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Flipped Classroom

Mini-Design Document

Team 3

Chris Beebe, Ryan Quesenberry, Tasia Rosas, and Tyler Provost

California State University, Monterey Bay

November 13, 2018

IST 511 Instructional Design

Dr. Jeanne Farrington

Flipped Classrooms
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The educational field is always striving to discover the next big idea for educational

breakthroughs in the classroom. Ironically, many of the next big ideas or trends are concepts that

have been present in education, but overtime are reworked, renamed, and reused. Flipped

classrooms are no exception to this theory. While the notion of flipping a classroom isn’t a new

concept in education, it has become increasingly popular in recent years in both the K-12 setting

as well as higher education. Flipping a classroom has many benefits for both the instructors and

the intended target audience. By allowing students access to materials prior to class time allows

the classroom to be used for problem solving and engaging in collaborative learning amongst

students to help maximize their learning. (Tucker, 2017).

While there is no standardized definition of the flipped classroom most literature agrees

on the approach of introducing new material outside of the classroom to free up class time for

more active learning experiences(Enfield, 2013). This allows for more instructor-student

interaction and does away with the passive lecture format used in many traditional instructional

designs. The increased interaction and active learning allows for the students to engage in higher

levels of Bloom’s taxonomy such as analysis, application, and synthesis(Gilboy, Heinerichs, &

Pazzaglia, 2015). In addition to these advantages the asynchronous introduction of course

material allows students to absorb the material at their own pace(O'flaherty & Phillips, 2015).

Our instructional goal for this presentation is to provide our target audience with the

resources and knowledge they need to understand what the flipped classroom model is and how

it relates to different types of learning environments. We want the audience to be able to identify

key concepts and ideas about the model, the benefits of the implementation of this concept, as

well as differentiate scenarios in which this model would be beneficial.

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Analysis

The learning audience for this instructional module is Team 2 of our current MIST

cohort. Students were given an initial assessment of their knowledge of the subject matter and

their professional background in the form of a google doc. This group consists of professionals

from various backgrounds in both instructional and non-instructional positions. Their working

environments include K-12, College, and Government sector. When questioned their familiarity

and confidence level with the flipped classroom concept and learning management systems

varied (on a one to five scale) from two to five, with all surveyed having some familiarity with

the curriculum to be presented.

Context

Given that our class and instructors all work and live in different areas with different

schedules, an online learning management system (LMS) was the best solution. With all

members of the cohort being familiar with CSUMB’s “iLearn” moodle-based LMS it was by the

instructional team that instruction would be accomplished using a moodle LMS. Using moodle

we will be able to present documents and videos to our learners and assess comprehension with

an activity and a quiz.

Content

The materials presented in the course will be of an intermediate to advance level.

Students of the course have previously been answered a survey regarding their familiarity with

the topic. All students of the course stated that they had some familiarity with flipped

classrooms. Given that our audience already has a baseline of familiarity of the flipped

classroom, we will be able to focus instructional content beyond the basic definition of what a
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flipped classroom is and provide content to further their existing understanding of flipped

learning. In addition we can highlight when it would be advantageous and in what cases it might

be a hindrance. This will be done through assigned readings, activities, and testing. Content

provided will convey the following concepts:

1. Key aspects of the flipped classroom model (M.T. Munier et al, 2018)

a. Use of digital content resources

b. Readings and quizzes used to emphasize content

c. Student engagement with material

d. Students are able to process material at their own pace

2. Different Usage cases

a. When should a flipped environment be used?

b. When should you avoid using a flipped environment

Although it is a powerful tool, it will also be important for our learners to know that there

will be occasions when a flipped learning environment might not be a good fit. Classroom

flipping might not be feasible in situations where the technology resources or curriculum

redesign time are not available (Bergmann, J., & Sams, A., 2012).

Design

Objectives

By the end of the instruction students should be able to A) identify concepts of the

flipped classroom model B) identify scenarios in which the flipped classroom may be beneficial

and C) construct an argument for or against the use of the flipped classroom model. To evaluate
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the student’s ability to achieve these learning objectives we have set two clearly defined enabling

objectives followed by our terminal learning objective. Each objective provides a condition,

behavior, and performance standard:

Enabling objectives:

A. Using the available resources students will identify concepts of the flipped

classroom model so that they can differentiate between other instructional models

B. Given a set of practical instructional scenarios that DO NOT use the model;

students will be able to identify which scenarios would benefit from the use of the

flipped classroom model with 100% accuracy.

Terminal Objective:

Given a set of learning objectives, students will be able to construct an argument

for or against the use of the Flipped Classroom model that follows the guidance of

the course literature.

Agenda and Activity Description

Our learning module will begin with an introduction on our Moodle page. There will be

an assignment linked to “Flipped Classroom Learning.” We will have a link to a Google Slides

presentation that will clearly outline the objectives of this unit and provide the content learners

need to achieve the learning objectives. We will be focusing on providing information to help

support our learners during interactive activities incorporated within our presentation so our

learners can clearly determine what makes a flipped model most effective and the components

that distinguish this model from others.

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The core activity of this lesson will include an informational YouTube video embedded

within a slides presentation. We will clarify key points from this video that support our learning

objective in a clear and concise manner on corresponding slides. Students will intermittently be

directed to an interactive quiz and/or matching game throughout the unit to check for

understanding. Checking for understanding through an interactive means during the lesson is

intended to help students store key details in their memory prior to a summative assessment at

the end of the unit to check for proficiency of our objectives.

To assess for mastery of the objectives, our learners will participate in an short quiz at the

end of the lesson as a summative assessment. The quiz will be comprised of five to six different

multiple choice questions as well as two short responses that will test the learner’s ability to

distinguish when the flipped classroom model is applicable and which models do not effectively

demonstrate the model. The quiz will be delivered via Google Forms and participants will be

able to check their results on the multiple choice portion immediately after the completion of the

quiz. The short responses will take a short period of time to grade.

Feedback

Our learners will be able to receive feedback immediately after their summative

assessment (the Google Forms quiz) is completed on the multiple choice portion. Each quiz

question will be worth two points totaling out to a total of ten possible points. We will also have

two written responses for the students to complete worth five points each that will need to be

graded manually. Students will be graded on how accurately they were able to respond to the

prompt that will be aligned with the learning objectives. We will provide students with feedback

and rationale on each question to help support their learning.

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References

Bergmann, J., & Sams, A. (2012, October). Before you flip, consider this: leaders of the

flipped classroom movement say each teacher will have a different experience, but securing

school leadership support, time, and IT resources will be important to every effort. Phi Delta

Kappan, 94(2), 25. Retrieved from

http://link.galegroup.com.library2.csumb.edu:2048/apps/doc/A309459585/AONE?u=csumb

_main&sid=AONE&xid=f56a3b85

Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on

Undergraduate Multimedia Students at CSUN. TechTrends, 57(6), 14-27.

doi:10.1007/s11528-013-0698-1

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement

Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.

doi:10.1016/j.jneb.2014.08.008

Oflaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A

scoping review. The Internet and Higher Education, 25, 85-95.

doi:10.1016/j.iheduc.2015.02.002

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity To

Engage Millennial Students Through Active Learning Strategies. Journal of Family &

Consumer Sciences, 105(2), 44-49. doi:10.14307/jfcs105.2.12

Tucker, B. (2017, September 12). The Flipped Classroom. Retrieved November 9, 2018, from

https://www.educationnext.org/the-flipped-classroom/
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Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate

student performance in cardiovascular, respiratory, and renal physiology. Advances in

Physiology Education, 37(4), 316-320. doi:10.1152/advan.00091.2013