Flipped classroom-guidelines

THE FLIPPED CLASSROOM METHOD

GUIDELINES FOR TEACHERS

created within the project “Adult in the FLIPPED CLASSROOM”Grundtvig Partnership (2013-1-IT2-GRU06-51726-4)

June, 2015

CONTENT

INTRODUCTION TO THE FLIPPED CLASSROOM CONCEPT ...................................................................... 4

SOFTWARE TOOLS: ................................................................................................................................. 6

Desktop Recording Tools: ................................................................................................................... 6

BB FlashBack: ................................................................................................................................. 6

CamStudio: .................................................................................................................................... 7

Camtasia: ....................................................................................................................................... 8

Learning Management System ......................................................................................................... 10

Blackboard Collaborate: .............................................................................................................. 10

Student Respond System ................................................................................................................. 11

ChallengeU (DIDACTI): ................................................................................................................. 11

eduCanon: ................................................................................................................................... 12

ExitTicket: .................................................................................................................................... 13

Socrative: ..................................................................................................................................... 16

BEST PRACTICE EXAMPLES ON THE FLIPPED CLASSROOM METHOD .................................................... 19

Best Practice 1: Day and Foley (2006) - senior level computer course ............................................. 19

Best Practice 2: Brown (2002) .......................................................................................................... 19

Best Practice 3: Snowden (2012) ...................................................................................................... 19

Best Practice 4: Ogden (2014) .......................................................................................................... 19

Best Practice 5: Schwankl (2013) ..................................................................................................... 20

Best Practice 6: British Columbia University .................................................................................... 21

Best Practice 7: Manel Trenchs i Mola - Art History teacher of Escola Pia Barcelona, Spain ............ 21

Best Practice 8: Social Science teacher in SAFA, Ubeda, Spain ......................................................... 21

Best Practice 9: The FIZZ project at the Friday Institute ................................................................... 22

Best Practice 10: Michael Garver, marketing teacher at Central Michigan University et al. ............ 22

Best Practice 11: University of Washington-Seattle Uses Mediasite for Flipped Classroom, Lecture Capture and Special Events .............................................................................................................. 24

Best Practice 12: Elizabeth School in Colorado ................................................................................ 25

Best Practice 13: Bryan Goodwin and Kirsten Miller ........................................................................ 25

Best Practice 14: Philipps-University Marburg, Heidelberg University of Education and the University of Applied Sciences Bielefeld .......................................................................................... 26

Best Practice 15: Teacher Chris Waterworth .................................................................................... 27

Best Practice 16: Chemistry course at Ohio State University ........................................................... 27

Other Selected Best Practices: ......................................................................................................... 29

Adult In the FLIPPED CLASSROOM - GRUNDTVIG Partnership (2013-1-IT2-GRU06-51726-4)

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Bibliography ..................................................................................................................................... 32

RULES AND ADVICES ............................................................................................................................. 33

Web Resources for Flipped Classroom Teachers .............................................................................. 34

GLOSSARY ............................................................................................................................................. 35

FURTHER INFORMATION ...................................................................................................................... 39

Websites dedicated to Flipped Classroom ....................................................................................... 42

ANNEX .................................................................................................................................................. 43

The European Qualifications Framework (EQF): .............................................................................. 43



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INTRODUCTION TO THE FLIPPED CLASSROOM CONCEPT Author: MPS – Maison de la Promotion Sociale

The Flipped Classroom concept is not a new concept, with development of ICT tools it has given anew air, and turned the application to more easy.

The first analysis starts out that training is not only a transfer of knowledge, but also to be able, atthe end of the training session, to perform a task or to set up a way to reach the objectives.

In many examples we can notice that trainees (whatever the level is) have the knowledge, but arenot able to use it in their daily working or studying life.

One example of the step that trainees have to deal with is this example (done with 11-12 years old):A shepherd has 60 sheep and 3 dogs, how old is he?

What can be done with this information? We can add them, subtract, multiply or something else…The knowledge to add, multiply subtract is well managed, it is why majority of children will answer63 years.

Why, just because they deal with numbers without thinking about what it does mean, and most donot think, they just do what they know to do with 2 numbers.

Thinking what it does represent in reality and not in a school objective is a totally different approach.The trainer has to support learners to use correctly the knowledge and turn it into concrete facts.

This example is based on school, but in adult training for professional training we also face thedifficulty that they do not want to say that they do not know and they answer the first idea they havein mind.

The Flipped classroom concept is based on the dissociation of the time to acquire the knowledge andthe time to apply it concretely.

Acquisition of knowledge can be done individually (at home for example) with attractive and ludicapproach. Learn the regulations, the basic concepts or more detailed matters.

In a second time in training session, the trainer mainly by groups work will check that the knowledgeis well acquired and will work on the concrete application of the knowledge.

In classroom training session different activities will be organized to apply in concrete terms whathave been learned individually.

As added value, the group work, with support of the trainer (which is more a coach than a trainer)interaction between learners will be done, enhancing the cooperation abilities, reflection onconcrete cases, as it can be done in most real life cases.

The flipped concept is the separation of the time to get the knowledge and the time to put it inpractice.

It can be done at any level, on most of learning subjects. The first examples were in schools, thensince few years some attempts have been done in professional training (initial or long life trainings)

More than a method, a philosophy:

General approach is that learners receive training materials online (videos, sounds, texts, pictures…)they read/look at them at home and learn knowledge at home, and in group session, activities will beorganized to get mutual exchanges on the application, and to see how what have been learned hasto be applied concretely.



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This free time enables the trainer to take care individually of each learner, to check that theknowledge has been well understood and that the learner is able to apply it concretely.

When presenting Flipped Classroom, we do not want to present a Flipped cookbook but to supportthe understanding and to support trainers to test and to start to “flip” their training sessions, afterunderstanding the advantages of the concept.

Important tip

When starting to use the Flipped concept, it is not needed to flip the whole classroom from the firstday to the last one, but to be able to make a sample, to test it, to evaluate it, to identify theadvantages, and the inconveniences of the concept.

With more experience you will realize that the advantages are much more important than theinconveniences.

How to start a flipped classroom?

Whatever you will train, whatever the level is, you have to identify your objectives.

Then you can build the content in order to arrive to fulfill the learning outcomes you target.

To issue video pills, you can use the tools for which we have issued simples “How to use” videotrainings https://www.youtube.com/channel/UCCc9lqvlRkBxPlZL6HctkjA

They are very simple and clear and easy to use for beginners



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https://www.youtube.com/channel/UCCc9lqvlRkBxPlZL6HctkjA

SOFTWARE TOOLSAuthor: EkoConnect e.V.

This section will present some useful software tool, which can be used while flipping a classroom.The following sections is used to give a first introduction on what the several tool are for, how theycan be used, cost that might occur using the tool as well as necessary equipment needed in order toproperly run the software.

Online tutorials have been created for each tool described below. The tutorials can be watched onthe YouTube Channel of the Flipped Classroom website.

Desktop Recording Tools:

BB FlashBack:

What is it?

BB FlashBack is a desktop recording software. It is easy to use in order to create tutorials usable forFlipped classroom concept. With BB FlashBack it is possible to record videos as well as review andpublish them online.

How can it be used?

The software can be downloaded at http://www.bbsoftware.co.uk.

There are 3 editions of BB FlashBack: Express (free version), Standard and Professional.



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https://plus.google.com/118250604549377576254/videos?ppaa=true&zppaat=RFTP73-Z3dPJWV4Q7kab6A

o Express records the screen, sound and webcam (to personalise the video with own picture),shares recordings online via YouTube and saves them as AVI and Flash movies.

o Standard edition adds annotation and WMV and QuickTime exporting

o Professional edition adds audio and video editing, EXE export, zoom and pan effects.

After installing BB FlashBack recording is possible with just a few mouse clicks. Everything that isvisible on screen can be recorded. It is also possible to record only a window or region on the screen.Using the BB FlashBack Player allows reviewing and editing the recorded video. It is possible torecord a video continuously and limit final file size later on with BB FlashBack Player. Thumbnailnavigation makes working with large movies no problem. The created movies can be uploaded toYouTube and other video sharing sites or exported as Flash or AVI.

Costs:

BB FlashBack is available in the editions:

o Express (free version),

o Standard (65 € excluding VAT) and

o Professional (146 € excluding VAT).

Official website:

Official BB FlashBack website: http://www.bbsoftware.co.uk/

CamStudio:

What is it?

CamStudio is a desktop recording software able to record all screen and audio activity on yourcomputer and create industry-standard AVI video files. Using its built-in SWF Producer can turn thoseAVIs into lean, mean, bandwidth-friendly Streaming Flash videos (SWFs).



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How can it be used?

After downloading the CamStudio software from the official CamStudio websitehttp://camstudio.org/ it is easy to create video tutorials for school or college classes. With the VideoAnnotation feature it is possible to personalise the video by including a webcam movie with "picture-in-picture" over your desktop.

It is possible to record the whole screen or just a section of it. CamStudio can reduce or increase thequality of the recording depending on the purpose of the videos for example, small size movies forsending via e-mail or "best quality" ones for burning onto CD/DVD.

CamStudio is best used for short videos with a maximum length of 30 minutes.

Costs:

CamStudio is an open source software and free of charge.

Official website:

official CamStudio website: http://camstudio.org/

Camtasia:

What is it?

Camtasia is a powerful, yet easy to use tool for Screen Recording and Video Editing. Camtasia helpsyou to create professional videos without having to be a video pro. From quick video demos toextensive video projects Camtasia offers a wide variety of editing tools. It easily records your screenmovements and actions. It can also include your picture through webcam recording in the video.Camtasia helps to share videos easily to anyone, anywhere and supports importing HD video from acamera or other sources.



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http://camstudio.org/

http://camstudio.org/

How can it be used?

Camtasia software can be downloaded from different websites e.g. https://www.techsmith.de. Afterinstalling Camtasia on your computer you can create your one video by recording your screen.

Record and edit

It is possible to record a window, region or the entire screen. Camtasia offers a special option torecord PowerPoint presentations. Webcam recording or importing existing videos in order topersonalize the videos is also possible. Photos or music to customize the video can be added as well.

Camtasia offers multi-track timeline to construct engaging videos with multiple video and audiotracks. There are also different visual effect tools available at Camtasia Software, like “Green ScreenEffect” - also known as “Remove a Color” - to put yourself in the video making it appear like you areright in the action. Camtasia also offers the “Clip Speed” to make all videos the perfect length. Screendrawing tools can be used as well.

Camtasia also supports some video animation tools to easily make callouts fly across the screen, animage bounce up and down, text scroll etc.

Share and interact with viewers

Teachers can easily share videos with their students. No matter what device the viewers are using,they'll be able to view the videos, click on hotspots the teacher has created and use closedcaptioning.

Videos created with Camtasia can easily be shared on YouTube.

What is needed?

Camtasia can be used on both Mac and Windows platforms. Created videos can be shared withviewers on nearly any device.

Costs:

There are different versions of Camtasia Software available

o Free version (subscription required)

o Single user for USD 299.00 (no annual fees or subscriptions)

o Special pricing is available for qualifying organizations in the field of education andgovernment and non-profit organizations.

Official website:

Camtasia on TechSmith website: https://www.techsmith.com/camtasia.html



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https://www.techsmith.de/

Learning Management System

Blackboard Collaborate:

What is it?

Blackboard Collaborate is a Learning Management System which allows video conferences, virtualroom meetings, online classes, trainings and interactive events in real-time.

How can it be used?

Blackboard Collaborate offers a wide variety of different tools to show and share learning materialand interact with students:

Interactive White Board can be used to collaborate on live documents in real-time with others, takenotes, import images, display PowerPoint or OpenOffice presentation and even annotate slides. Withthe drag-and-drop screen explorer, one can easily and quickly rearrange the order of the slides. Andwith the ability to have multiple, simultaneous presenters, it is possible to have highly engagingdiscussions where everyone can contribute. The content of the interactive whiteboard can beexported, saved and printed for future use.

The Application Sharing tool enables users to walk through learning resources by sharing theapplication. A single application, multiple applications or the entire desktop can be shared with thestudents. Students have the opportunity to interact with the application.

Web Touring allows synchronized web tours with participants. Teachers can insert web links andwebsites we be seen by all participants.

Blackboard Collaborate comes along with useful Moderation Tools. Teachers can see all students inthe Participant Window along with activity indicators that show who's entering a chat message orcontent on the whiteboard. So the teacher can see immediately if any students are lagging behind.Additionally, students can use emoticons to indicate approval or confusion, raise their hand if theyhave a question, show they have stepped away or respond to polling questions. With the MultipointView – follow the speacker tool teachers can easily see who's talking, along with all the expressionsand visual clues of a face-to-face conversation. Participants hear high-quality audio and seethumbnails of up to six active cameras, with the current speaker shown in the large video panel. Evenvideo with document cameras or microscopes to enhance the learning experience can be used.

Breakout rooms - Students learn best when they engage and interact with one another in smallgroups to discuss course material. Just like in the physical classroom, with Blackboard Collaborateonline instructors can divide up students for small group work. The rooms can be prepared inadvance or on the fly. Either way, the teacher can easily drag and drop students into individualrooms, where they have their own audio, chat, and whiteboard capabilities.

With Enterprise Instant Messaging students and instructors can easily see who's online andavailable, so they can instantly communicate with peers, colleagues and experts. Through BlackboardCollaborate web conferencing session can be easily launched with a single click.

What is needed?

Blackboard Collaborate works on PC and MAC on all common devices.



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Costs:

There is a free trail available for 30 days for up to 25 participants, where as a full license can copehundreds of participants in a single session.

Official website:

Official Blackboard website: www.blackboard.com

Student Respond System

ChallengeU (DIDACTI):

What is it?

ChallengeU (formerly named DIDACTI) is a free and easy to use multiplatform application designedfor pedagogical use. It allows teachers to create digital activities and learning scenarios to share withtheir students who will be able to complete them on their devices in the classroom and at home. TheChallengeU educational platform also allows teachers to share learning activities with other teachersaround the world.

How can it be used?

After creating a new account on http://www.challengeu.com/, teacher can create and share learningactivities that include texts, images, formula, files, videos etc. The teacher can add questions andchose the appropriate respond type (short answer, text, multiple choices, photo or video). Once anactivity is created, students can access the activity and complete them on their device. The teachercan see all student responses and leave comments.

After logging in to the platform teacher can see all activities that have been shared by the communitysorted by topics. The search bar also helps to find already created activities (by others) and persons.The teacher can also subscribe to groups or individual topics to receive newly created activities. The



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http://www.challengeu.com/

http://www.blackboard.com/

creators retain always ownership of their activities. The activities can not by modified by otherteachers.

ChallengeU is available in English or French version.

What is needed?

ChallengeU works on all devices such as computers, interactive white boards, tablets and smartphones.

Costs:

All services of ChallengeU are free of charge at the moment, but paid services may be added in thefuture.

Official website:

Official ChallengeU website: http://www.challengeu.com/

eduCanon:

What is it?

EduCanon is an online learning environment to create and share interactive video lessons. Teacherscan use any YouTube, Vimeo or TeacherTube video content and transform what is traditionallypassive content into an active experience for students. The teacher can segment the videos contentinto digestible components by adding question into existing videos. Through real-time monitoringteachers get the results immediately and can use the information for next day’s lesson planning.



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http://www.challengeu.com/

How can it be used?

The teacher must register at the official eduCanon website to get a free account and a “teachersearch code”. This is needed for the students to log in and watch the videos. After loggin In theteacher picks a video which he/she wants to use. The teacher can choose any existing YouTube,Vimeo or TeacherTube video or create an one video and upload it to one of those platforms. Thenquestions can be added to the video. In the free version of eduCanon only multiple choice questionsare possible. If only a part of the video shall be viewed by the students the “crop video” option canbe used to cup the video.

All videos of one teachers account can be organised by classes. It is possible to have up to 8 differentclasses in one account.

Students log in with the “teacher search code” to select a class and assignment. The first time thestudents watch the video, they can not move back and forth in the video. They have to watch thewhole video in order to not miss the questions and the information given to answer the questions.Watching the video the second time moving back and forth in the video is possible. By answering thequestions eduCanon provides instant feedback for students and teachers.

Teachers also have the opportunity to grade the assignment given to the students during the videowithin eduCanon. All grades can be downloaded.

EduCanon is used in a 1:1 student learning environment. Teachers can use the interface in class as ablended tool to review concepts, assign students an eduCanon lesson as homework in a flippedsetting or ask students to create their own eduCanon lesson as a project.

What is needed?

EduCanon is a web app and works on all major browsers, the best experience comes from GoogleChrome and Safari. It works on Macs, PCs and is responsive to iPads and can even be embedded intoa website or blog!

Costs:

EduCanon is available as a free version with simple features (only multiple choice questions possible)and extended versions with more features such as “short answer” etc.

Official website:

Official eduCanon website: https://www.educanon.com

ExitTicket:

What is it?

ExitTicket is a Student Response System developed by Leadership Public Schools, Inc. It is namedafter the proven practice of exit tickets - giving students a formative assessment at the end of alesson to measure comprehension of the day's objective. While ExitTicket has many other classroomapplications, giving students an exit ticket remains one of the most powerful ways to implementExitTicket.

ExitTicket is a complex tool for assessing students. ExitTicket delivers next generation real timefeedback and performance metrics to both students and teachers. ExitTicket also eliminates much ofthe burden of grading homework and enables teachers to identify which students need additional



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small group tutoring. And because students have their own personalized learning account, they knowexactly how they are performing over time, and exactly where their strengths and weaknesses are.Teachers can use this student longitudinal data to drive meaningful, individualized instructionalstrategies for every student or the class as a whole.

How can it be used?

1. Create an assessment:

In order to get a free teachers account register at http://exitticket.org. After logging in the teachercan create a new class and fill in the required course information such as course name, subject area,class name etc.

To create an assessment the teacher can choose between Quicket!, Launch, Practise and Exit (moretypes of assessment are available at the app store, see section “costs” below)

Quicket!

is a fast assessment perfect for a spur-of-the moment check during class. Directions / question can bewritten within ExitTicket or given orally to the class.

Launch:

is ideal for assessing retention from previous classes (Pre-Assessment). An assessment is created byadding questions. Multiple choice, true/false and free response questions are possible.

Practise:

is an ungraded accompaniment to direct instruction or reinforcing new concepts (mid-class check forunderstanding).



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http://exitticket.org/

Exit:

Exit tickets are used at the end of the class in order to check understanding of the day´s content.

Many teachers begin class with a short ticket to check on homework or learning from the prior day. Ifmastery is uneven, they stop and use the re-teach, error-analysis display to walk students throughmisunderstandings. A short recheck ticket usually shows a significant jump in mastery.

Later, after introducing a new concept, a 5-10 question practice ticket can help monitorunderstanding. Using an iPad with a heatmap of real-time individual student data, the teacher movesaround the room providing immediate individualized intervention. A tap on the screen reveals a listof students getting a question wrong as well as their answers, making it easy to pull small groups forre-teaching. An exit ticket at the end of the period is a final check on the day’s understanding.

Teachers can share their tickets with other teachers and use / edit existing tickets for their ownclasses. Students can also be combined to groups to assign different questions for each group.

2. Results:

Teachers can view results in different ways. The result of the whole class or results of single studentsand questions can be viewed. All scores are saved over time and can be exported into a CSVspreadsheet. Teachers can use the student longitudinal data to drive meaningful, individualizedinstructional strategies for every student or the class as a whole

Students can see their results too. And because students have their own personalized learningaccount, they know exactly how they are performing over time, and exactly where their strengthsand weaknesses are.

The evaluation of the test results are assessment based. The app “learning target” enables theteacher to link entire assessments or specific questions to learning targets. Therefore the evaluationof the results can be done skill-based also. This has got the advantage (for teachers as well asstudents) of observing more easily what topics need to be worked on the most.

What is needed?

ExitTicket is a cloud based application that runs on any wi-fi enabled device, including smartphones,iPod Touches, tablets, netbooks, laptops and desktops.



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Costs

There are four types of assessments (Qitcket!, Launch, Practise, Exit) that are always free and twoextra types you can add through the App Center.

The following options are also included in the free to use version of ExitTicket:

o Teacher, Student and Projector modules

o Itembank of free to use assessments

o Longitudonal scoreboard (ExitTicket can reduce grading time because it tracks the studentsscores over time (longitudinal data) so there’s no importing / exporting in order to getaggregated score data over time.)

o Online Helpdesk

Extended Versions such as “Premium teacher” and “School and District” are also available.

Official website:

Official ExitTicket website: http://exitticket.org

Socrative:

What is it?

It is an easy-to-use assessments tool for building small assignments like quizzes or exit tickets andseeing results in real-time to visualise students understanding.



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How can it be used?

1. Create an assignment:

Open the website www.socrative.com and create a teacher account. You receive a unique RoomCode, which your students will use to access your activities. There are 4 possibilities to create anassignment: quiz, quick question, space race and exit ticket.

Quiz:

A quiz consists of a number of questions. Create a quiz by adding as many questions as you like. Youcan choose between multiple choice, true/false question, short answer. You can delete questionsand reorder them later as you like or import a quiz from other teachers (each quiz has its own SOCnumber, so quizzes can be shared easily between teachers. You can also import a Socrative quiz froman excel file.

Socrative gives the opportunity to manage quizzes. You can duplicate, delete, download quizzes asprintable .pdf and edit existing quizzes.

There are different ways to start a quiz and how the quizzes can be done by the student:

a) student paced – immediate feedback:

Students receive immediate right/wrong feedback and explanations after they answer each question.Students answer questions in order and cannot skip or change their answers. You are able to monitortheir progress via a Live Results Table.

b) student paced – student navigation:

Students have the ability to edit questions, skip questions and navigate the quiz their own way. Oncethey've completed the activity they can submit the entire assessment. You are able to monitor theirprogress via a Live Results Table.

c) teacher paced:

Teachers control the flow of questions. You send one question at a time, and visualize the responsesas they happen. You can skip and revisit questions.

Quick question:

The quick questions option can be used during class to send a multiple choice, true/ false and shortanswer questions to class and see results immediately.

Space race:

The space race can also be used during class. It is an interactive classroom game for students workingin teams on an existing quiz (which team is the first to answer all the questions?).

Exit ticket:

The exit ticket can be used at the end of class. A set of 3 questions will be sent to the students:

1. How well did you understand today’s material?

2. What did you learn in today’s class? (Opportunity for students to put in their own words the maintakeaways from class. Teachers opportunity to make sure they recognized all the learningobjectives.)

3. Please answer the teacher’s question. (Opportunity for the teacher to ask any question that’srelevant in the moment)



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http://www.socrative.com/

2. Reports:

The teachers can have their reports sent as an e-mail, sent directly to a google drive, download them,view chart (live result data view). All results are saved in “My Reports”.

The teacher can choose between seeing a report of the whole class in one excel sheet, of individualstudents (the teacher will receive a graded quiz for every student), of specific questions (This reportwill include the data for every question in the quiz, including short answer)

What is needed?

Socrative is an instant response tool designed for the K-12 environment. At this time the system runscomfortably with a maximum of 50 students in one Socrative classroom.

Official website

Official socrative website: www.socrative.com



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BEST PRACTICE EXAMPLES ON THE FLIPPED CLASSROOM METHOD Author: Gazi University, Faculty of Education

Best Practice 1: Day and Foley (2006) - senior level computercourseDay and Foley (2006) conducted their study in a senior-level computer interaction course. Theytaught concurrent experimental and comparison sections of the course, and matched sections ontopics, assignments, and time on task. Students in the experimental section watched narratedPowerPoint videos outside of class, and participated in interactive learning activities inside class.According to the finding of the study, students in the Flipped environment scored significantly higheron all homework assignments, projects, and tests.

Best Practice 2: Brown (2002)Brown (2002) also explored the experience of instructors who have adopted flipped classroom fortheir classroom-based undergraduate courses. The participant set included a range of teachingexperience, discipline, and institutional setting. Participants shared a transition from a moretraditional, teacher-centered practice as well as early adopter traits. Individual, semi-structured, VoIPinterviews were used as data collection instruments and course materials were analyzed. The resultsdemonstrated that instructors in the classroom should be supported and they should reach for morelearner-centered approaches. Besides, the emphasis on technology use and online teaching mightsteer many instructors away from receiving guidance and assistance in improving their classroom-based teaching practices. The findings also showed that by facilitating a learner-centered approach,flipped classroom could contribute to undergraduate education in the face-to-face environmentsthat constitute the primary setting for college courses.

Best Practice 3: Snowden (2012)Snowden (2012) attempted to discover teacher perceptions of using the flipped classroom ratherthan more traditional instructional methods. It examined how “core teachers” (English, math,science, and social studies teachers) at one high school in Texas currently address the needs of theirstudents and the push toward technology integration. It explored the reasoning behind the use ofthe flipped classroom and teacher perceptions of the impact it has on student engagement, learningand achievement. The results of the study revealed that the implementation of the flipped methodhelps facilitate that role change. According to the findings of the study, the Flipped Classroommethod demonstrated a trend to transition from the traditional lecture-style classroom to one thatholds students responsible for finding the information. In addition, the study showed that because ofthe nature of the flipped classroom, it was perceived more positively by teachers who typically uselecture as the primary mean of content delivery. Those teachers who had a more interactive,discussion-oriented means of content delivery did not perceive this method as beneficial to theirclassroom. Furthermore, all participants mentioned that teacher beliefs had a major impact on themethod a teacher uses as well as what technology a teacher uses in his or her classroom.



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Best Practice 4: Ogden (2014)Ogden (2014) also described the design and development of a flipped classroom teaching model interms of the design decisions, model implementation, and model evaluation across three iterationsof a college algebra course. The results of the study indicated that the use of the flipped classroomteaching strategy would benefit from being situated within a formal teaching model to provide anexplicit description of the full range of procedures and conditions needed to successfully implementthe model, teaching decisions, and results of using the model. In addition, the finding of the studyindicated the following conclusions;

o Students were satisfied with the design of the video lectures.

o Video lectures allowed students to self-pace instruction.

o Students were satisfied with the formats of the face-to-face sessions

o Students had more time to ask questions regarding the material

o Students were able to asked more informed questions regarding the material

o Some students had trouble staying focused while viewing video lectures

At the end of the study, Ogden (2014; p.129) also described in Figure 2 the Flipped Classroom as anintegrated teaching model, acknowledging multiple teaching approaches, including in-classcooperative learning, mentored laboratory activities, and online teaching video

Figure 1. The Flipped Classroom Teaching Model

Best Practice 5: Schwankl (2013)Schwankl (2013) investigated the impact on student learning and students’ perceptions wheninstruction was delivered by the flipped-classroom delivery method. One section of Integrated IIMathematics received instruction through traditional means while another section receivedinstruction through a flipped-classroom delivery method. Both sections received the same pretest,posttest, and set of six quizzes which were compared using independent samples t-tests.Additionally, the flipped-classroom instruction completed a survey at the end of the unit on basictrigonometry concepts. Three of the six quizzes had significantly higher scores for the students whoreceived instruction through the flipped-classroom. Survey responses yielded no significant



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differences, but all scores were higher for the students who received instruction by the Flipped-classroom instructional method. The study also revealed that students had an overall more positiveattitude toward their learning in a flipped classroom.

Best Practice 6: British Columbia UniversityThe Economist 2011, appeared an article that had been published lately in Science. The teacher LouisDeslauriers of the British Columbia University studied 850 Science students of undergraduate.

At the beginning of the academic year the students were distributed in two groups. Both groupswere taught by well qualified and recognized teachers with the modality of the masterclass during 11weeks of the course. In the week 12 the experimental students were changed to Flippedmethodology. The class time was focused on solving problems, discussions and application of thecontents. The acquisition of the content was done out of the classroom by the own student. Thismethod was called by the university “Deliberate Practice” nstead of flipped method, even thoughthey were the same.

The students in the control group followed their activities with the masterclass format. At the end ofthe week 12 all the students were given a test to determine the level of acquisition of the contentduring the mentioned period. The control group that follows the model masterclass had an averagescore of 41% and the experimental group was 74%.

According Dr. Deslauriers and his team, the results constitute the biggest increase in the academicperformance of the students never produced and documented before in the educative research,therefore they consider that this mode is very efficient inclusive more than one to one. The datacould be a little bit increase as the results have been measured immediately after the experience,instead of waiting for the final exam of the end of the period. The attendance of the experimentalgroup increase at 20% during the week when the deliberated practices were used. And three fourthparts of the members of the experimental group stated that “Would have learnt much more if theyhad the deliberated practices the whole course” (The Economist, 2011 ) .

Best Practice 7: Manel Trenchs i Mola - Art History teacher of Escola Pia Barcelona, Spain He presents his view as followed:

“The key is not in learning more, if not learning in a different way. “La clave no está en aprendermás, si no en aprender de manera diferente” We cannot ignore ICT as an educational tool. I haveheard about the flipped methodology and I realized that could be very interesting. With this newapproach the school is not the only place to learn and there is a change of role between the studentand the teacher. But the most interesting is the methodological change. The teacher is who monitorsand guides the students helping them to consolidate the content, creating and directing students’learning. Even though to elaborate the videos represent a lot of work, I keep with quite interest tocontinue elaborating material, because I obtain a lot of benefits with this new approach inside andoutside the classroom”.

Best Practice 8: Social Science teacher in SAFA, Ubeda, SpainJosé Luis Redondo, Social Science teacher in SAFA Ubeda, an innovator teacher and worried aboutthe authentic learning, presents his visión about the flipped classroom. He states that is not aninverted classroom is to invest in the classroom.



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http://www.theflippedclassroom.es/hoy-nos-cuenta-su-experiencia-manel-trenchs-i-mola-profesor-de-historia-del-arte-de-lescola-pia-santa-anna-de-mataro/

You can explain a class very clearly but the students don’t remember anything. The time is takes toexplain content can last 2 or 3 classes, with flipped classroom just takes 10 minutes and they have avisual support, with the great advantage that students can watch the lecture whenever they want. Sowe have magnificent time in class to solve problems, to discuss and create group projects orintegrated tasks.

Best Practice 9: The FIZZ project at the Friday InstituteDr. Lodge McCammon and Katie Gimbar, Math Teachers at Friday institute, have developed The FIZZproject at the Friday Institute at NC State University from 2010-2013. The project has come to an endat the Friday Institute, on February 1, 2014. In the text below they describe why they flipped theirclassrooms:

“Most of the teachers, teach to the middle group of the class who can follow the content, there is agroup of higher level students who are not being challenged and get bored in class and a group ofstruggling students who are not receiving enough effective remediation. These students do not havethe basic content needed to work in class and they need special attention in order to be successful.This led us that 90% of class time is spent on delivery the review of contents. 90% of the classteachers are in front of the classroom lecturing to a group of students but without meeting all theirneeds. The students go home or outside of class to work on application of the content given out inclass, this situation makes the teacher overwhelmed as the teacher sees the need of differentiation,but there is just not enough time for an effective differentiation.

Now students outside the classroom get the information they are going to need for class, they canpause, rewind, rewatch as many times as they need. They can post questions online to theclassmates and teacher, and it is a sel-paced programmed, they can be remediated by going back andreview more topics or they can go ahead and go forward as they master the content.

o After watching the content, student come into class with a different distribution, they aresplit up in differentiated groups. The teacher is in the middle of the class working with all ofthem, but not at the same time, the teacher can focus on different pieces of application.

o 10% of the class spent on delivering content90% of the class spent on application content

o Each group moves on a different pace and teacher can answer doubts or questions posted,spending most of her or his time in application of content. Now all the students are engagedand challenged and teacher has time to work with each group, giving individualized time andinstructions. Teacher can provide differentiation for all learners, struggling students, middlesstudents and extend challenge to higher level students.”

Best Practice 10: Michael Garver, marketing teacher at Central Michigan University et al.source: Elizabeth Millard, University Business, December 2012, Sample Flipped Class Session Agenda

1. Increases student engagement

There’s plenty of anecdotal evidence to suggest that students respond well to using classroom timein a way that’s more geared toward discussion.

“The difference between my classroom before flipping and after is dramatic,” shares Michael Garver,who teaches marketing at Central Michigan University. “The students are fired up now. They’re justdevoted to active learning during the entire class period. It’s wonderful.” Like many professors usingthe flipped strategy, Garver breaks his lecture into short podcasts that accompany written or online



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materials. He begins every class with a brief quiz to make sure everyone is at the same level ofcomprehension with the material, and then, as he says, “the real learning begins.”

Students use clickers as part of competitions, which Garver finds to be hugely popular. He might givethem a real-world marketing scenario and ask them to make a decision based on 10 possible options.Given a short amount of time to “click in,” students work in teams to come up with the best answers,and Garver tends to hear very lively debates during the process. “When I hear some good, solidarguments, that’s when I know they’re learning, and they’ll retain the information,” he says.

About 70 percent of his classes use these types of competitions on a regular basis, and often duringclass, the level of emotion and intensity is compelling. “When there’s emotion, there’s lessonretention,” Garver says. “Students love this system because they’re not listening to some old lecture.They’re interacting and debating, and that makes them feel involved.”

2. Strengthen team-based skills

The group dynamic that Garver creates is an important part of many flipped classrooms. Althoughlectures are watched individually and tests still measure each student’s comprehension level,teamwork is an integral part of in-class discussion.

“Classroom technology isn’t about teaching students how to use mobile devices,” he says. “It’s allabout interaction—with teachers, with content, and with each other. We’re creating a collaborativegeneration, and using technology for that effort.” They’ve been raised in a world of interaction andcommunication, so asking them to sit and listen to a lecture, and then do homework on their ownsomewhere, is foreign to many of them. That’s why higher education is succeeding with flippedclassrooms, because it adjusts the delivery style to the students.

With the access that today’s students have to information, making class time more effective throughteam-based activities also tends to make students feel like showing up is worth the effort.

3. Offers personalized student guidance

According to Roger Freedman, a physics professor at the University of California, Santa Barbara,professors are at their best when they can provide students with an active learning experience. “Thatmeans giving students personalized guidance about what they do and do not understand andpersonalized assistance with improving their understanding,” he explains.

Freedman asks students to watch a video lecture the night before class, as well as complete two orthree simple homework-type questions based on assigned reading and the video lecture. Eachstudent can also submit a question to Freedman about something from the lecture or reading thatthey don’t understand; he gives them homework points for submitting the question. Before headingto class, Freedman looks them over and chooses two or three of the most common queries toanswer in person.

“Class begins with me giving the answers to the student questions I selected,” he says. “You can heara pin drop during this part of the class, because the students are so interested in knowing theanswers to their own questions.”

In large classes, it can be challenging for professors to keep track of individual student progress interms of comprehension. But because data in a flipped model is collected and presented in astraightforward way, instructors are able to provide personalized instruction to some degree.“Clickers shine in the classroom because they offer students instant feedback about theirunderstanding, and give instructors insight into the often surprising kinds of misunderstandings thatstudents harbor,” Freedman says.



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4. Focuses classroom discussion

Students expect a higher level of discussion and technology usage than they did in the past, and it’slikely that those expectations will only increase, believes Tina Rooks, vice president and chiefinstructional officer at Turning Technologies. “Kids don’t want to power down their devices justbecause they’re walking into a classroom,” she says. “They know they have access to knowledgebecause of technology, so now they’re looking for teachers who can coach them, and help themunderstand that information.”

The clickers can collect responses from quizzes, for example, and display the results (anonymized ornot) on a screen in front of the class. Professors can also create multiple choice discussion topics andpoll the students to see what type of direction they’d like to take.

Marsha Orr, the distance education faculty liaison in the School of Nursing at California StateUniversity, Fullerton, notes that clickers create a Socratic environment that allows students to thinkmore deeply about the material, or to address the material from a particular viewpoint. Since someof her classes have students already in the nursing field, discussions might veer toward real-worldexperiences, for example, as opposed to more theoretical discussions among those who haven’tworked with patients before.

Utilizing a variety of tools in this way-including not just clickers but also online video and discussionboards, printed materials, discussion groups, and peer review of written assignments-fosters morecomprehension across multiple learning styles.

“We’re not just presenting information and then testing them on it,” she says. “Flipped classroomsand interactive materials let us increase the complexity of what we’re teaching, because we have astronger understanding of what they’re learning and what they’re not.”

5. Provides faculty freedom

For courses taught by multiple professors, having an online lecture series can be valuable fordelivering information in a standardized way, believes Bob Brookover, director of the ClemsonInternational Institute for Tourism Research and Development at Clemson University (S.C.). In hisdepartment, he’s found that professors often cover the same material in unique ways, especially forintroductory courses. Rather than have each professor record lectures that cover the same material,Brookover creates the lectures, allowing the professors to concentrate on in-class rich learningactivities. The system provides flexibility, because comprehension might be higher in one class thanin another, and the professor can hone in on specific areas where there’s confusion.

Brookover’s team meets on a weekly basis to decide on in-class activities, but there’s freedom to becreative for each instructor, based on the discussions that come up in class. That structure ofproviding standardized lecture materials and more collaborative environments in class works well,Brookover notes.

“Professors appreciate the way they can take one topic and lead the students in a productivediscussion for that particular group, in a way that’s not based on lectures that take up class time,” hesays. “Students and faculty find the flipped approach to be very rewarding.”



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Best Practice 11: University of Washington-Seattle Uses Mediasite for Flipped Classroom, Lecture Capture and Special EventsMADISON, Wis. — June 19, 2012 — Sonic Foundry, Inc. (NASDAQ: SOFO), the trusted market leaderfor lecture capture, enterprise and event webcasting, today announced that The Foster School ofBusiness, the School of Medicine and the Professional and Continuing Education’s EDGE Program atthe University of Washington-Seattle have each selected Mediasite for lecture capture, flippedclassroom instruction, special events and inter-departmental collaboration.

“Mediasite is an invaluable educational technology platform for us, ensuring that regardless of whereour students are learning, either remotely or in the classroom, their educations are identical.Everyone receives the same high-quality experience and Mediasite webcasts allow students toreview the material at any time,” said Dave Coffey, video and multimedia systems engineer forEDGE.

Jason Reep, assistant director for the School of Medicine, Academic and Learning Technologies, whohelped implement Mediasite in EDGE, now works in the School of Medicine, where Mediasite hasbeen used for four years. The School of Medicine is currently involved in a re-accreditation processthat occurs every 10 years. One of the pushes for the school is the flipped classroom. Flippedinstruction is a model where faculty pre-record lectures and students watch before class. Classroomtime is then dedicated to dynamic discussion and interactions about what they learned.

“The University of Washington-Seattle’s Mediasite deployment in its medicine, business andcontinuing education schools allows students, regardless of where they are in the world, to receivethe same quality education as students in the Seattle classrooms,” said Gary Weis, chief executiveofficer for Sonic Foundry. “Their willingness to embrace the flipped classroom, video-basedinstruction and collaborative, regional academic partnerships are true hallmarks of the University ofthe Future, and we are proud to be their trusted partner to enhance both student access andachievement.”

Best Practice 12: Elizabeth School in Colorado Teacher Heather Witten at Elizabeth High School in Colorado discusses with students a Spanishreading book in class. They were excited when they figured out a tough section. Some of HeatherWitten’s fellow teachers at Elizabeth (Colo.) High School in the Elizabeth School District havefollowed her lead in implementing the flipped classroom, which she began in her upper-level Spanishclasses in 2011-2012, but it hasn’t been required schoolwide. “I’ve been very lucky with the supportI’ve had from administration and at the district level,” she says. “There is some definite fear amongthe other teachers. They’re afraid somebody is going to make them do it. A lot of teachers say, ‘Thatwould never work.’ ” Witten once was sharply questioned by a colleague wanting to know why herstudents are out in the hallway talking, reading and playing on the internet. “I asked, ‘Are theyspeaking Spanish?’ The teacher said, ‘Yes.’

Best Practice 13: Bryan Goodwin and Kirsten MillerLectures aren't necessarily bad—they can be an effective way to help students acquire newknowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often amatter of pacing. For some students, the information may come too slowly or cover what theyalready know; other students may have trouble taking in information so rapidly, or they may lack theprior knowledge they need to understand the concepts presented. After a hit-or-miss lecture,



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teachers often assign homework, which many students perform in a private hell of frustration andconfusion. What did my teacher say about cross-multiplying?

The flipped classroom seems to be catching on. According to the Flipped Learning Network (2012),membership on its social media site rose from 2,500 teachers in 2011 to 9,000 teachers in 2012. Butdoes research show that this innovation, sensible as it sounds, really improves learning?

To date, there's no scientific research base to indicate exactly how well flipped classrooms work. Butsome preliminary nonscientific data suggest that flipping the classroom may produce benefits. In onesurvey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, withparticular benefits for students in advanced placement classes and students with special needs; 80percent reported improved student attitudes; and 99 percent said they would flip their classroomsagain next year (Flipped Learning Network, 2012). Clintondale High School in Michigan saw thefailure rate of its 9th grade math students drop from 44 to 13 percent after adopting flippedclassrooms (Finkel, 2012).

The lack of hard scientific evidence doesn't mean teachers should not flip their classrooms; indeed, ifwe only implemented strategies supported by decades of research, we'd never try anything new.Until researchers are able to provide reliable data, perhaps the best we can do is to ask, Do thepurported benefits of flipped classrooms reflect research-based principles of effective teaching andlearning?

At this time, we do not have direct scientific research to establish whether flipped classroomsincrease student learning. But absence of evidence is not evidence of absence. Indeed, there's reasonto believe that flipped classrooms may enhance student learning if they are implementedthoughtfully, with careful attention to what research tells us about good instruction. What invertedclassrooms may really be flipping is not just the classroom, but the entire paradigm of teaching—away from a traditional model of teachers as imparters of knowledge and toward a model ofteachers as coaches who carefully observe students, identify their learning needs, and guide them tohigher levels of learning.

Case in point is Salman Kahn whose prolific creation of online science and maths lessons is oftencited as one of the best examples of the flipped classroom. Salman is not a trained teacher, butthrough his creation and sharing of the online Khan academy, and indeed by using tools like a videocamera and YouTube, or even a mobile app like ‘Explain Everything’, any teacher can providestudents with content that prepares them for lessons that they can access in their own time, at theirown pace. Indeed, students world-wide can also access (and create) such content themselves,without having been directed by a teacher to do so.

Best Practice 14: Philipps-University Marburg, Heidelberg University of Education and the University of Applied Sciences Bielefeldhttp://www.uni-marburg.de/aktuelles/news/2012b/invertedclassroom

Professors from Universities of Bielefeld, Heidelberg and Marburg joined forces to propagate the“inverted classroom” or “flipped classroom”. In the “lectures of 21st century”, as they call it, thestudents prepare with videos of lectures and other online learning devices. Instead of listening to afrontal lecture, they are discussing in class and are doing group works. But do the students reallyprepare for those plenary sessions? The Professors Handke, Loviscach and Spannagel completelyagree that they do. “I’m always happy to see all those mathematical diagrams and derivationswritten into the closes by the students”, Loviscach explains. His Videos regularly contain questions tothink about and to work on. In Marburg one ensures by accompanying practise exercises that the



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students consider the videos. About 90% of students would choose this event concept again, if theyhad the choice," says mathematical didactics professor Spannagel who, like his colleagues, recordshis lectures and uploads then on YouTube, available for everyone. The advantage is that students canview the lectures in their time at home and pause the video or rewind if they have not noticedsomething, or think again on an aspect. In the lecture hall is then time to address the questions ofstudents or to solve problems together and to discuss.

Will the professor be unnecessary in future by the provision of lecture videos? The three are sure: Noway! At the contrary, the discussions that come up in the plenary sessions need steering of aprofessional expert. "One can hardly prepare on the issues, questions and discussions, which areintroduced by the students," says Loviscach. One must be very familiar with the subject to be able toreact flexibly in the plenary. "This is much harder than holding a 90 - minute presentation".

For a professor who has ever flipped his lecture, there is no turning back. "The concept is not suitablefor every colleague," says Handke, "because you must accept a significant degree of criticism."Finally, errors in YouTube videos are commented mercilessly. "For every inaccuracy and everyproblem there is a viewer who noticed it and whinges about it" adds Loviscach. "And that's a bigadvantage ," says Spannagel, "after all, errors should be so noted and corrected." Teaching in publicconstantly demand best performances. "I notice how my e-Lectures are getting better," said Handke.

projects, etc. Instructors can also employ Just-in-Time Teaching strategies by using studentassessment data to determine the concepts or questions that students are struggling with and thatshould be addressed in class.

Best Practice 15: Teacher Chris Waterworthhttp://www.theguardian.com/teacher-network/teacher-blog/2014/mar/30/flipped-learning-benefits-challenges-best-practice-live-chat

Teacher Chris Waterworth recently started using flipped learning with his class and has written areally interesting blog post about how the approach has gone down with his students and, thanks toan unexpected Ofsted visit, how it's been received by inspectors.

Flipped learning turns the usual teaching model on its head. The idea is that students learn newcontent outside the classroom (usually online) and then tackle assignments in lessons, givingteachers more time to help students with aspects they don't understand. Chris, who's beenexperimenting with the method for a few weeks, talks about how he's been using it to teach division.

Firstly, he emails students two videos on YouTube about the topic, asking them to watch the clipsover the weekend and bring any questions to school on Monday. In the lesson, he sets challenges onshort and long division. What's interesting is that instead of assigning students tasks based on theirability, students can choose the problems they'd like work on depending on the level they believethey're at.

Ten minutes into the class an Ofsted inspector walks in. Chris writes: "Some of the pupils had chosento stay with me to explore their misconceptions. "This is where the children really excelled. Theyknew which part of the calculation strategy they were challenged by and could tell me about it indetail, because they had watched the video before the session. "The approach enabled me to spendmore time questioning childrens' understanding and moving learning on."

And, he writes, "what better way to endorse the use of a flipped classroom than a direct quote fromour Ofsted report: 'An innovative use of e-tablets when learning about mathematics enabled pupilsto make outstanding progress.'"



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http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/30/flipped-learning-benefits-challenges-best-practice-live-chat

Best Practice 16: Chemistry course at Ohio State Universitysource: http://www.ecampusnews.com/technologies/4-best-practices-flipped-classroom-implementation/

I’ve been utilizing the flipped classroom model for my chemistry course at Ohio State University(OSU) and have seen great results. Based on what I’ve been reading and hearing about in education,it looks like I’m not alone. According to a recent study, 50 percent of teachers are already flipping orplanning to flip their classroom within the next year and 96 percent of teachers who have flipped alesson recommend the model to other educators.

My journey began in the summer of 2011, as I was looking for a way to align my courses with OhioState University’s Digital First Initiative, which focuses on redesigning the campus experience at OSUby optimizing wireless and classroom technology, inspiring instructors to offer engaging digitallearning content to students, and enhancing the student experience from enrollment to graduationand beyond.

As per the flipped learning model, students enrolled in my course will typically view online videos orread digital content correlated with textbook concepts—via the course website or iTunes U Course—prior to class. In-class time is utilized to master difficult concepts or questions, and after classstudents receive personalized homework assignments based on what students demonstrated in“lecture.”

As this learning model truly “flips” the traditional lecture model, I have highlighted four bestpractices below for educators who are working on flipping their classroom:

Four Best Practices for Flipped Classroom Implementation

1. Start small with just one concept.

Educators must be patient when implementing the flipped classroom model, as the transition simplydoes not happen overnight. The key to a successful implementation is to start small. Educators canreview previous final exam scores to select a concept that a majority of students struggle with anddedicate time to flip that concept only. This gives the instructor the time to really invest in the digitalflip, gauge student success, and most importantly, make sure the flipped classroom modelcomplements—not detracts—from their teaching style.

2. Digital content should be created, not transferred.

While the most time-efficient way to transition to the flipped classroom is to simply digitize yourcurrent course content, this is not the most effective way to go about the transition. Just becausecontent is effective in a lecture course does not mean the content is fit for digital digestion. The firstyear teaching in a flipped classroom should be treated the same as the first year of teaching in atraditional classroom. Educators must take time to develop both fresh pre- and post-lectureassignments as well as new activities to use during class.

3. Utilize free resources.

As stated, the flipped classroom cannot be successful without the development of new digitalcontent, but this content does not need to come from you and you alone. Countless resources areavailable to assist first-time flipped classroom educators. For example, theFlipped LearningNetwork is a social network that provides educators with the knowledge, skills, and resources tosuccessfully flip their classroom.



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http://flippedlearning.org/FLN

https://odee.osu.edu/digitalfirst

https://odee.osu.edu/digitalfirst

http://www.sophia.org/flipped-classroom-survey

http://www.sonicfoundry.com/sites/default/files/flippedinfographic_1.pdf

http://www.ecampusnews.com/technologies/4-best-practices-flipped-classroom-implementation/

http://www.ecampusnews.com/technologies/4-best-practices-flipped-classroom-implementation/

4. Utilize technology to improve class time.

Preparation for implementing the flipped classroom model does not end with digitizing content. Withstudents coming to class with an idea of the concept—regardless of the level of understanding—educators must now take advantage of class time to be as productive as possible for furtheringstudents’ conceptual development. Lecture hours become discussion time, and in order to maximizediscussions, educators and universities should consider partnering with an education technologycompany. For example, through The Ohio State University’s partnership with Learning Catalytics,students submit answers through their laptop or mobile device, giving me the ability to understandstudent performance in real-time during class. Learning Catalytics gives educators the opportunity toobtain real-time responses to open-ended or critical thinking questions, determine which areasrequire further explanation, and then automatically group students for further discussion or problemsolving.

According to a recent study from the Flipped Learning Network, the percentage of teachers whohave flipped at least one lesson increased from 48 percent to 78 percent in just the last two years,and I believe that this learning model will only continue to flourish in more classrooms and with morestudents. The flipped classroom model has deepened my passion for teaching, and as technologycontinues to evolve I could not be more excited to see the learning model improve further.

Other Selected Best Practices:Instructors usually flip because of a desire to provide more personalized instruction and use activelearning activities in their class. Demski (2013) says: “Robert Talbert, a professor of mathematics atGrand Valley State University (MI), was drawn to the flipped model because it requires students tobe active agents of their own learning, rather than rely on the expertise of their professor. ‘Thewhole point of college is to learn how to teach yourself‐‐that's what the rest of your life is going torequire,’ he insists. ‘You have to know how to find your own resources, make sense of them, andthen put them to work as best as you can. “’In a flipped classroom, a professor is able to teach bothcontent and process’, he explains. ‘The kinds of problems that people with degrees in mathematicsget hired to work on are amorphous and poorly defined,’ Talbert continues. ‘A lot of the problemsmy students will face don't even exist yet. We can't just focus on content coverage. We have to teachthe ability to adapt and evolve along with the problems.’”

SkillsTutor (n.d.) notes the following benefits to students:

o Personalized educations for slow and fast learners

o Greater opportunity for 1:1 help from teachers

o Stronger bonds with teachers

o Encouragement to collaborate on ideas and projects with other students

o Ability to rewind, save, review lesson plans at any moment (especially useful for studentswho are absent from class)”

In discussing the benefits of flipping, Restad (2013) says: “In the end, the benefits of the flippedapproach are considerable. Students take more responsibility for their own learning. Working in classalong with a master of the discipline (you), they learn to think more critically, communicate moreeffectively, and have a greater appreciation for the unique importance and logic of the subject. Andthey experience at least some of the satisfaction of learning how to think in a new and, in somecases, life‐changing way.”

Hill (2013) says: “The flipped classroom approach offers clear advantages: Video lectures can beedited, polished, and rerecorded. Students can pause, replay, and watch lectures repeatedly at their



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convenience. Faculty may even find that with editing, lectures become shorter and more on point. By a simple analysis of performance on past examinations, identification of trends in frequentlyasked questions and student course evaluations, faculty can determine areas where students oftenfalter, and use this information to determine how classroom time will be used.

Faculty can then devote time to helping students develop synthesis and explore application duringclass time through: experiential exercises, team projects, problem sets, and activities that previouslyhad been assigned as independent homework. In particular, students can receive direct faculty inputon those segments of the material that have historically been the most [difficult] or ambiguous.“Many faculty spend considerable unpaid, out‐of‐class hours helping individual students make senseof difficult course material and bring it all together in a relevant way. And that’s if they’re luckyenough to have students who proactively seek help when they are ‘stuck.’ The flipped model allowsinstructors to help students during assigned, compensated class time within their respective teachingloads; guiding students as they engage with the content in any number of active learning activities. Italso makes it easier for faculty to identify and correct stumbling blocks to learning as they arehappening. “I also suspect the increased focus on the synthesis and application of knowledge willfind considerable favor with employers who deride the lack of a more competency‐based approachin much of higher education.”

Dr. Tim Newby (T. Newby, personal communication, November 21, 2013), Professor in theDepartment of Learning Design and Technology at Purdue, raves about the higher level ofengagement that occurs in his flipped class. He says that when he taught a large lecture class all ofthe students brought their computing devices but only the students in the first few rows were payingattention and doing class work on them. The rest of the students were Facebooking or doing otherthings. Now, in his flipped classroom, every student has a mobile device and every student is doingclasswork on it, and having vigorous discussions with each other while doing so. His students areMUCH more engaged than they were in the large lecture class!

Hanover Research (2013) also gives the following advice: “Before implementing a classroom flip,educators should carefully assess whether the model is appropriate for their curriculum andstudents. Critical considerations include whether the students will be receptive to a change ininstructional ideology, whether the subject material will translate well to the new format, andwhether the technology is accessible for all teachers and students.” Dr. Tim Newby (T. Newby,personal communication, November 21, 2013) says that he was motivated to flip by the fact that hewas covering similar material every semester, and this material lent itself to being put online. He wasusing the case study method and students would work on the cases outside of class. When helectured he was telling the students what they should be doing instead of having them actually doit. He wanted to do it with them in class. So the combination of having repetitive content and adesire for participative learning with his students moved him to adopt the flipped model.

Dr. Regena Scott (R. Scott, personal communication, November 25, 2013), Assistant Professor ofTechnology Leadership and Innovation at Purdue, says: “[The Flipped Model] is not appropriate forevery class. Don’t force it! Evaluate the course outcomes. Can the class be interactive? Is it a teamenvironment? Would [flipping] strengthen learning? Can they learn from each other? Is it project‐based, in some way? The course must be fundamentally interactive for a good flip.” Dr. Scott feelsthat the flipped model is more appropriate for classes where students have to produce a productsuch as a group project, rather than strictly take exams. Above all, deciding to flip because it is “cool”or “modern” is a poor reason. You should talk to someone who has taught using the flipped modeland get their opinion.

Ullman (2013) notes: “She enjoys flipping, but cautions that it requires students to be independent.‘It’s an excellent growth opportunity, but the student has to be willing to put in the time and be anactive participant in the learning. Some kids listen, do a little homework, and get by. That won’t cut itin the flipped classroom”. Dr. Tim Newby (T. Newby, personal communication, November 21, 2013)



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notes that students who are poor planners won’t do well in the flipped model. Since his classcontains a lot of freshmen, this was a concern. He compensates for this by giving online quizzesassociated with the videos and setting the release criteria so that the quizzes expire before the nextclass period. Without setting an expiration date, he feels the good students may do the quizzes in atimely fashion but other students may not. With rigid release criteria, 80% ‐ 90% of the studentscomplete the quizzes.

Miller (2012) says: “We must first focus on creating the engagement and then look at structures, likethe flipped classroom, that can support [the engagement] “Just because I record something, or use arecorded material, does not mean that my students will want to watch, nor see the relevance inwatching it. I mean, it is still a lecture. Also, this ‘need to know’ is not ‘because it is on the test,’ or‘because it will help you when you graduate.’ While that may be a reality, these reasons do notengage the students who are already struggling to find meaning and relevance in school. If theflipped classroom is truly to become innovative, then it must be paired with transparent and/orembedded reason to know the content. “One of the best ways to create the ‘need to know’ is to usea pedagogical model that demands this. Whether project‐based learning (PBL), game‐ based learning(GBL), Understanding by Design (UbD), or authentic literacy, find an effective model to institute inyour classroom. Become a master of those models first, and then use the flipped classroom tosupport the learning. Example: Master design, assessment, and management of PBL; and then look athow you can use the flipped classroom to support the process. Perhaps it is a great way todifferentiate instruction, or support students who need another lesson in a different mode. Perhapsstudents present you with a ‘need to know,’ and you answer with a recorded piece to support them.This will help you master your role as ‘guide on the side.’

Demski (2013) says: “The prevalence of teamwork in a flipped classroom presents an assessmentchallenge. To tackle the issue, Mazur developed a cloud‐based classroom‐management system calledLearning Catalytics, inspired by a technique developed for team‐based learning called IFAT (instantfeedback assessment technique). Students log into the system for individual and group‐basedassessments. ‘Six times a year, my students come into class, they sit around the table, and they eachlog on to their device,’ explains Mazur. ‘They have anywhere from seven to 10 questions that theyneed to answer. They work on it individually for about 25 minutes. They're allowed to Googleanything they want, but they're not allowed to collaborate with others on that part….After 20‐30minutes, I flick a switch on my device and the system switches to team‐based mode. Now, if I'm astudent sitting at a table with three of my peers, each of our devices displays what the others at ourtable have answered for each question. Then, as a team, we have to re‐answer the questions, butnow we can submit only one answer for the table…. As students discuss and agree upon theiranswers, they learn from each other’, says Mazur. ‘If you were to walk into my classroom during thatcollaborative part, and I were to tell you that the class is taking an exam, you'd look at me as if I werefrom Mars,’ he jokes. ‘You'd see students cheering if they've gotten a right answer, talking to eachother, working together, and stepping to the movable whiteboards to demonstrate their points. It'svery chaotic, but what happens is that, at the end, the students know their scores instantly. Andmost importantly, they've learned. The assessment has become a learning opportunity.’

Dr. Tim Newby (T. Newby, personal communication, November 21, 2013) notes that he still offersthree exams (two mid‐terms and a final) in his class, but the nature of the exams has changed. In hisflipped class, the exams are more practically oriented. He asks them to solve case problems similar tothe ones they have been working on in class. When he lectured, his exams focused more upon lower‐order factual recall. Flipping has allowed him to use cases in his exams. In the review after the exam,he can tell them “This topic was covered in video X. Go back and watch that!” Dr. Regena Scott (R.Scott, personal communication, November 25, 2013) uses weekly quizzes and in addition has herstudents write reflection papers, in addition to project‐based classroom activities. Rubrics are criticalto grading activities in a flipped classroom ‐ otherwise students will take the “shortest line” tocompletion.



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As a result, all research and implementation have showed that Flipped Classroom is beneficial anduse for the learning of the subjects in the classroom and contributes to reach students’ aims in theclass. Furthermore, regarding the use of Flipped Classroom in the classrooms, students and teachersalso can reach easily more information and recourses in the following links;

BibliographyBishop, J. L. & Verleger, M. A. (23-26 June 2013). The Flipped Classroom: A Survey of the Research,120th ASEE Annual Conference and Exposition.

Bishop, J. L. (2013). A Controlled Study of the Flipped Classroom With Numerical Methods ForEngineers, Unpublished Doctoral Dissertation, Utah State University, USA.

Bishop, J. L., and Matthew A. V. (2013). “The flipped classroom: A survey of the research.” ASEENational Conference Proceedings, Atlanta, GA.

Day, J. A. & Foley J. D. (2006). Evaluating a web lecture intervention in a human–computerinteraction course. IEEE Transactions on Education, 49(4):420–431.

Hanover Research (2013, October 15). Best Practices for the Flipped Classroom. Retrieved fromhttp://www.hanoverresearch.com/2013/10/best‐practices‐ for‐the‐flipped‐classroom/39 |

Hill, C. (2013, August 26). The benefits of Flipping Your Classroom. Retrieved from http://www.facultyfocus.com/articles/instructional‐design/the‐benefits‐of‐ flipping‐your‐classroom/

Lage, M.J., Platt, G.J. and Treglia, M. (2000). Inverting the classroom: A gateway to creating aninclusive learning environment. The Journal of Economic Education, 31(1):30–43, 2000.

Miller, A. (2012, February 24). Five Best Practices for the Flipped Classroom. Retrieved fromhttp://www.edutopia.org/blog/flipped‐classroom‐best‐ practices‐andrew‐miller.

Newby, T. (2013, November 22) Personal communication via video response. Retrieved fromhttp://screencast.com/t/fbx0Ixkg Pappas, P. (2011, July 13). How to Flip Your Classroom – and GetYour Students to Do the Work. Retrieved from http://www.peterpappas.com/2011/07/how‐ to‐flip‐flippingyour‐classroom‐get‐your‐students‐do‐work.html

Ogden, L. (2014). Flipping the Classroom in College Algebra: A Design and Development Study,Unpublished Doctoral Dissertation, West Virginia University, USA.

Restad, P. (2013, July 22). “I Don’t Like This One Little Bit” Tales from a Flipped Classroom. Retrievedfrom http://www.facultyfocus.com/articles/teaching‐ with‐technology‐articles/i‐dont‐like‐this‐one‐little‐bit‐tales‐from‐a‐flipped‐ classroom/

Schwankl, E.R. (2013). Blended Learning: Achievement And Perception, Flipped Classroom: Effects onAchievement and Student Perception. Unpublished Master’s Thesis, Southwest Minnesota StateUniversity, USA.

SkillsTutor (n.d). Improve the Education of Every Student With a Flipped Classroom. Retrieved fromhttp://www.skillstutor.com/hmh/op/edit/Home/Best_Practices/flipped_cla ssroom

Snowden, K. E. (2012). Teacher Perceptıons Of The Flipped Classroom: Usıng Video Lectures OnlıneTo Replace Tradıtıonal In-Class Lectures, Unpublished Master’s Thesis, University Of North Texas,USA.

Torkelson, V. (2012). The Flipped Classroom, Puttıng Learning Back into the Hands of Students,Unpublished Master’s Thesis, Saint Mary’s College of California, USA.

Ullman, E. (2013, April 23). Tools and Tips for the Flipped Classroom. Retrieved fromhttp://www.techlearning.com/features/0039/tools‐and‐tips‐for‐the‐ flipped‐classroom/53725



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RULES AND ADVICES Author: Mt, Servicios de Formación S.L.

The following chapter will give some useful advices that should be considered while flipping theclassroom as well as some useful web resources:

o Set a date: the last thing you want to do is surprise your students with a sudden ClassroomFlip. Set a date of a least a month in advance so that you and your students can prepare.

o Additionally, teachers should clearly communicate the benefits and the reasoning behindsuch a dramatic classroom shift to students.

o Another potential pitfall exists in the belief that teachers assume that all students will knowhow to effectively learn from the digital medium – though Millennials are generallyaccustomed to common digital platforms, the concept of treating them as educational toolsmay well be foreign. Many practitioners advise that teachers have at least one in-class lessondetailing how to best approach these lectures(http://www.hanoverresearch.com/insights/best-practices-for-the-flipped-classroom/?i=k-12-education)

o Get out of the way: as a student-centered pedagogy, the Flipped Classroom Model puts theteacher on the sidelines. Get out of the way right from the first flip day and watch the magichappen. By creating an environment where students learn from each other and at their ownpace, the teacher becomes a guide, offering more time for individual and small groupguidance. (taken from http://eduongo.net/2013/11/09/6-tips-for-successfully-flipping-your-classroom)

o Don’t try to do too much at once… try flipping a few lessons and build up until you’ve flippedone entire class. Then use lessons learned to flip other classes.

o There are many different tools you can use to flip your classroom. Don't try to use all ofthem. Choose a list of those which are being useful in your lessons and go on working withthem

o In a Flipped Classroom, students should walk into class already instructed on the day’s topic.To help ensure students do their “homework” one hundred percent of the time, give theman incentive. First of all, keep your video lectures short, ideally 5-7 minutes. Also considergamifying your classroom. By offering an environment where participation and assessmentslead to levels won and titles given, students will show up to class excited, motivated, andwell prepared. (from http://eduongo.net/2013/11/09/6-tips-for-successfully-flipping-your-classroom).

o Try to create attractive and motivating videos and not boring and monotonous lessons.

o Every time you have students watch a video, you must build in reflective activities to havestudents think about what they learned, how it will help them, its relevance, and more

o Make sure your students have watched the video embedding significant questions throughsome tools like Educanon or Edpuzzle.

o Increases student engagement / encourage Student Participation: http://www.hanoverresearch.com/insights/best-practices-for-the-flipped-classroom/?i=k-12-education



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http://www.hanoverresearch.com/insights/best-practices-for-the-flipped-classroom/?i=k-12-education


http://eduongo.net/2013/11/09/6-tips-for-successfully-flipping-your-classroom






http://blog.peerinstruction.net/2012/03/02/peer-instruction-and-student-resistance-to-interactive-pedagogy/

http://www.aasa.org/content.aspx?id=27516

Developing a series of online, post-lecture quizzes that may or may not be factoredinto a student’s overall grade,

Beginning class with a short recap and Socratic discussion of materials presented inthe lecture, and

Beginning each class by reviewing students’ lecture notes or requiring that eachstudent ask at least one relevant question related to the lecture material.

These rapid assessments can potentially encourage students to actively engage inthe video lectures and to increase teachers’ responsiveness to students’ needs

o In class, a good way to deal on the topic you want to teach is making groups so your studentscan debate, create a presentation, role-playing, making their own videos...

o When working alone, it is too easy to give up when faced with setbacks. Having people towork with will significantly ease the burden of the transition you are making. Share yourexperiences and activities and you'll learn from your mates.

Web Resources for Flipped Classroom Teachers http://www.showme.com/.

http://www.educreations.com/.

http://www.knowmia.com/.

http://www.sophia.org/.

http://www.sophia.org/flipped-classroom/flipped-classroom-certification.

http://ed.ted.com/.



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http://ed.ted.com/

http://www.sophia.org/flipped-classroom/flipped-classroom-certification

http://www.sophia.org/

http://www.knowmia.com/

http://www.educreations.com/

http://www.showme.com/

http://www.questia.com/library/1P3-2913116421/the-flipped-classroom

http://www.questia.com/library/1P3-2913116421/the-flipped-classroom

GLOSSARYAuthor: Mt, Servicios de Formación S.L.

Adobe Connect: Adobe Connect web conferencing software offers immersive online meetingexperiences from small group collaboration to large scale webinars. It’s software used to createinformation and general presentations, online training materials, web conferencing, learningmodules, and user desktop sharing. All meeting rooms are organized into 'pods'; with each podperforming a specific role (i.e. chat, whiteboard, note, etc.).

Apps (Open): the ability to add or create new content on the app. Teachers or students can turn intocreators of their own learning content.

Apps (Closed): apps without the possibility to add or create content.

BB FlashBack: is a Windows-based screen recording program, distributed by Blueberry Software. Itallows the user to add text effects, cut and paste movie footage and edit mouse movements. Screenrecordings can be exported to Flash, AVI, WMV, PPT or EXE formats. A PowerPoint plug-in is alsodeployed with the program’s installer. A freeware version of this program was released in April 2009.

Blackboard: is a virtual learning environment and course management system developed byBlackboard Inc. It is Web-based server software which features course management, customizableopen architecture, and scalable design that allows integration with student information systems andauthentication protocols. It may be installed on local servers or hosted by Blackboard ASP Solutions.Its main purposes are to add online elements to courses traditionally delivered face-to-face and todevelop completely online courses with few or no face-to-face meetings.

Blog: Is a discussion or informational site published on the Web and consisting on discrete entries( “Posts”) typically displayed in reverse chronological order (the most recent post appears first).

Camtasia: are software suites, created and published by TechSmith, for creating video tutorials andpresentations directly via screencast, or via a direct recording plug-in to Microsoft PowerPoint. Thescreen area to be recorded can be chosen freely, and audio or other multimedia recordings may berecorded at the same time or added separately from any other source and integrated in the CamtasiaStudio component of the product. Both versions of Camtasia started as enhanced screen captureprograms and have evolved to integrate screen capture and post-processing tools targeted at theeducational and information multimedia development marketplace.

Collaborative learning: The concept of collaborative learning, the grouping and pairing of learnersfor the purpose of achieving a learning goal, has been widely researched and advocated - the term"collaborative learning" refers to an instruction method in which learners at various performancelevels work together in small groups toward a common goal. The learners are responsible for oneanother's learning as well as their own. Thus, the success of one learner helps other students to besuccessful.

Cooperative Learning: The term cooperative learning (CL) refers to students working in teams on anassignment or project under conditions in which certain criteria are satisfied, including that the teammembers be held individually accountable for the complete content of the assignment or project.This chapter summarizes the defining criteria of cooperative learning, surveys CL applications,summarizes the research base that attests to the effectiveness of the method, and outlines provenmethods for implementing CL and overcoming common obstacles to its success.

Educanon: eduCanon is an online learning environment to create and share interactive video lessons.Teachers begin with any YouTube, Vimeo, or TeacherTube video content (screencasts, Khan



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https://en.wikipedia.org/wiki/Microsoft_PowerPoint

https://en.wikipedia.org/wiki/Screencast

https://en.wikipedia.org/wiki/TechSmith

https://en.wikipedia.org/wiki/Blackboard_Inc.

https://en.wikipedia.org/wiki/Course_management_system

https://en.wikipedia.org/wiki/Virtual_learning_environment

Academy, Minute Physics, TED, NOVA, etc.) and transform what is traditionally passive content intoan active experience for students. By time-linking activities that students engage with as the videoprogresses the content is segmented into digestible components - increasing student engagementand, through our real-time monitoring, informing the next day’s lesson planning.

Exitticket: is a student response system, designed by teachers to achieve one simple idea: Acceleratestudent achievement.

Gamification: the use of game and leisure design elements in educational activities.

Guzem: is a LMS environment based on Moodle, used to connect with Adobe Connect tool.

Inductive Methodologies: Involves student’s inductive research to solve problems, questions, facts.Inductive reasoning is based on learning from experience. Patterns, resemblances, and regularities inexperience are observed in order to reach conclusions.

ICT: Information and communications technology

Just in time teaching: (JiTT) is a pedagogical strategy that uses feedback between classroom activitiesand work that students do at home, in preparation for the classroom meeting. The goals are toincrease learning during classroom time, to enhance student motivation, to encourage students toprepare for class, and to allow the instructor to fine-tune the classroom activities to best meetstudents’ needs.

Metacognition: is "cognition about cognition", or "knowing about knowing". It comes from the rootword "meta", meaning beyond. It can take many forms; it includes knowledge about when and howto use particular strategies for learning or for problem solving. There are generally two componentsof metacognition: knowledge about cognition, and regulation of cognition.

Multiple Inteligences: In 1983 Howard Gardner declared that our culture had defined the“Intelligence” concept in a too limited way and he stated the existence of at least 7 basicintelligences. Later he added an eighth. These 8 intelligences are: verbal-linguistic, visual-spatial,musical-rhythmic, logical-mathematical, bodily-Kinesthetic, interpersonal, intrapersonal andnaturalistic.

Peer instruction: Peer Instruction lecture and focuses their attention on underlying concepts.Lectures are interspersed with conceptual questions, called ConcepTests, designed to expose common difficulties in understanding the material. The students are given one to twominutes to think about the question and formulate their own answers; they then spend two to threeminutes discussing their answers in groups of three to four, attempting to reach consensus on thecorrect answer. This process forces the students to think through the arguments being developed,and enables them (as well as the instructor) to assess their understanding of the concepts evenbefore they leave the classroom.

Problem Based Learning: Problem-based learning (PBL) is an approach that challenges students tolearn through engagement in a real problem. It is a format that simultaneously develops bothproblem solving strategies and disciplinary knowledge bases and skills by placing students in theactive role of problem-solvers confronted with an ill-structured situation that simulates the kind ofproblems they are likely to face as future managers in complex organizations. Students are divided ingroups and together have to find a solution to a question, problem, and this implies investigation,integration and application of the concepts work. With this method students are able to design theirlearning needs assessment.

Project Based Learning: Project Based Learning is a teaching method in which students gainknowledge and skills by working for an extended period of time to investigate and respond to acomplex question, problem, or challenge. PBL includes:



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https://en.wikipedia.org/wiki/Cognition

o Key Knowledge, Understanding, and Success Skills - The project is focused on studentlearning goals, including standards-based content and skills such as critical thinking/problemsolving, collaboration, and self-management.

o Challenging Problem or Question - The project is framed by a meaningful problem to solveor a question to answer, at the appropriate level of challenge.

o Sustained Inquiry - Students engage in a rigorous, extended process of asking questions,finding resources, and applying information.

o Authenticity - The project features real-world context, tasks and tools, quality standards, orimpact – or speaks to students’ personal concerns, interests, and issues in their lives.

o Student Voice & Choice - Students make some decisions about the project, including howthey work and what they create.

o Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry andproject activities, the quality of student work, obstacles and how to overcome them.

o Critique & Revision - Students give, receive, and use feedback to improve their process andproducts.

o Public Product - Students make their project work public by explaining, displaying and/orpresenting it to people beyond the classroom.

Rubrics: A rubric sets out clearly criteria and standards for assessing different levels of performance. Rubrics have often been used in education for grading student work, and in recent years have beenapplied in evaluation to make transparent the process of synthesizing evidence into an overallevaluative judgment.

A rubric consists of a rating of performance, which can be generic (eg. from 'Very poor' to 'Excellent')or customized (eg. ''Detrimental' to 'Highly Effective'). A rubric can also be known as a globalassessment scale.

Socrative: Socrative lets teachers engage and assess their students with educational activities ontablets, laptops and smartphones. Through the use of real time questioning, instant resultaggregation and visualization, teachers can gauge the whole class’ current level of understanding.Socrative saves teachers time so the class can further collaborate, discuss, extend and grow as acommunity of learners.

Taxonomía de Bloom: Bloom's taxonomy refers to a classification of the different objectives thateducators set for students (learning objectives). It divides educational objectives into three"domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head","feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels isdependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom'staxonomy is to motivate educators to focus on all three domains, creating a more holistic form ofeducation.

We can define it by three dimensions:

o Affective domain: describe the way people react emotionally and their ability to feel otherliving things’ pain or joy. There are five levels in the affective domain moving through thelowest order processes to the highest:

Receiving

Responding

Valuing



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https://en.wikipedia.org/wiki/Holism

https://en.wikipedia.org/wiki/Psychomotor_learning

https://en.wikipedia.org/wiki/Affective

https://en.wikipedia.org/wiki/Cognitive

https://en.wikipedia.org/wiki/Education

Organizing

Characterizing

o Psychomotor domain describes the ability to physically manipulate a tool or instrument like ahand or a hammer.

o Knowledge domain involves the recall of specifics and universals, the recall of methods andprocesses, or the recall of a pattern, structure or setting.

The Taxonomy is set out:

o Knowledge of Specifics

o Knowledge of Terminology

o Knowledge of Specific Facts

o Knowledge of Ways and Means of Dealing with Specifics

o Knowledge of Conventions

o Knowledge of Trends and Sequences

o Knowledge of Classifications and Categories

o Knowledge of Criteria

o Knowledge of Methodology

o Knowledge of The Universals and Abstractions in a Field

o Knowledge of Principles and Generalizations

o Knowledge of Theories and Structures

Wiki: is the name given to a website whose WebPages can be directly edit from the browser, whereusers can create, modify or eliminate content previously shared.

2.0 Websites: allows users to interact and collaborate with each other in a social media dialogue ascreators of user-generated content in a virtual community, in contrast to Web sites where people arelimited to the passive viewing of content.



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Websites dedicated to Flipped Classroomhttp://flippedclassroom.org/.

http://flippedclassroom.com/.

http://flipped-learning.com/.

http://flippedhighschool.com/.

http://www.techsmith.com/flipped-classroom.html.



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http://www.techsmith.com/flipped-classroom.html

http://flippedhighschool.com/

http://flipped-learning.com/

http://flippedclassroom.com/

http://flippedclassroom.org/

ANNEXAuthor: Gazi University, Faculty of Education

The European Qualifications Framework (EQF):In order to assess education, training and qualifications, from school education to academic, professional and vocational and facilitate the readability ofnational qualifications across Europe, the European Qualifications Framework (EQF) was created. It acts as a translation device to promote workers' andlearners' mobility between countries and facilitate their lifelong learning. The EQF aims to relate different countries' national qualifications systems to acommon European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels ofdifferent countries and different education and training systems. Since 2012, all new qualifications issued in Europe carry a reference to an appropriate EQFlevel.

The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. Levels of nationalqualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparisonbetween national qualifications and should also mean that people do not have to repeat their learning if they move to another country.(https://en.wikipedia.org/wiki/European_Qualifications_Framework)

Further information on the EQF and NQF can be found on here. An example of the EQF is shown below:

https://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type:97

https://en.wikipedia.org/wiki/European_Qualifications_Framework

European Qualifications Framework (EQF)

Name-Surname: Gender:Institution: Position:

KnowledgeIn the context of EQF, knowledge is described as theoretical and/or factual.

5 (Strongly

Agree)

4(Agree)

3(PartlyAgree)

2 (Disagree)

1 (StronglyDisagree)

Level 1 I have basic general knowledge

Level 2 I have basic factual knowledge of a field of work or study

Level 3I have knowledge of facts, principles, processes and general concepts, in a field of work or study

Level 4I have factual and theoretical knowledge in broad contexts within a field of work or study

Level 5I have comprehensive, specialised, factual and theoretical knowledge withina field of work or study and an awareness of the boundaries of that knowledge

Level 6I have advanced knowledge of a field of work or study, involving a critical understanding of theories and principles

Level 7

I have highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research

I have critical awareness of knowledge issues in a field and at the interface between different fields

Level 8I have knowledge at the most advanced frontier of a field of work or study and at the interface between fields

SkillsIn the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments)

5 (Strongly

Agree)

4(Agree)

3(PartlyAgree)

2 (Disagree)


Level 1 I have basic skills required to carry out simple tasks

Level 2I have basic cognitive and practical skills required to use relevant information inorder to carry out tasks and to solve routine problems using simple rules and tools

Level 3I have a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

Level 4I have a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

Level 5I have a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems

Level 6I have advanced skills, demonstrating mastery and innovation, required to solvecomplex and unpredictable problems in a specialised field of work or study

Level 7I have specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledgefrom different fields

Level 8

I have the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice

CompetenceIn the context of EQF, competence is described in terms of responsibility and autonomy.

5 (Strongly

Agree)

4(Agree)

3(PartlyAgree)

2 (Disagree)


Level 1 I can work or study under direct supervision in a structured context

Level 2 I can work or study under supervision with some autonomy

Level 3I can take responsibility for completion of tasks in work or study

I can adapt own behaviour to circumstances in solving problems

Level 4

I can exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change

I can supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

Level 5

I can exercise management and supervision in contexts of work or study activities where there is unpredictable change

I can review and develop performance of self and others

Level 6

I can manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts

I can take responsibility for managing professional development of individuals and groups

Level 7

I can manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches

I can take responsibility for contributing to professional knowledge and practiceand/or for reviewing the strategic performance of teams

Level 8I can demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research