of a blubbr Triv)

What is the proper procedure to write an Are students able to successfully create an
effective multiple-choice question? account, navigate the internal search for video
What types of videos, information or questions and insert meaningful questions into their Triv
blend well to this Triv video format? Which do video?
not? Self-Assessment and reflection on the
What are the benefits to using Trivs as form of completion of a Triv video
assessment?
How will students communicate their Triv score
with the teacher?
FLIP

LESSON 22
Unit 3
Activity 5 - Explain Everything
OBJECTIVES
1. Be introduced to creating a lesson using the Windows 8 version of explain everything.
2. Explore how they can use their own devices to create flipped lessons using this tool.
Show students the how to video for Explain Everything.

Students then take some time to play around with it on their own devices (it is different depending on
whether it is Windows, Android or Apple, Windows 8 version is new and has less functionality)
20 - 30 min - Have students create the independent study part of a flipped lesson for their students using
Explain Everything.
10 min-Have students post their lesson in the Sample Lessons section and then review the lesson of one
RESOURCES NOTES
Computer with Internet connection, projector Students need to download the Explain
and speakers. everything app. Cost is approximately $3.
Students should have their own computer with Students need a fliponelesson.com account to
Internet access. share their lesson in the forum.
http://explaineverything.com If using learning journals, students can write a
http://fliponelesson.com reflection on how they found this tool useful to
them.

How does Explain Everything enhance Do students know how to insert items and use
teaching? available functions?
How does it enhance learning?
What issues needed to be overcome?
FLIP

LESSON 23
FLIP
ONE
LESSON
Unit 4
Community Involvement
1. Technology and lessons catalogue 3. Share your lesson
2. Q&A forum 4. Site survey
OVERVIEW
This section focuses on the community of practise as a social learning theory.
Wenger founded the theory of learning and a community of practise, where a group
of professionals who share their ideas and advice to help with their own practice.
The idea is that through the community of practice the learning happens by regular
interactions. Wenger says that we are connected through network and communities.
This section provides students with the learning environment and tools to participate
in the community of practise. Students will become participants and part of the
community by discussing issues related to flipped learning in the question and
answer forum, uploading links to share their flipped lessons and get feedback from
the community, adding resources to the list of technology resources, as well as
currently available flipped lessons.
FLIP

LESSON 25
Unit 4
Activity 1 - Technology and Lessons Catalogue
OBJECTIVES
1. Be introduced to the Technology Resources section for delivering a flipped lesson, as well as currently flipped
lessons catalogue.
2. Evaluate the different resources by ranking and commenting on feedback.
3. Add resources to the catalogue.
Select one of the existing items from the catalogue. Students read the description and review the resource
to learn what can be done with the selected item.
Students evaluate the item, comment on both pros and cons in the comments section.
Students select a resource of their own, making sure that it would be useful in a flipped lesson scenario and
add it to the Resources section.
Students can then comment on their own resource to point out any pertinent information about the tool.
RESOURCES NOTES
Computer with Internet connection, projector Students will need to work with Listly to share
and speakers. their resource.
Students should have their own computer with
Internet access.

How does the technology you have introduced Are students able to succesfully select and
impact your teaching? evaluate technology appropriate for flipped
How does it impact your students learning? learning?
Think about both pros and cons, are there ways
to resolve the cons?
FLIP

LESSON 26
Unit 4
Activity 2 - Share your Lesson
OBJECTIVES
1. Create a flipped lesson
2. Explore how to best use technology and time when designing a flipped lesson.
Students watch one (or more) of the videos in the Share your lesson section.
Reflect on what works well about the lesson, and what could be improved. Also reflect on how technology
was used and whether it works well or if there is a better option.
Have students create a lesson for their students. The lesson must include resources needed for
independent work but also collaborative tasks and assessment.
Have students post their lesson in the Sample Lessons section and then review the lesson of one of their
peers and provide feedback in the forum.
RESOURCES NOTES
Computer with Internet connection, projector Students need a fliponelesson.com account to
and speakers. share their lesson in the forum.
Internet access.

Is there enough work prepared to keep Is the independent/home study portion in
students busy during lesson? line with the curriculum and accessible to the
Is their opportunity for both individual students?
assessment and collaborative work? Does the collaborative work allow student
What other soft skills are used by the students the possibility of extending their knowledge
as they work with the curriculum content? beyond curriculum and promote higher order
thinking skills where appropriate?
FLIP

LESSON 27
Unit 4
Activity 3 - Ask and Answer a Question
OBJECTIVES
1. Work collaboratively with others to pose and answer questions designed to bring about discussion on flipped
lessons.
ACTIVITY DESCRIPTION Suggested Time 20 minutes
Students to read through questions in forum. Where they have a response to a query, or an issue that they
would like feedback on they can post to forum.
Revisit forum regularly to review responses to questions and to their own answers.
Apply what is learned to using flipped lessons.
RESOURCES NOTES
Computer with Internet connection, projector Students need a fliponelesson.com account to
and speakers. share participate in the forum.
Internet access.

Do you have any further concerns about Do students participate in discussions with
instituting the flipped lesson model in your questions and responses that promote
lessons? discussions?
What areas of flipped lessons do you feel most
confident with? Which areas are you unsure
about?
How can collaborative work with other
professionals help you to develop as a
professional?
FLIP

LESSON 28
Unit 4
Activity 4 - Flip One Lesson Site Survey
OBJECTIVES
1. Evaluate the Flip One Lesson site by completing a survey.
Students will log onto the FlipOne Lesson site

The Students will Click on the Community Involvement header
Students then click on Site Survey
The student will the complete the survey and submit the survey
RESOURCES NOTES
Computer with Internet connection Students need a fliponelesson.com account to
http://fliponelesson.com feedback via the survey.

Is there an area of the survey that needs to be Did the student provide valuable feedback?
improved?
Did the survey function without any issues?
FLIP

LESSON 29
References
Ash, K. (2012). Educators evaluate flipped classrooms. Education Week. Retrieved from http://www.edweek.org/ew/
articles/2012/08/29/02el-flipped.h32.html?print=1
Acedo, M. (2013). 10 Pros and cons of a flipped classroom. Teach Thought. Retrieved from http://www.teachthought.com/
trends/10-pros-cons-flipped-classroom/
Bates, A. & Poole, G. (2003). Effective teaching with technology in higher education. San Francisco, CA: Jossey-Bass.
Bergmann, J., and Sams, A. (2012). Flip your classroom: Reach every student in every class every day (1st ed.). International
Society for Technology in Education.
Bergmann. J., Sams, A. (2014). Flipped-Learning Toolkit: Lets Talk Tech. Edutopia. Retrieved from http://www.edutopia.org/
blog/flipped-learning-lets-talk-tech-jon-bergmann
Berrett, D. (2012, February 19). How Flipping the Classroom Can Improve the Traditional Lecture. Retrieved from http://
chronicle.com/article/How FlippingtheClassroom/130857/
Bishop, J., & Verleger, M. (2013). The flipped classroom: a survey of the research. American Society for Engineering
Education. Retrieved from http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The
classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
Center for Teaching & Learning (2014). What is a flipped class? Retrieved from https://vimeo.com/70893101
Center for Teaching and Learning (n.d.). Flipping a classroom. The University of Texas at Austin. Retrieved from http://ctl.
utexas.edu/teaching/flipping-a-class
Chaplin, S. (2009). Assessment of the impact of case studies on student learning gains in an introductory biology course.
J. College Science Teaching, 39, 7279.
EduCanon - Create & share videos with embedded digital content and questions. (n.d.). Retrieved June 14, 2015, from
http://blog.educanon.com/posts/about
Educause Learning Initiative. (2012). 7 Things you should know about...Flipped Classroom. Retrieved from https://net.
educause.edu/ir/library/pdf/eli7081.pdf
Ferriman, J. (2013, July 11). Flipped-Classroom: Future of education? INFOGRAPHIC. Retrieved June 14, 2015, from http://
www.learndash.com/flipped-classroom-future-of-education-infographic/
Flipped Learning Network (FLN). (2014). Definition of flipped learning. Retrieved from http://fln.schoolwires.net//site/
Default.aspx?PageID=92
Freeman, S., OConnor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M. P. (2007).
Prescribed active learning increases performance in introductory biology. CBE Life Science Education, 6, 132139.
Hanover Research (2013, October 15). Best Practices for the Flipped Classroom. Retrieved from http://www.
hanoverresearch.com/insights/best-practices-for-the-flipped-classroom/?i=retail
Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching. Retrieved
from http://www.aacu.org/sites/default/files/files/PKAL_regional/CRWG-SPEE-REF-01.pdf
Horn, M., B., Staker, H., Christensen, C., M. Blended: Using disruptive innovation to improve schools. (2014). Jossey-Bass
Houston, M., & Lin, L. (2012, March). Humanizing the classroom by flipping the homework versus lecture equation. Paper
presented at Society for information technology & teacher education international conference (site) 2012, Austin, TX.
ITaP (2013). Best Practices for the Flipped Classroom. Retrieved from http://www.itap.purdue.edu/learning/cdm/supporting/
FlippedModel/Flipped%20Classroom%20Best%20Practices.pdf
FLIP

LESSON 30
Khan, S. (2011). Lets use video to reinvent education. TED2011. Retrieved from https://www.ted.com/talks/salman_khan_
let_s_use_video_to_reinvent_education/transcript?language=en#t-686257
Kachka, P. Understanding the flipped classroom: Part 2. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/
teaching-with-technology-articles/understanding-the-flipped-classroom-part-2/
Mazur, E. (1996). Peer Instruction: A Users Manual. Addison Wesley: Boston, MA.
McManus, E. (2012, April 25). Flip this lesson! A new way to teach with video from TED-Ed. Retrieved from http://blog.ted.
com/flip-it-a-new-way-to-teach-with-video-from-ted-ed/
Miller, A. (2012, February 24). Five Best Practices for the Flipped Classroom. Retrieved from http://www.edutopia.org/blog/
flipped-classroom-best-practices-andrew-miller
Muehrer, R., Jenson, J., Friedberg, J., & Husain, N. (2012). Challenges and opportunities: using a science-based video
game in secondary school settings. Cult Stud Of Sci Educ, 7(4), 783-805. doi:10.1007/s11422-012-9409-z
Nanney, B. (2004). Student-centered learning. Retrieved from http://ollyusofalhaj.ipgkti.edu.my/sumber/resosbestari/

PENDEKATAN/scl/7%20SCL-Nanney.pdf
Newby, T. (2013). Personal communication via video response. Retrieved from http://screencast.com/t/fbx0Ixkg
ODowd, D. K., & Aguilar-Roca, N. (2009). Garage demos: using physical models to illustrate dynamic aspects of
microscopic biological processes. CBE Life Science Education, 8, 118122.
Pappas, P. (2011) How to Flip Your Classroom and Get Your Students to Do the Work. Retrieved from http://www.
peterpappas.com/2011/07/how-to-flip-flippingyour-classroom-get-your-students-do-work.html
Pappas, C. (2013).The Flipped Classroom Guide for Teachers. eLearning Industry. Retrieved from http://elearningindustry.
com/the-flipped-classroom-guide-for-teachers
Roehl, A., Reddy, S., & Shannon, G. (2013). The flipped classroom: an opportunity to engage millennial students through
active learning strategies. Journal of Family & Consumer Sciences. 105(2), 44-49.
Scheibe, C. (2007). Food advertising, obesity and. In Encyclopedia of children, adolescents, and the media. (pp. 350-352).
Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.ezproxy.library.ubc.ca/10.4135/9781412952606.n179
Schell, J. (2013). Quick start guide to flipping your classroom using screencasting or lecture videos. Retrieved from http://
blog.peerinstruction.net/2013/01/03/quick-start-guide-to-flipping-your-classroom-using-screencasting-or-lecture-videos/
Schell, J. (2012). Student Resistance to Flipped Classrooms. Retrieved from http://blog.peerinstruction.net/2012/03/02/

peer-instruction-and-student-resistance-to-interactive-pedagogy/
Teachers guide on the use of Google sites in the classroom. Educational Technology and Mobile Learning. Retrieved from
http://www.educatorstechnology.com/2013/01/teachers-guide-on-use-of-google-sites.html
Teach Tough Staff (2013). 7 Must Have Tools for Flipped Classroom. TeachThought. Retrieved from http://www.
teachthought.com/trends/flipped-classroom-trends/7-must-have-tools-for-the-flipped-classroom/
Tucker, B. (2012). The flipped classroom. Online instruction at home frees class time for learning. Retrieved from http://
wardwcom.webstarts.com/uploads/the_flipped_classroom_article.pdf
University of Waterloo (2015). The Flipped Classroom: A CTE White Paper. Retrieved from https://uwaterloo.ca/centre-for-
teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/the_flipped_classroom_white_paper.pdf
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Harvard University Press:
Cambridge, MA.
Wenger-Trayner, E. What is a community of practice? (2011, December 28). Retrieved from http://wenger-trayner.com/
resources/what-is-a-community-of-practice/
White, D. (2011). Literature justification for blended/reverse instruction. Unpublished raw data, Liberty University, Lynchburg,
Virginia.
FLIP

LESSON 31
FLIP
ONE
LESSON
Appendix
A. Sample Teacher Lesson Plan C. Flip One Lesson! Blueprint
B. TaSQ Sheet D. WebQuest
All appendix resources are available in the website section

fliponelsson.com --> HOW-TO --> Guided Course
FLIP

LESSON 32
A. Sample Teacher Lesson Plan
Lesson/Class: Date:
Lesson objectives: Resources:
Before Class During Class

Prepare TaSQ sheet for students Class review of TaSQ sheet and questions
Media content links Set up class activity (discussions, work
Introduction of content to the students groups, activities, etc)
Alternative methods of distribution of media Groupings and activities support
covered (DVDs, or USB) differentiation
After Class
Review and/or extension homework assigned connected to the lesson
FLIP

LESSON 33
B. TaSQ Sheet
Student Name: Date:
Lesson Topic:
Learning Goal:
Model or Visual Representation T.a. Take Notes (remember you can pause,
to write notes)
Summary of information:
Questions for group discussion or clarifying information:

FLIP

LESSON 34
FLIP
LESSON
ONE
Designed by: Date:
Flip One Lesson! Blueprint
1. Learning Objectives 3. Plan activities for class 4. Make connections 5. Start small. 7. Extend learning beyond
Start by defining the underlying concepts to time. between inside and outside Flip a class by repurposing existing class.
be taught and the learning outcomes that traditional materials. List reading
Activities you choose should engage of class learning. Create opportunities for students for
will be demonstrated. materials, videos or podcasts.
students in applying their knowledge with additional practice after class.
What content do students need to know
an appropriate level of challenge, provide
before class?
opportunities to use your expertise as a
What part of the current homework
coach or guide, to collaborate with others
and to include feedback. assignment could be moved inside of
class to help students practice applying
the content?
Curriculum Guide
C. Flip One Lesson! Blueprint
2. Where does the flipped 6. Explain to students how

classroom make the most the flipped format will help
sense? their learning.
e What concepts or topics do the students
How will you explain new techniques on
struggle the most to understand? What
your syllabus? What conversations will
class activities do you rarely have time to
you have with your students?
do during class?
8. Consider technology and practice. 9. Go live. 10. Evaluate.

What video editing software will makes it easy to record and make What distribution tools will you use to publish or export your video and Reflect on what worked and what didnt. Tweak your approach and make the
changes to existing videos? provide access to students? next cycle better.
Directions for creating a digital Flipped One Lesson blueprint:

1. Open the template from fliponelesson.com --> HOW-TO--> Guided Course
2. Select File --> Make a Copy (note: you will need a Google account)
3. Give your blueprint a title (and use this title to rename your Google document)
4. Fill out all the fields in the table.
5. Select Share -->Anyone with the Link can View.
6. Post your link on the Share your Lesson page for others to review and provide feedback.
7. Review and provide feedback to at least one flipped lesson blueprint posted by others.
35
D. WebQuest
FLIP
ONE
LESSON WebQuest
A WebQuest for Visitors of the fliponelesson.com Website
This WebQuest Belongs to: _________________________

FLIP

LESSON 36
FlipOneLesson.com WebQuest
Introduction
Welcome to the FlipOne Lesson WebQuest. The WebQuest will
help you to discover the background section of the site.
The site is broken down into 5 different sections and you will be
discovering all of the sections with the assistance of this
WebQuest.
The sections of the site include:

What is Flipped Learning
Benefits to Student
Theory
Please follow the WebQuest and take the journey through the
background section of the FlipOne Lesson site.
FLIP

LESSON 37
The Task
During your WebQuest you will be discovering each and every
section of the site. For each section you will be given an activity
to complete for each of the sections.
The activities include:

1. Creating your own definition of a Flipped Classroom
2. The Pros and Cons of a Flipped Classroom
3. Overcoming Challenges
4. Theory
FLIP

LESSON 38
The Process
To complete the WebQuest you will be required to visit the
FlipOne Lesson site. You will be required to read and discover
the various sections of the background site, including:
What is Flipped Learning

Benefits to Student
Theory
After reading and discovering each section, open the

corresponding activity in the WebQuest and complete the activity.
When you WebQuest in complete, you can submit you WebQuest to:
Quest@fliponelesson.com
Good luck and have fun with the WebQuest

FLIP

LESSON 39
Create Your Own Definition

Activity One
Directions: After reading the background section on the

website create your own definition for a Flipped Classroom.
Use the following graphic to write your definition.
My Definition for a Flipped Classroom
Add your Definition Here!

FLIP

LESSON 40
The Good and the Bad

Activity Two
Directions: After reading the How-To section of the

site, develop the Pros and Cons of a Flipped Classroom.
Use the following graphic to write how you think your

classroom will benefit from the Flipped Learning and
what potential challenges you may encounter.
Add Pros Here Add Cons Here

FLIP

LESSON 41
Overcoming Challenges
Activity Three
Directions: After identifying the challenges you may

encounter in your classroom, and competing the Blubbr
activity on the Potential Challenges page, write
strategies you will use to overcome potential
challenges.
Strategies I will use to overcome challenges
Add your Strategies Here!

FLIP

LESSON 42
Theory
Activity Four
Directions: Reflect on how you are planning to

incorporate active-learning in your flipped classroom
and use peer instruction and elements
of differentiated instruction to promote it?
Active Learning
Peer Instruction
Differentiated Instruction
FLIP

LESSON 43
You have Completed the Quest!
Thank you for Participating

FLIP

LESSON 44
FLIP
LESSON
ONE
FlipOneLesson.com WebQuest Scoring Rubric
Name: _______________
Area Beginning (1) Satisfactory (2) Good (3) Excellent (4)
Create your own definition The student did not The student defined The student defined the The students defined the
for Flipped Learning complete the task or the Flipped Classroom Flipped Classroom with Flipped Classroom with
Curriculum Guide
completed very little of with very basic good knowledge and great knowledge and
the task. information. provided some provide thoughtful
examples. examples.
The Good and the Bad The student did not The student provided a The students provided a The students provided an
(Pros and Cons) complete the task or minimum amount of sufficient amount of excellent amount of Pros
completed very little of Pros and Cons (2-3 Pros and Cons and and Cons and provided
the task. examples) provided thoughtful very thoughtful and
examples. insightful examples.
Structure a Flipped The student did not The student created The student created the The student created the
Classroom complete the task or the structure of a structure of a Flipped structure of a Flipped
completed very little of Flipped Classroom Classroom with a good Classroom with excellent
the task. with basic information. understanding of the understanding of the
topic. topic.
Benefits to the Learners The student did not The student provided The student provided The student provided the
complete the task or the benefits of the the benefits of the benefits of the Flipped
completed very little of Flipped Classroom Flipped Classroom with Classroom with great
the task. with very basic good knowledge and knowledge and provided
information. provided some thoughtful examples.
examples.
Total
45
FLIP
ONE
LESSON
FlipOneLesson.com

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Curriculum Guide

University of British Columbia

fliponelesson.com July 31, 2015

ONE Curriculum Guide

Our goal is to provide resources, examples of lessons, and a community of practice

What is Flip One Lesson?

What is Flipped Learning?

A flipped classroom involves a reversal of the in-class and homework components of a

ONE Curriculum Guide

Using the SECTIONS Model

A major consideration when designing an online learning space is selecting appropriate

Students: It is important to consider differences in ability as well as access to technology

ONE Curriculum Guide

It is important to remember that the definition of a flipped classroom is an educational

Student-Centered Learning (In-class learning) is a teaching and instruction method that

ONE Curriculum Guide

Benefits to Student Learning

Students can learn the content with a deeper understanding

1. Access to a computer and Internet

ONE Curriculum Guide

Flipped Learning Theory

ONE Curriculum Guide

What is this Guide?

Who is this Guide for?

How to Use this Guide?

ONE Curriculum Guide

What is Included in the Guide?

ONE Curriculum Guide

Flip One Lesson is a learning environment designed through collaboration by current

Adriana Silvestre is an intermediate division teacher in Toronto, Ontario with a background

Galina Culpechina is an instructional designer at Pearson North America in Toronto,

ONE Curriculum Guide

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 50-60 minutes

Students read the background section of http://fliponelesson.com

REFLECTION PROMPTS REVIEWING STUDENT WORK

ONE Curriculum Guide

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 60-120 minutes

Students read the How to Start Flipped Learning section of http://fliponelesson.com

REFLECTION PROMPTS REVIEWING STUDENT WORK

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 40-60 minutes

REFLECTION PROMPTS REVIEWING STUDENT WORK

ONE Curriculum Guide

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 50-60 minutes

Ask students if they are familiar with TED-Ed videos.

REFLECTION PROMPTS REVIEWING STUDENT WORK

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 60 minutes

Students will be required to watch a tutorial about using eduCanon.

REFLECTION PROMPTS REVIEWING STUDENT WORK

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 50-60 minutes

Instuctions for students:

RESOURCES REFLECTION PROMPTS

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 45-55 minutes

REFLECTION PROMPTS REVIEWING STUDENT WORK

ONE Curriculum Guide

ACTIVITY DESCRIPTION Suggested Time 50-60 minutes

Show students the how to video for Explain Everything.