Flipping your classroom requires a shift in traditional thinking about your role as a teacher and the design of your lessons. One of the major shifts in thinking is the growing importance of student-to-student interaction, while the teacher becomes more of a guide or facilitator in the learning process. By looking at a backwards design and SMART goals, you will be able to create specific learning objectives, meaningful formative and summative assessments, and engaging technology-based lessons for successful flipped teaching.
Introduce the SMART model for objective writing
Identify the difference between good and vague learning objectives
Demonstrate an understanding of having order (mapping) to the learning objectives
Write good, measurable learning objectives to incorporate into their flipped lesson on Sophia.org
This lesson will discuss the paradigm shift that must occur in the teaching and delivery of flipped classroom lessons. You will be introduced to the first step of the Backwards Design lesson model, which will lead you to learning about and practicing writing SMART lesson objectives to add to the flipped lesson you are creating on Sophia.org.
Source: Created by Crystal Kirch using Camtasia for Mac
Slides to accompany the video lesson
Source: Created by Crystal Kirch using PowerPoint for Mac
This short video lesson will show you how to create a new tutorial on Sophia.org and add learning objectives to your tutorial.
I am a senior instructional designer for a large U.S. based telecom company and wonder if there are any others out there with similar backgrounds. We are moving to a flipped learning model for training our customer service agents, and I'm hoping for guidance on how to complete the flipped classroom certification project. All of the training I create is classified internal use only or restricted internal, so I cannot post actual lessons and assessments here. Please advise. Thanks.
If you create a group on Sophia and publish to the group, it is completely private. Only those people who have your group number can join and see what you have published. This is how many of our teachers with copyrighted curriculum can still provide materials for students in class outside of the building. Feel free to email me if you have any questions about how to do this. Cool thing is, you can collect data on activity as well if you'd like.
I've been flipping my lessons for my ESL classes for a few months now but feel that I still have to make them more cohesive and the goals,clearer and more specific. I've done some lessons where I've posted the lesson objectives but also feel that inductive learning would work well. Which do you think is better: stating the lesson objectives in the beginning or teaching inductively where the students figure out for themselves how things work before giving out the rules?
Its important that the lesson objectives are clear - but they don't need to give away the discovery. For example - Learning Target: I know when a chemical reaction has gone to completion. Then in the lesson, they participate in several learning opportunities where they run reactions and determine when it is complete and how they knew it was complete. Does that make sense? Inquiry learning can be very difficult to balance - but as you know, discovery learning lasts for a lifetime!
If you are using private groups, its just like your other content that is kept off of the public domain. If brain pop is using a share code with you, then it can be embedded into any of your lessons. Let me know if you have other questions! email me through my profile
How does this method connect to the upcoming Microsoft National Teaching Website? This pilot program aims to become the Nation's teaching website for k-12, all inclusive of admin;services;;records;teaching;lesson plans; curriculum (both web based and teacher created) So what type of curriculum materials will be connected/linked/suggested and what types of adaptations for Sped needs will be made?
I'm softly flipping my class. I'm posting videos and articles to be read for the next day, and about 70% of the kids are staying with me, which means in class they're more deeply engaged in the active practice I have planned..... But our board is really pushing three part lessons and inquiry based learning, so I'm having trouble flipping a if chunk of stuff...
My teaching and delivery of the lesson will be much different because I will be able to stay on track and not spend additional time with the main lesson portion but will be able to use that wasted time in a more productive manner.
I teach third grade reading and writing so I am going to write SMART objectives for the teaching of non-fiction text features.
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