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Capstone Log
Instructional Technology Department

Candidate: Mentor/Title: School/District:

Jared Fowler Pam Pettyjohn/Ins. Tech. Coor. Coahulla Creek HS/Whitfield Co.
Capstone Title:
An Algebra 1 Flipped Classroom

Date Activity/Amount of Time PSC/ISTE Standards

(Please total the time after the last entry.)

11/23/2020 Initial design (layout) of Weebly website. (2.5 hours) PSC (1.1, 3.6, 5.2, 6.3)
ISTE (1a, 3f, 4b)
11/24/2020 Research content for the Introduction page and develop PSC (1.1, 2.1, 2.2, 3.3, 4.2, 6.1)
the page. (2 hours) ISTE (1a, 2a, 2b, 3c, 5b, 6a, 6b)

Reflection: Researching for the Introduction page of the website led me to a variety of resources. The
website flippedlearning.org provides information for all things to do with the flipped learning model and
classroom. Through this website I became familiar with Jon Bergman and Aaron Sams who are considered
two of the leading pioneers of the flipped classroom model. Using this newly found information, I began
searching on YouTube and a multitude of videos featuring Bergman and Sams.
11/25/2020 Research content for the Models page and develop the PSC (1.1, 2.1, 2.2, 3.3, 4.2, 6.1)
page. (2.5 hours) ISTE (1a, 2a, 2b, 3c, 5b, 6a, 6b)
Reflection: Researching the different flipped classroom models was very beneficial to my understanding
of the instructional strategy. I was unaware there were so many different flipped classroom models. I chose
to implement a traditional flipped classroom model a few times before providing professional development
to my fellow Algebra 1 teachers. I wanted to have real-life experience with the teaching strategy to
supplement the information and research I would be providing them.
11/27/2020 Research content for the Research page of the website. PSC (1.1, 2.1, 2.2, 3.3, 6.1)
(2 hours) ISTE (1a, 2a, 2b, 3c, 6a, 6b)
11/28/2020 Research content for the Research page of the website. PSC (1.1, 2.1, 2.2, 3.3, 6.1)
(2 hours) ISTE (1a, 2a, 2b, 3c, 6a, 6b)
11/29/2020 Research content for the Research page of the website. PSC (1.1, 2.1, 2.2, 3.3, 6.1)
(2 hours) ISTE (1a, 2a, 2b, 3c, 6a, 6b)
Reflection: Locating research on the flipped classroom model was not difficult, but it did require
reviewing a multitude of resources. I tried limiting the information to 5 key topics as they related to the
Algebra 1 classroom. I wanted to highlight how the instructional strategies used in the flipped classroom
are more effective than a traditional classroom. I felt it was important to identify real world research on the
implementation of the flipped classroom in high school math. The cognitive effect of the flipped classroom
is important for individuals looking to implement the instructional model. It is important to consider the
teacher and student perspective of the flipped classroom because without teacher and/or student
engagement the model will not be successful. Research on the impact of using problem-based learning in
conjunction with flipped classroom is mutually beneficial for the student and teacher.
11/30/2020 Design and develop the Research page of the website. PSC (1.1, 3.6, 4.2, 5.2, 6.3)
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(1 hour) ISTE (1a, 3f, 4b, 5b)

12/01/2020 - Design and develop PowerPoints for three of the four PSC (2.1, 2.2, 2.5, 2.6, 3.3)
12/05/2020 lessons. Record and edit the four lesson videos for Unit ISTE (2a, 2b, 2e, 2f, 3c)
1. Upload videos to website. (5.5 hours)
Reflection: The process of recording the lessons required many of the skills learned and developed
throughout the program. I utilized Screencastify to record the lessons. The PowerPoint designs
implemented some of the design skills we learned in the Multimedia and Web Design course.

12/08/2020 - Design and develop PowerPoints for four lessons. PSC (2.1, 2.2, 2.5, 2.6, 3.3)
12/11/2020 Record and edit the four lesson videos for Unit 2. ISTE (2a, 2b, 2e, 2f, 3c)
Upload videos to website. (5.5 hours)
12/12/2020 Watch and select additional videos (12) for Unit 2 to PSC (2.1, 2.2, 2.5, 2.6, 3.3)
complete the lessons. (3 hours) ISTE (2a, 2b, 2e, 2f, 3c)
Reflection: Due to time restrictions associated with my course work and family responsibilities, I was
struggling to design and record lesson videos. I began to research lessons available on YouTube. It took an
extensive amount of time to find videos where the content was taught in a manner similar to the way I
would teach it.
12/14/2020 - Watch and select videos (11) for Unit 3 to complete the PSC (2.1, 2.2, 2.5, 2.6, 3.3)
12/17/2020 lessons. (2.5 hours) ISTE (2a, 2b, 2e, 2f, 3c)
12/18/2020 Algebra 1 team meeting to identify two future units to PSC (1.1, 1.2, 3.3, 3.7, 5.1)
flip. Unit 4 and Unit 5 were identified in the meeting. ISTE (1a, 1b, 3c, 3g, 4a)
(1 hour)
Reflection: Collaborating with my Algebra 1 peers was beneficial in helping me identify which units they
preferred to flip. We agreed to not flip every lesson within the units. We agreed that I would record the
lessons and provide project-based learning tasks for the different lessons. The teachers then would choose
which lessons they would like to flip. My fellow teachers stated they were somewhat familiar with the
flipped classroom model but agreed there was more to learn to effectively implement the teaching model.
12/21/2020 - Research authentic learning tasks for Unit 4 and Unit 5 PSC (2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
12/23/2020 of the Algebra 1 framework. (4.5 hours) 3.1, 6.1, 6.3)
ISTE (2a, 2b, 2c, 2d, 2e, 2f, 3a,
6a, 6b)
Reflection: This task was one of the most beneficial to my development as a math teacher. I was able to
locate a multitude of authentic and engaging learning tasks. I found many of the tasks through the Georgia
Standards of Excellence website. The tasks were part of a multi-page PDF, so I spent a significant amount
of time separating the PDF into the individual tasks.
12/28/2020 - Plan, record, and edit lesson videos (16) for Unit 4 and PSC (2.1, 2.2, 2.5, 2.6, 3.3)
01/04/2020 Unit 5 of the curriculum. (30 hours) ISTE (2a, 2b, 2e, 2f, 3c)
01/05/2020 Plan and prepare for team level professional PSC (1.1, 1.2, 5.2)
development on the website and flipped classroom. ISTE (1a, 1b, 4b)
(2 hours)
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Reflection: The planning process centered on how I would deliver the content in a way that was relevant to
my peers. I decided to model the flipped classroom model for the teachers and use the face-to-face time to
provide an authentic learning experience.

01/06/2020 Create Google Form to evaluate the first professional PSC (3.7, 5.3, 6.3)
development on the website and flipped classroom. ISTE (3g, 4c)
(0.5 hour)
Reflection: The school system I work for is strictly Google, so this was the most appropriate choice. The
survey questions were designed to evaluate the quality of the website design and the quality of the initial
period of instruction on the flipped classroom model.

01/08/2020 - Research tools and resources for a flipped classroom. PSC (1.1, 3.3, 3.6, 4.2, 5.2, 6.1,
01/09/2020 Design and develop the Tools & Resources page of the 6.3)
website. (2.5 hours) ISTE (1a, 3c, 3f, 4b, 5b, 6a, 6b)
Reflection: Many of the tools provided on the website were either utilized during the COVID shutdowns or
were introduced to me through the ITEC program. The tools included screen-casting platforms
(Screencastify and Screencast-o-matic), EdPuzzle, and assessment platforms like Edulastic and Formative.
I researched and identified books that were specific to the application of the flipped classroom model in the
content area of math. The majority of the books were written by Jon Bergman and Aaron Sams who are
considered the leading pioneers in the field of flipped learning.
01/13/2020 Deliver professional development to Algebra 1 teachers. PSC (1.1, 2.1, 2.2, 2.3, 2.4, 2.5,
Send link to evaluation form through email. 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 3.5,
(1 hour) 3.6, 5.2, 6.3)
ISTE (1a, 2a, 2b, 2c, 2d, 2e, 2f,
2g, 2h, 3a, 3b, 3c, 3d, 4b)
Reflection: The lesson delivery was modeled after the flipped classroom model. The teachers received a
video prior to the period of instruction introducing and describing the flipped classroom model. During the
face-to-face instruction the teachers were engaged in authentic learning by designing a flipped lesson for
their classes. The teachers were to find a video for their lesson and identify an engaging activity to
reinforce the learning during the class period.
01/14/2020 Collect data from evaluation forms to aid the PSC (5.3, 6.1, 6.2, 6.3)
development of the follow-up professional development. ISTE (4c, 6a, 6b, 6c)
(.5 hour)
Reflection: The feedback from the period of instruction was beneficial. The teachers recommended more
time and more examples of flipped classroom lessons. The teachers wanted additional instruction on
EdPuzzle and Edulastic to utilize during their flipped learning activities. The teachers also requested more
instruction on authentic learning activities.
01/19/2020 - Plan and prepare for follow-up sessions for each Algebra PSC (1.1, 1.2, 5.2, 5.3, 6.2, 6.3)
01/22/2020 1 teacher based on the evaluation forms. (1.5 hours) ISTE (1a, 1b, 4b, 4c, 6c)
Reflection: The follow-up sessions focused on the feedback from the evaluation form for the initial period
of instruction. I designed activities where the teachers would be practicing with the capabilities of the
EdPuzzle platform.
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01/26/2020 Deliver follow-up session with Teacher 1 during PSC (1.1, 1.2, 5.2, 5.3, 6.2, 6.3)
planning period. Email evaluation form following ISTE (1a, 1b, 4b, 4c, 6c)
session. (.75 hour)
Reflection: I guided the teacher as they explored the EdPuzzle platform. We looked at the gradebook to
identify how much time was spent watching the videos. The teacher also explored the videos available on
the EdPuzzle website and how they could import videos from YouTube. We also practiced editing the
videos to insert questions and edit section of the video out.
01/28/2020 Deliver follow-up session with Teacher 2 during PSC (1.1, 1.2, 5.2, 5.3, 6.2, 6.3)
planning period. Email evaluation form following ISTE (1a, 1b, 4b, 4c, 6c)
session. (.75 hour)
02/01/2020 - Check-in sessions with teachers over a three-week time PSC (1.1, 1.2, 3.1, 3.2, 3.3, 3.4,
02/19/2020 period. Spent approximately 20 minutes three days a 3.5, 3.6, 4.1, 4.2, 4.3, 5.2, 6.1,
week during their planning period. (3 hours) 6.2, 6.3)
ISTE (1a, 1b, 3a, 3b, 3c, 3d, 3e,
3f, 4b, 5a, 5b, 5c, 6a, 6b, 6c)
Reflection: The teachers were progressing in their skills with EdPuzzle, so I began to introduce small
elements of Edulastic in the follow-up sessions. We discussed importing classes and creating assessments
either by entering questions individually or as a PDF.

02/22/2020 - Watch and select videos (10) for Unit 6 to complete the PSC (2.1, 2.2, 2.5, 2.6, 3.3)
02/28/2020 lessons. (2.5 hours) ISTE (2a, 2b, 2e, 2f, 3c)
03/01/2020 - Plan, record, and edit three videos from Unit 3. PSC (2.1, 2.2, 2.5, 2.6, 3.3)
03/03/2020 (1.5 hours) ISTE (2a, 2b, 2e, 2f, 3c)
Reflection: I switched my approach with the self-made instructional videos. I used a document camera and
the recording software on a MacBook. I edited the videos using iMovie which produced a better-quality
video in my opinion. I had developed my iMovie skills during the creation of my Multimedia Project in
ITEC 7445.
03/08/2020 - Research authentic learning tasks for Unit 1 and Unit 2 PSC (2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
03/12/2020 of the Algebra 1 framework. (4 hours) 3.1, 6.1, 6.3)
ISTE (2a, 2b, 2c, 2d, 2e, 2f, 3a,
6a, 6b)
03/15/2020 - Research authentic learning tasks for Unit 3 and Unit 6 PSC (2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
03/19/2020 of the Algebra 1 framework. (4 hours) 3.1, 6.1, 6.3)
ISTE (2a, 2b, 2c, 2d, 2e, 2f, 3a,
6a, 6b)
03/29/2020 Plan and prepare for follow-up sessions for each Algebra PSC (1.1, 1.2, 5.2, 6.2, 6.3)
1 teacher based on previous check-ins. (1.5 hours) ISTE (1a, 1b, 4b, 4c, 6c)
Reflection: The follow-up sessions focused on an in-depth look at Edulastic and its multiple question
formats. The main focus would be on constructing math questions and looking at the various math question
formats.

04/13/2020 Deliver follow-up session with Teacher 1 during PSC (1.1, 1.2, 5.2, 6.2, 6.3)
planning period. Email evaluation form following ISTE (1a, 1b, 4b, 4c, 6c)
session. (.75 hour)
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Reflection: In the follow-up session we looked at the multiple-choice question formats. The majority of the
time was spent building a variety of math questions and formatting them so the students could use the
various equation editors to put in their answers in the correct format or notation. We also discussed the
various assessment settings available under the free version and the paid version of Edulastic.
04/15/2020 Deliver follow-up session with Teacher 1 during PSC (1.1, 1.2, 5.2, 6.2, 6.3)
planning period. Email evaluation form following ISTE (1a, 1b, 4b, 4c, 6c)
session. (.75 hour)
04/19/2020 - Check-in sessions with teachers over a two-week time PSC (1.1, 1.2, 3.1, 3.2, 3.3, 3.4,
04/30/3030 period. Spent approximately 20 minutes three days a 3.5, 3.6, 4.1, 4.2, 4.3, 5.2, 6.1,
week during their planning period. (2 hours) 6.2, 6.3)
ISTE (1a, 1b, 3a, 3b, 3c, 3d, 3e,
3f, 4b, 5a, 5b, 5c, 6a, 6b, 6c)
05/01/2020 Create and distribute evaluation form (Google Form) for PSC (3.7, 5.3, 6.3)
the Flipping an Algebra 1 Classroom website. (0.5 hour) ISTE (3g, 4c)
05/05/2020 Collect data from evaluation forms to identify PSC (5.3, 6.1, 6.2, 6.3)
improvements to website. (.75 hour) ISTE (4c, 6a, 6b, 6c)
Reflection: Suggested improvements included the addition of more authentic learning tasks and corrections
to simple errors the teachers found as they navigated the website.

05/08/2020 Make improvements to the website. (1 hour) PSC (6.1, 6.3)

ISTE (6a, 6b)
05/10/2020 Design, create, and distribute an infographic to inform PSC (3.7, 6.1, 6.3)
district Algebra 1 teachers about the website. (1 hour) ISTE (3g, 6a, 6b)
Reflection: I created the infographic using Piktochart. The infographic provided basic information to
simply introduce the teachers to the website and draw their interest into exploring the website.

05/21/2020 Create and distribute a district-wide evaluation form for PSC (3.7, 5.3, 6.3)
the website and suggested improvements. (0.5 hour) ISTE (3g, 4c)
Reflection: The feedback from the district level provided me with additional authentic learning tasks that
some of the teachers utilized in their classrooms. The feedback was very positive and supportive.
05/29/2020 Collect data from evaluation forms to improve the PSC (5.3, 6.1, 6.2, 6.3)
website. (1 hour) ISTE (4c, 6a, 6b, 6c)
06/01/2020 Make improvements to the website. (1 hour) PSC (6.1, 6.3)
ISTE (6a, 6b)
Total Hours: [101.25 hours ]:

DIVERSITY (Place an X in the box representing the race/ethnicity and subgroups involved in this capstone.)

Ethnicity P-12 Faculty/Staff P-12 Students

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P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12

Race/Ethnicity:

Asian

Black x
Hispanic x
Native American/Alaskan Native

White x x
Multiracial x
Subgroups:

Students with Disabilities

Limited English Proficiency x

Eligible for Free/Reduced Meals x

First Name/Last Name/Title of an individual who can verify this experience:

Pam Pettyjohn / Instructional Technology Coordinator

Signature of the individual who can verify this experience:

________________________________________________________________