Running head: INDIVIDUAL INSTRUCTIONAL

Individual Instructional Design Plan: The Flipped Classroom Model Christina Freeman-Canavan California State University, Monterey Bay

IST 522 Instructional Design Professor Strong and Professor Lara December 10, 2013

INDIVIDUAL INSTRUCTIONAL TABLE OF CONTENTS

Page EXECUTIVE SUMMARY .............................................................................................................4 Goal Statement .............................................................................................................................4 Ethical Considerations..................................................................................................................4 Available Resources .....................................................................................................................4 Timeline & Costs .........................................................................................................................5 ANALYSIS ......................................................................................................................................6 Needs Analysis .............................................................................................................................5 Workplace/Environmental/Setting Analysis ................................................................................6 Task/Workplace Analysis ............................................................................................................6 Objectives .....................................................................................................................................9 Theories ......................................................................................................................................10 LEARNER ANALYSIS ................................................................................................................11 DESIGN .........................................................................................................................................12 Instruction...................................................................................................................................12 DEVELOPMENT ..........................................................................................................................14 Materials .....................................................................................................................................14 Time ...........................................................................................................................................14 Cost.............................................................................................................................................14 IMPLEMENTATION ....................................................................................................................15 Delivery ......................................................................................................................................15 Formative Evaluation .................................................................................................................15

INDIVIDUAL INSTRUCTIONAL

EVALUATION..............................................................................................................................17 Summative Evaluation ...............................................................................................................17 REFERENCES ..............................................................................................................................18

INDIVIDUAL INSTRUCTIONAL EXECUTIVE SUMMARY

This design project examines the need to close the performance gap in Language Arts for 6th Graders at New Brighton Middle School in Capitola, California. The 2013 STAR testing results showed an increase in students considered proficient in both 7th and 8th grade Language Arts, but showed a decrease by 3.5% for the 6th grade student population. In order to close this gap, teachers will learn the flipping the classroom model and be able to apply it in their own classrooms. According to Datig and Ruswick, Flipping is not only an effective tool for information literacy instruction, it is also a lot of fun. (p.249, 2013) Goal Statement The purpose if this design project is to increase the proficiency levels of sixth grade students in Language Arts at New Brighton Middle School. The goal is to offer sixth grade teachers an alternate to their current teaching strategies. The teachers will be the learners and will participate in a training in which they will learn the flipping the classroom model. This model will integrate technology in their lesson plans which will give students an opportunity to preview lessons online through video lessons. Students will then participate in active learning during class time in hopes to improve their Language Arts test scores. Ethical Considerations There are no ethical considerations to be considered during this training. Available Resources Teachers have a computer lab available to them and their own personal computers. They also have access to video recording equipment and microphones. Time is the only constraint because teachers are already so busy with their regular planning that this training may depend on teacher availability.

INDIVIDUAL INSTRUCTIONAL Timeline and Costs The training will be completed by Spring 2014, with a few lessons being applied in the classroom. Full implementation of the flipping the classroom model should be in place by the 2014/2015 school year.

INDIVIDUAL INSTRUCTIONAL ANALYSIS Needs Analysis The 2013 STAR testing results showed an increase in students considered proficient in both 7th and 8th grade Language Arts, but showed a decrease by 3.5% for the 6th grade student population. Sixth Grade Language Arts had shown a steady increase for the previous three years. One note of possible correlation was the fact that two new teachers were hired for the 2012/2013 school year and only two veteran teachers with more than three years teaching experience in the sixth grade remained in the position. However, learner characteristics change

from year to year so this should also be considered as a reason for the decrease in proficiency. In order to increase the proficiency of sixth grade students in Language Arts the following should be considered: 1) increase in collaboration amongst the 6th grade teachers and 2) training in the flipping the classroom teaching model. Workplace/Environmental/Setting Analysis The resources available for this training are the following: laptops, computer lab, free software, and headset with microphone. The instruction will mostly be delivered through online video tutorials, but there will be one face to face training session. The learners are the three sixth grade teachers at New Brighton. Task/Workplace Analysis Goal Statement In order to increase the proficiency levels of the sixth grade students Language Arts scores, teachers will participate in teaching a lesson where the flipping the classroom model is used. This idea is a fairly new concept but many classrooms around the country have begun using this teaching method. The idea is to bring meaningful and active learning (such as Socratic

INDIVIDUAL INSTRUCTIONAL seminars, group projects, class discussions) into the classroom while passive learning (lectures, PowerPoints, and other teacher led lessons) takes place at home by watching video lecture. The instructional goal is for teachers to create a lesson and identify technologies that support students learning inside the classroom by following the flipping the classroom approach Goal Analysis Teachers meet and collaborate on a lesson that follows the flipping the classroom model 1 The available technologies are identified that support the lesson. 2 Create the videos and/or audios needed for the athome lesson. 3 Instruct students to watch/listen to lesson at home prior to class activity. 4

Students are assessed; lesson plan is evaluated; data is reviewed. 6

Students participate in meaningful, active learning activity. 5

Subordinate Skills Analysis

6 The hierarchical analysis for intellectual skills will be used to define the subordinate skills. Some of the subordinate skills required are: 1.1 to be able to create lesson objectives 1.2 to be able to link lessons to state standards 1.3 to have knowledge of different teaching methods 1.4 to be able to identify students skills 2.1 to have knowledge of computer technology 6

INDIVIDUAL INSTRUCTIONAL 3.1 to be able to add narration to PowerPoint 3.2 to be able to create Prezis online presentation 3.3 to be able to record a lecture and upload to YouTube 4.1 to be able to model for students how to use the technology at home 4.2 to be able to teach students how to take notes from online lesson 5.1 to be familiar with active learning strategies such as Socratic seminars 6.1 to be able to create meaningful assessments linked to objectives and instructional goals

6.2 to understand how to use assessments to evaluate lesson plan and guide future instruction Skill Define flipping the classroom. Degree: Learner should name at least 5 steps to the model. Identify useful technologies to make an online video presentation. Degree: Learner should identify at least 6 technologies used to make online video presentations. Create a Prezi. Degree: Learner should create a Prezi with at least 5 frames. Create a PowerPoint. Degree: Learner should create a PowerPoint with at least 5 slides. Convert the presentation to a movie file. Degree: Learner should convert a presentation to a movie file with 100% accuracy. Write a script for the lesson. Degree: Learner should include a script for 100% of the slides/frames. Add the audio version of your script to the movie file. Degree: Learner should add audio with 100% accuracy. Upload the movie file to YouTube. Degree: Learner should upload the video to YouTube with 100% success. Add the YouTube link to your website. Degree: Learner should successfully add the link to website. Review the effectiveness of the technologies used. Look for opportunities for growth. Degree: Learner should identify at least 3 opportunities for growth. Objective 1.1 2.1

3.1 3.2 3.3

3.4 3.5 3.6 3.7 3.8

INDIVIDUAL INSTRUCTIONAL Objectives Objective (CN= Condition) and (Learning Domain) Given an online video tutorial (CN), learner will be able to define flipped classroom. (Knowledge) Given an online video tutorial (CN), learner will be able to identify technologies to be used in the flipping the classroom model. (Comprehension) Sample Assessment Item

Learners will be asked to write the definition of flipped classroom.

Given direct instructional training (CN), learner will be able to create an online presentation using Prezi. (Synthesis) Given direct instructional training (CN), learner will be able to create a PowerPoint presentation. (Synthesis) Given direct instructional training (CN), learner will be able to identify different screen capture software. (Application)

Circle the letter of the technologies listed that would best be used for a flipping the classroom lesson. a. Prezi b. Headset with microphone c. computer with webcam d. PowerPoint e. Screen capture software f. DVD player Learners will create a Prezi and share via email with the trainer.

Learners will create a PowerPoint presentation and share via email with the trainer. Circle yes or no to identify whether the following software is screen capture software that will convert the presentation to a movie file. Yes or No Jing Yes or No Adobe Reader Yes or No Adobe Captivate Yes or No Cam Studio Yes or No Snagit Yes or No Skype Yes or No Mendeley Desktop Yes or No Fastone Learners will create a one page script.

Given an online video tutorial (CN), learner will be able to write a script for the online presentation. (Knowledge) Given an online video tutorial (CN), learner will be able to record audio on the video using a headset and microphone.

Learners will add audio to their video file.

INDIVIDUAL INSTRUCTIONAL (Application) Given an online video tutorial (CN), learner will be able to upload the video to YouTube. (Application) Given an online video tutorial (CN), learner will be able to transfer the YouTube link to their own website. (Application) When asked to write a review (CN), learner will be able to reflect on their ability to use the efficiency of the technologies used. (Analysis)

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Learners will upload the video to YouTube.

Learner will upload the link to the YouTube video on their own website.

Learners will write a one paragraph reflection on the efficiency of the technologies used.

Theories Constructivist theory is being used to guide this instructional design project. According to the Oregon Technology in Education Council, Constructivist learning is based on students' active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and engaging (Learning Theories, n.d. para, 7) Based on a learners background knowledge and experience, they construct newly acquired knowledge based on the information presented to them. The teacher acts more as a guide and facilitator and teachers using the higher levels of Blooms taxonomy. The flipped classroom model is a constructivist approach that engages students in learning and helps them meet the desired learning outcomes.

INDIVIDUAL INSTRUCTIONAL LEARNER ANALYSIS

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The target learners are the three 6th grade teachers at New Brighton Middle School. The teachers are coming into the training with the entry skills identified above. They have knowledge in creating lessons and teaching them. They have worked with many teachers through the years and feel comfortable collaborating together. They are excited with the possibility of changing their lesson plan delivery by following the flipping the classroom approach. They believe the training they will receive will benefit their students by giving students the opportunity to participate in active learning in the classroom. They also believe that this new approach will enhance their own teaching pedagogy. Learners have participated in online instruction in prior training programs and like the move-at-your-own pace style. They were not as interested in meeting face to face to receive training; they were very happy about the online instruction. They are excited about learning new ways to deliver instruction. They are also willing to fully participate and provide feedback. Two of the learners have Masters Degrees and one learner has a Bachelors Degree. They all have Teaching Credentials. Overall, the learners are very positive about this training session.

INDIVIDUAL INSTRUCTIONAL DESIGN

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The design process will detail how the learners (teachers) will utilize teaching strategies created for them in order to deliver instruction. Most of the instruction will be via online tutorials. Instruction The following four lessons are clustered by objectives: Lesson 1 1.1 2.1 Lesson 2 3.1 3.2 3.3 Lesson 3 3.4 3.5 3.6 3.7 Lesson 4 3.8

Lesson 1 Objectives 1.1 and 2.1 Content Presentation: An online video presentation detailing the flipping the classroom model will be shown to the learners. The presentation will be in the format of a PowerPoint converted into a movie file. It will define flipping the classroom and provide data regarding achievement results in students learning by this method. The video will continue with the different types of technologies used. Lesson 2 Objectives 3.1, 3.2, and 3.3 Content Presentation: Formal training by direct teacher instruction will be given on how to create a Prezi and PowerPoint Presentation. A Job Aid for both methods will be given to the learner to enhance the learning. The learner will than watch an online video tutorial on how to convert the Prezi and PowerPoint to a movie file.

INDIVIDUAL INSTRUCTIONAL Lesson 3 Objectives 3.4, 3.5, 3.6, and 3.7 Content Presentation:

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Learners will be shown through an online tutorial how to finalize their video lesson. The tutorial will include how to record their script to audio, how to upload it to YouTube, and how to share the link on their website. Lesson 4 Objectives 3.8 Content Presentation: The Learners will be presented an example SWOT. In a group, they will analyze the example SWOT. They will then each pick three technologies used to create their online lesson and complete a SWOT for each one. Learners will then share and discuss their SWOTs with the group.

INDIVIDUAL INSTRUCTIONAL DEVELOPMENT This section details the materials, time, cost, and the process in developing the design

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project. The materials are provided by the individual learner and the school, so there are no out of pocket costs associated with this project. And the time and process are detailed in the following charts. Materials iMac computer with iMovie Video Camera Headphones Online software: Prezi Microsoft Word and PowerPoint Survey Monkey LCD Projector YouTube

Time The design process is about 80 hours. During the implementation phase, there are four50 minute lessons, one 50 minute observation, and one 50 minute lesson totaling which totals 5 hours. During the evaluation phase, there is about one hour. Cost There are no costs associated with this design project.

INDIVIDUAL INSTRUCTIONAL IMPLEMENTATION The plan to implement to design project is detailed in this section. Also, formative

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evaluation which will be an ongoing evaluation will be described. Checking for understanding, mini-assessments, and surveys will be used to make sure the learners are achieving the desired outcomes. Delivery There are two stages of the delivery phase: the training for the learner and the learners implementation of acquired skills into their classroom. Again, the learners are the three sixth grade teachers at New Brighton Middle School. The training will take place at the school with online video tutorials to be viewed at their convenience. When the teachers finish lesson four of the training module then they will use their knowledge to apply those skill in their classroom. The first lesson will be an observation in the master teachers classroom. Next, they will attempt the lesson while the master teacher observes. This is a collaborative effort, so feedback is critical to successful implementation. The lessons that will be taught will be created collaboratively, so that all three teachers will teach the same lesson. Formative Evaluation Formative evaluation will be continuous throughout the training. During actual teacher led instruction the learners will be provided with Checking for Understanding activities such as questions from the teacher, an online multiple choice quiz, and sample projects submitted to the teacher for feedback and evaluation. In addition, during the implementation phase, modeling and observations will take place. The learners (teachers) will be invited to the trainers class to observe one of the flipped lessons. After the lesson, there will be a debriefing on the strategies and technologies used and the effectiveness of the overall lesson. The learner (teacher) will then

INDIVIDUAL INSTRUCTIONAL attempt their first lesson with the trainer observing. Again, after the lesson, there will be a debriefing on the strategies and technologies used and the effectiveness of the overall lessons.

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As a team, the teacher and learners will look for the strengths in the lesson and technologies used and the opportunities for growth.

INDIVIDUAL INSTRUCTIONAL EVALUATION

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This section will detail the final summative evaluation used to assess the learners and see if the learning outcomes have been met. An online survey via Survey Monkey will be given to the learners to evaluate the training and their use of the newly acquired knowledge in their own lessons. The final evaluation will be school wide testing which will show if the performance gap in the sixth grade population has been closed. Summative Evaluation The summative evaluation to be used in this design project will consist of two items: a survey of the overall training given to the learner (teacher) and a grade-wide Language Arts assessment to measure knowledge acquired during the lessons given to the students of the learners. The survey will be given online through the online program Survey Monkey. A hard copy is included in the appendices. The survey will be a rating scale from one to five. See the following chart for example survey questions.

INDIVIDUAL INSTRUCTIONAL Overall, how would you rate the success of implementing the flipping the classroom model in your classroom? Extremely successful Very Successful Somewhat Successful Slightly Successful Not Successful at all How likely are you to continue using the flipping the classroom model in your classroom? Extremely Likely Very Likely Somewhat Likely Slightly Likely Not Likely at all

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In order to collect data for student achievement to be able to measure the improvement in the performance gap, the state-wide tests in Language Arts will be used. The results will not be available until August 2014, but the data will be reviewed to see if the new teaching strategies had any effect on student performance. The results from this assessment will be used to guide instruction in the 2014/2015 school year.

INDIVIDUAL INSTRUCTIONAL REFERENCES Bishop, J. L., Beach, D., & Engineering, B. (2013). The Flipped Classroom: A Survey of the Research The Flipped Classroom: A Survey of the Research. Datig, I., & Ruswick, C. (2013). Four quick flips, 249252.

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Dick W., Carey L., & Carey J.O. (2009) The Systematic Design of Instruction. Pearson: Saddle River, New Jersey. Houston, M. & Lin, L. (2012). Humanizing the Classroom by Flipping the Homework versus Lecture Equation. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1177-1182). Chesapeake, VA: AACE. Lecture, T., & Berrett, B. D. (2012). How Flipping the Classroom Can Improve the Traditional Lecture - T... http://chronicle.com/article/How-Flipping-the-Classroom/130857/, 114. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. (T. Bastiaens, J. Dron, & C. Xin, Eds.)Teachers College Record, 108(6), 10171054. (n.d). In Learning Theories. Retrieved Dec. 6, 2013, from http://otec.uoregon.edu/learning_theory.htm#Constructivism Shimamoto, D. N. (n.d.). Implementing a Flipped Classroom: An Instructional Module.