Flipped Classroom Lesson Plan

Please keep the template intact; do not remove parts; fill it in completely.

Lesson Plan Template

Directions: Complete the template below using the definitions/directions section at the
bottom. Pay special attention to the scope and sequence section.

Your Name: Laura Shrader

Type of lesson: Flipped Classroom

Lesson Plan Title: Setting up a Communication and Engagement Plan for Your Online Course

Discipline/Topic: Faculty Development

Target Population: Full-time and part-time faculty at a university

Curriculum Links: This is one in a series of faculty development workshops for faculty who teach
online courses. These workshops take place in the form of lunch and learns, or informal
opportunities to engage and learn from one another.

List the ISTE Educator Standard(s) with which your lesson plan aligns.

Learner:

 Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.

Leader:

 Model for colleagues

the identification, exploration, evaluation, curation and adoption of new digital resources
and tools for learning.

Citizen:

 Create experiences for learners to make positive, socially responsible

contributions and exhibit empathetic behavior online that build relationships and
community.
 Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.
 Mentor students in safe, legal and ethical practices with digital tools and the protection of
intellectual rights and property.
Collaborator:

 Collaborate and co-learn with students to discover and use new digital resources and
diagnose and troubleshoot technology issues.

Designer:

 Use technology to create, adapt and personalize learning experiences that

foster independent learning and accommodate learner differences and needs.
 Design authentic learning activities that align with content area standards and use digital
tools and resources to maximize active, deep learning.
 Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.

Facilitator:

 Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field.
 Model and nurture creativity and creative expression to communicate ideas, knowledge
or connections.

Analyst:

 Provide alternative ways for students to demonstrate competency and reflect on their
learning using technology.

List the ISTE Student Standards objectives with which your lesson plan aligns.

Empowered Learner:

 Students build networks and customize their learning environments in ways that support
the learning process.
 Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.

Digital Citizen:

 Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.
 Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
Knowledge Constructor:

 Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
 Students curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or conclusions.
 Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.

Creative Communicator:

 Students choose the appropriate platforms and tools for meeting the desired objectives
of their creation or communication.
 Students create original works or responsibly repurpose or remix digital resources into
new creations.
 Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
 Students publish or present content that customizes the message and medium for their
intended audiences.

Objectives:

1. Faculty will be able to articulate what constitutes best practice in engaging online learners.

2. Faculty will be able to discuss why having a communication plan for their course supports
online learner success.

3. Faculty will be able to create a Popplet presenting their ideas for a communication and
engagement plan for their online course.

Materials and Timing:

This workshop will use two 45-minute time frames. I will need a computer to facilitate and the
workshop will take place in a computer lab so that faculty can follow along, and be “hands on”
during the workshop.

Scope and Sequence:

Prior to day one of the workshop I will send out a link to my flipped classroom lecture to
registered workshop participants with instructions to view it prior to attending the day one of the
workshop.

Flipped Classroom Lecture Link: https://youtu.be/8MmEss3TpOI

Session One:
1. Introduction: In online learning, communication between instructor and students can be
challenging due to lack of visual cues. By virtue of the fact that teaching and learning is taking
place entirely online, students and instructors may find it challenging that they do not have an
opportunity to engage face to face. Establishing a communication and engagement plan can
lay the foundation for student – instructor interaction. Be sure to set a warm, welcoming tone
(Kumar, 2016). Share a little bit about your background, convey to students that you are a real
person, and let students know what you are looking forward to in the course as this can help
reduce student anxiety (Kropp, 2018). This also helps to humanize the experience for students,
while also preventing feelings of isolation and loneliness (Kumar, 2016). When students know
what to expect in terms of communication and engagement in online learning, they are better
able to self-regulate their time and learning (Penn State, 2016).

2. Ice-Breaker: How do you currently engage students in your online courses? Do you have a
communication plan in place?

3. Discussion of VoiceThread flipped classroom lecture. Question and answer.

 Does anyone have experience using VoiceThread or other tools to engage students in
your online course?
 What tools have you used?
 How were these tools effective (or not) in meeting your course objectives?

4. Visit the VoiceThread, Flip-Grid and Screencast-o-matic websites to briefly describe how they
can be used to engage students.

5. Introduction of the Popplet website so that faculty can use it to create a visual of their
communication and engagement plan ideas. Sharing of Popplet handout presenting a Popplet I
have previously created.

Session 2

1. Participants begin work on a communication and engagement plan using Popplet to create a
visual of their ideas.

2. Sharing/discussion of communication and engagement plan ideas.

Evaluation of Students: (using a rubric)

Objectives Needs Improvement Good/Satisfactory Excellent

Faculty member can Can articulate one or Can articulate one Can articulate two
articulate best two best practices but best practice and the best practices and
practices regarding struggles to articulate impact it has on the impact they have
engaging online the impact on online online learners on online learners
learners learners
 Faculty member can Struggles to articulate Can articulate one Can articulate two
discuss reasons why the impact a reason and the reasons and the
having a communication & impact it has on impact they have on
communication & engagement plan has online learner online learner
engagement plan in on online learner success success
place supports online success
learner success

Faculty member 1-2 ideas for 3-4 ideas for Clearly articulated 5-
created a Popplet communication & communication & 6 ideas for
detailing their ideas for engagement, ideas engagement, ideas communication &
a communication and are not clearly are clearly engagement,
engagement plan articulated, font/color articulated, font/colors enhance
difficult to read, font/colors are the information,
Popplet needs to be satisfactory, Popplet Popplet is well
better organized is well organized organized

Evaluation of the lesson:

This workshop was successful if:

1. Faculty were engaged in discussion about student engagement and communication, and weren’t
looking bored or uninterested.

2. Faculty shared their experiences using VoiceThread or similar tools in their online courses.

3. Faculty asked questions about how they might implement VoiceThread, Flip-Grid or Screencast-o-
matic in their online courses.

4. Faculty were successful in creating a Popplet displaying their ideas for a communication and an
engagement plan.

References

Kumar, P. (2016, May 6). Ensuring student success in online courses. Faculty Focus. Retrieved from

https://www.facultyfocus.com/articles/online-education/ensuring-student-success-online-courses/

Kropp. Evan. (2018, April 20). Using your instructor bio to humanize course, reduce student anxiety.
Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/online-education/instructor-bio-
humanize-course-reduce-student-anxiety/

Penn State. (2016). Best practices and expectations for online teaching. PennState College of Earth
and Mineral Sciences. Retrieved from https://facdev.e-education.psu.edu/teach/bestpractices
 Lesson Plan Template Definitions/Instructions
TYPE OF LESSON -- Flipped Classroom

LESSON PLAN TITLE --

DISCIPLINE / TOPIC -- i.e. Art, English, Health, Language Arts, Mathematics, Music, Physical
Education, Science, History, Education, etc. / give the specific topics to be covered by the lesson
(shouldn't be more than a few lines

TARGET POPULATION

o Grade Level: -- Post-Secondary, graduate/undergraduate

o Population Characteristics: -- describe the characteristics of the learners

o Lesson Groupings: -- choose Individual, Pairs, Small Groups, or Whole Class

CURRICULUM LINKS -- tell how this lesson fits with the rest of the unit and/or curriculum, what goes
before it (and how will you link to this prior knowledge), what comes after it (and how will you link it to
what follows)

OBJECTIVES -- what are the main concepts, skill, behaviors, values, attitudes, etc. you want
students to get from the lesson; objectives should be stated in terms of what students will be able to
do AFTER completing the lesson, DO NOT tell what students will do DURING it (that's scope &
sequence). State your objectives in measurable terms. State your objectives in the form of:
Students will be able to....

List the ISTE Student Standards objectives with which your lesson plan aligns. When you write the
Student Standards, please take the words verbatim from the link below. Copy and paste into your
lesson plan the appropriate performance objective/outcome.

Student Standards

MATERIALS / TIME -- what stuff will you need to teach this lesson / the amount of time it will take to
complete the lesson

SCOPE & SEQUENCE -- outline of lesson itself; what you will teach and in what order; include the
major points you want to make, all the activities students will undertake, and the products they will
deliver at the lesson's end. Important - Use a flip classroom model, using the video lecture
capture you created. In the flip classroom model, indicate what is to be done in each
respective learning environment--live classroom and online. The two environments should
support each other for achieving learning objectives. Provide a link to your flipped classroom
lecture capture. Your flipped classroom lesson should include students using an iPad app of
your choice or some other application used in this course to create something, where they
demonstrate meeting the lesson's objective. Check out the bulletin board to see if one of
your classmates has posted an app for iPad that may be useful to you.)
o Day one...
o Day two...

EVALUATION OF STUDENTS -- how you will grade or otherwise evaluate students' participation in
this lesson; please specify requirements for differential "grading" (remember it is very important to
value computer-based learning in the economy of your classroom for it to be valued by the students
and integrated into the culture of the classroom). A maximum point value for the lesson plan will be
given only if the evaluation of students is described by a rubric. Create a rubric--see downloaded
lesson plan template for an example.

Objectives Needs Improvement Good/Satisfactory Excellent

EVALUATION OF THE LESSON - how you will judge whether or not the lesson was successful; this
should relate back to its objectives. This section is not a check list or a place to ask questions.

(Lesson plan template based on work done by Karen Swan, modified by Sabrina Johnson-
Taylor.)