Flipped Classroom designtemplate

For more details see How do I get started? UQ Flipped classroom website:

  1. Learning Outcomes(LO)
What do students need to be able to do at the end of the course in terms of expected knowledge, skills and attitudes?
Are the learning outcomes:
Specific, precise, usingactive verbs
Clear, unambiguous
Measurable, demonstrable, achievable
In the order of relevance to the course, do they move from simple to complex, is there a logic?
Do the learning outcomes indicate the kind of learning experience students will have in the course?
Beginning a learning outcome or objective with “understand” is not specific enough.
Uni of Syd

UniMelb

Blooms rose
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  1. Assessment
What will the student need to do to demonstrate they have met each Learning Outcome?
What criteria are used to evaluate their level of achievement?
How will feedback be provided to students?
Uni of Melbourne

Assessment planning
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  1. Activities (Formative assessment)
What opportunities will students have to practice meeting the Learning Outcomes that lead to Assessment? Are they authentic and relate to a professional context?
How will students receive feedback to guide them?What opportunities do students have to work with peers?
Activities need to elicit higher order thinkingand assimilate key content (e.g. problem solving, critical thinking skills, promote conceptual understanding). The design of the activity is more important than the tool you choose.
Online activities can provide automated feedback to reinforce understanding of key content (eg quizzes with corrective feedback).
Face-to- face (F2F) activities need to take in to account the teaching space available (flat floor, CLTS, lecture theatre). See example activities:
Feedback needs to be timely and help guide student’s learning (e.g. correct misconceptions) as well adjust your teaching if necessary (Just-in-Time-Teaching).
Active learning pedagogies
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  1. Resources
What resources will you use to support students in meeting the learning outcomes?
(e.g online lectures, expert visit, readings, diagrams, concept maps, weblinks, podcasts, vodcasts, Open Education Resources)

The UQ library can help locate resources to support your flipped classroom. UQ Library /
  1. Support
Outline the support required for the students and teachers in designing and implementing flipped classroom
Managing time: Free project management software
Basecamp:
Smartsheet:
Key concepts
What are the key concepts or theories that students need to know? What activities can reinforce these? / Online activities
What are students expected to do before they come to class?
(view lecture, readings, vodcast, podcast). How can they self-assess what they have learnt? (quiz, short answer, blog) / F2F activities
What activities can students do in class to reinforce learning?
(Discussions, class quizzes, problem-solving, think-pair-share) / Feedback for student
How to you plan to provide feedback for the activity? (e.g auto feedback thru quiz, oral feedback to class, written feedback on blogs) / Students
Eg
Communication plan, instructions, announcements,
guides to use technology, how/where to seek technical help egASK.IT / Teacher/s
What support orresources will teachers need (egtechnical training, content development, designingactivities, develop concept questions etc)
Week 1
Week 2
Week 3

This learning design template is based up the concept of Constructive Alignment (Biggs, 2011, 1999) the Learning Design Construct (Oliver, 1999) Fink, L (2006) A Self-Directed Guide to Designing Courses for Significant Learning, San Francisco: Jossey-Bass, Chapman (2008) Curriculum mapping:The Aligned Curriculum. For further information contact Anthea Groessler () Learning Designer, Institute for Teaching and Learning Innovation.

Version: November 2016