Practice assessment. Learners will be assessed throughout the session on various components of flipping a classroom including how to properly locate pre-made videos and using a downloadable screencasting software program such as Camtasia. Throughout the online training, cues will be used in order to inform the learner that assignments should be turned in (see Appendix G for cues). When content specific STEM content groups meet they will be encouraged to work with programs such as Blubbr, VideoNotes, Google Sites, and GoToMeetings. Participants will be evaluated on whether or not they can use the programs effectively. Working in content specific areas will allow the users to bounce ideas back and forth between one another when creating videos, screencasts, and/or forms for their flipped classroom. Teachers of the same subject specific courses at RRGSD may even be advised to work together to share the workload of flipping their classrooms. Components for the video along with storyboarding will be evident within the learners completed recording(s). When STEM teachers are uploading files to their Google Site, they may encounter problems. Learners will successfully know how to troubleshoot and resolve problems by following the link on the Weebly for supplemental information. After attendees have worked individually as well as within the STEM content groups, they should have a solid understanding of flipped classrooms. Participants will be asked to critique each other’s videos based on the knowledge that they gained throughout the course. Final assessment. The final assessment will be on the participant’s own flipped video lesson. Whole group e-conferencing will be used to share each attendee’s flipped video lesson with all participants of the STEM web-based lesson. One major benefit and motivational piece of having the attendees share with the entire group, is that they will hopefully inspire one another
Netiquette Participant is respectful in all posts. Participants make one error when responding to blog topics. Participant is disrespectful throughout the blogs. Content Fully answers the blog question. Somewhat answers the blog question. Doesn’t answer the blog question at all. Table D2 Student Review Assignment Rubric Student Review Mastery 100% Proficient 85% Needs Improvement below 85% Student input Pre-made video for the can be watched and for the desired content area. Pre-made video. Is not for the desired content area. No Not for content area. Writing format APA with 250 words, answers all question listed. APA with 200 words, answers some questions. APA with less than 200 words, no questions addressed. On Time Turned in timely matter. Turned in a day late. Turned in two days late. Content Relevant Focus on questions and organized. Focus on questions, some parts not organized. Not on subject, no organization.
complete it using the flipped video. complete it using the flipped video. complete it using the flipped video. Submission Assignment was turned in on time. Assignment was a day late. Assignment was more than a day late. D6 E-conference Assignment Rubric E-conference Mastery 100% Proficient 85% Needs Improvement below 85% Attendance Was on time and stayed for the full time of the presentation. Late or stayed for 75% of presentation. No show or stayed for >75% of presentation. Participation Engaged in presentation, asked questions and sharing information. Engaged in some of the presentation and sharing information. Little or no engagement, no questions, shared no information. Appendix E
Objectives Assessments Activities Instructional Content/ Materials Readings Student Participation Media Selection Time Allotment 1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom. Blog question § 1.1 - Describe the components of an effective lesson. Formative Introductory Videos Rubric & Teacher responses Individual/ STEM Content Google 20 mins 1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works. Blog question § 1.2 - Choose two types of flipped classrooms and compare and contrast them. Formative Introductory Resources Rubric & Teacher responses Individual/ STEM Content Group Google Sites 20 mins 1.3: Internet access, the learner will be able to find quality flipped videos for their content area. Student Review § Review a flipped video for your content area. Summative Internet Rubric Individual Google Sites 1 hour 2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals. Blog question § 2.1 - Which flipped classroom best fits your class and why? Formative Flipped Classroom Types Website Rubric & Teacher responses Individual/ STEM Content Group Google Sites 20 mins
2.2: time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video. Storyboard Assignment § Create a storyboard for video on Storyboarder. Formative Storyboarder instructions Rubric Individual 2 hours 2.3: Given the use of Camtasia, the learner will capture a flipped content area video. Video Assignment § Create a flipped classroom Summative Video Instructions Rubric Individual Camtasia 1 week (same week as 3.1) 3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access. Assignment § Create a flipped classroom video. Summative Video Instructions Rubric Individual Google Sites 1 week (same week as 2.3) 3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to flipped video complications. Blog question § 3.2 - (Given a scenario) How would you troubleshoot this problem? Formative Google Sites Scenario Rubric & Teacher responses Individual/ STEM Content Group Google Sites 20 mins 4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions. Blog question § 4.1 – Ask about the pros and cons of using Blubbr to interact with students. Formative Blubbr Instructions Rubric & Teacher responses Individual/ STEM Content Group Google Sites/ Blubbr 20 mins
4.2: the use of VideoNotes, the learner will be able to write effective notes and about the flipped classroom video. Blog question § 4.2 – Ask the learner to discuss the effectiveness of VideoNotes. Formative VideoNotes Instructions Rubric & Teacher responses Individual/ STEM Content Group Google Sites/ 20 mins 4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning. Creating Lessons Assignment § Create a lesson to go with your flipped classroom to give to students to assess student understanding. Summative Creating Lessons Instructions Rubric Individual Learner chosen media tools 1 week 5.1: completing the flipped video, the learner will use Google Sites to interact with peers in their STEM content groups. Blog question § Attendees will participate blog discussions with classmates within content-based groups. Formative Google Instructions Rubric STEM Content Google Sites 1 hour 5.2: completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time. E-conference Assignment § Attendees will participate in an e-conference with the whole training group. Summative E-conference attendance Instructions Group 1 hour Figure I1. Instructional design project flipped classroom lesson planning matrix.