gaintime.eu | the flipped classrooms - master...

74
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. MASTER MODEL TO GAIN TIME IN YOUR CLASSROOM LEARNING MODULES: DEVELOPMENT OF THE LEARNING OBJECTIVES www.gaintime.eu Project Number 2014-1-ES01-KA201-004401

Upload: others

Post on 09-Jul-2020

10 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

MASTER MODEL TO GAIN TIME

IN YOUR CLASSROOM

LEARNING MODULES: DEVELOPMENT OF

THE LEARNING OBJECTIVES

www.gaintime.eu

Project Number 2014-1-ES01-KA201-004401

Page 2: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’ 2014-1-ES01-KA201-004401

www.gaintime.eu

2

Content

MODULE 0. INTRODUCTION ........................................................................................ 4

0.1 Introduction training program online ...................................................................... 4

0.2 objectives .............................................................................................................. 4

0.3 Goals and skills ..................................................................................................... 5

0.4 Target groups ........................................................................................................ 5

0.5 Course Structure ................................................................................................... 6

0.6 Brief summary of the Modules ............................................................................... 7

Links/bibliography/references ...................................................................................... 8

MODULE 1- THE FLIPPED METHODOLOGY ................................................................ 9

UNIT 1.1: Why to flip the classroom ............................................................................ 9

UNIT 1.2: Basic Elements And Steps To Flip A Classroom ....................................... 14

MODULE 1. FLIPPED METHODOLOGY ...................................................................... 22

UNIT 1.3 CREATIVE CLASSROOM ......................................................................... 22

1.4 TEACHER INNOVATORS ................................................................................... 28

MODULE 2. DESIGN CONTENTS ............................................................................... 31

UNIT 2.1. DESIGN OF THE FLIPPED LESSON ....................................................... 31

MODULE 2. DESIGN CONTENTS ............................................................................... 36

UNIT 2.2 - Organization of learning content .............................................................. 36

Module 2 Design and development of learning contents for flipped lessons .................. 39

UNIT 2.3 DESIGN OF A FLIPPED VIDEO ................................................................ 39

MODULE 2 - DESIGN AND DEVELOPMENT OF LEARNING CONTENTS FOR

FLIPPED LESSONS ..................................................................................................... 41

UNIT 2.4: PRODUCTION AND POST-PRODUCTION OF A FLIPPED VIDEO ......... 41

MODULE 3 - EDUCATIONAL GAMES ......................................................................... 44

UNIT 3.1.: CLASSROOM TIME ................................................................................. 44

UNIT 3.2: TYPES OF EDUCATIONALGAMES ......................................................... 47

3.3. DESIGN OF AN EDUCATIONAL GAME ............................................................ 50

UNIT 3.4: MANAGEMENT OF AN EDUCATIONAL GAME ....................................... 53

UNIT 4.1: THE DEBRIEFING AND ITS PHASES ...................................................... 57

UNIT 4.2: MANAGING A DEBRIEFING ..................................................................... 60

UNIT 4.3: OTHER MEANS OF EVALUATION KNOWLEDGE ................................... 64

Page 3: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’ 2014-1-ES01-KA201-004401

www.gaintime.eu

3

Glossary ....................................................................................................................... 67

References ................................................................................................................... 68

Questions ..................................................................................................................... 69

MODULE 4. ASSESSMENT ......................................................................................... 71

UNIT 4.4 TYPES OF ASSESSMENT ........................................................................ 71

Page 4: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’ 2014-1-ES01-KA201-004401

www.gaintime.eu

4

MODULE 0. INTRODUCTION

0.1 Introduction training program online

This online course is a part of the Erasmus+ project, named Master Model to Gain Time

in your Classroom - “GainTime” (2014-1-ES01-KA201-004401) www.gaintime.eu

The project has created a new form of learning and providing education and training with

open educational (OER), focusing on better exploitation of the ICT potential, in order to

help the teachers to modify their teaching methodologies. The project in fact stems from

the need of improving the professional profile of teachers through digital teaching

methods related to OERs.

The innovative approach for teachers focusing notably on the strategic use of an open

and flexible learning, OERs and a better exploitation of the ICT resources has been

achieved by developing an Open Online Course in teaching the methodology, based on

the "Flipped Classroom" approach.

This approach is based on the transformation of traditional classes into Creative

Classrooms (CCR), namely innovative learning environments where the potential of ICT

in fully embedded, in order to innovate learning and teaching practices in formal, non-

formal and informal settings and to create OERs. (http://www.flippedclassroom.com/).

The "Flipped classroom" approach follows a reversed teaching and learning model:

learners watch lectures at home and use the classroom time to interact with classmates

and teachers, especially through educational games in the classroom.

The adoption of this teaching approach and methodology helps teachers to

strengthen the e-skills and the adoption of practices of collaborative learning;

adopt an approach based on learning outcomes also suitable for low skilled

learners;

assimilate a sensitive culture to the value of non-formal and informal learning,

supported alternative for learners less interested in the academic world, as well

as at-risk groups;

acquire the tools to stimulate creativity and innovation through the learning of

new knowledge to create and manage Learning Games Lab.

0.2 objectives

This on-line course introduces teachers

To know the Flipped model

To understand its integration in a context of methodology change in education

To analyse the main support to design the flipped model

To analyse its potential effectiveness in improving the learning process of

students.

To reflect about the possible problems of implementation

To encourage teachers to continue developing and extending their pedagogical

competences throughout their careers

Page 5: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’ 2014-1-ES01-KA201-004401

www.gaintime.eu

5

To increase teachers’ competences and methods for digital teaching, in order to

support the development and the availability of Open Educational Resources

(OER).

To use ICT for working with students during the lessons

0.3 Goals and skills

As a result of successfully completing this online program, teachers should be able

To design of multimedia educational modules

To select, find and adapt multimedia learning materials

To assess pupils' learning through educational games and debriefing

To choose pedagogical approaches due to the context and the educational

objectives of the creative classroom

To support, advise and guide the interaction within the classroom

To prepare lessons through ICT tools

To develop professional and pedagogic competences among teachers and

trainers enhancing Information and Communication Technologies (ICT)

To access to open educational resources (OER)

To increase the attractiveness providing opportunities for all.

0.4 Target groups

Secondary school teachers that aims to transfer skills and appropriate techniques to

manage creative classroom with the Flipped methodology and implement this

methodology in their own school context

Page 6: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

6

0.5 Course Structure

The course is structured in the following modules, units and time

Introduction to

the course

Training unit 1

General objectives

Unit 2

Specific Objectives

Unit 3 Course

Structure 15’

Module 1 - The

flipped

methodology

Training unit 1.1:

why flip the

classroom

Training unit 1.1:

why flip the

classroom

Training unit

1.3: the creative

classroom

Training unit

1.4: the

innovative

teachers

Test

Modul

e

Bibliograp

hy

Gloss

ary

40’

Module 2 -

Design and

development of

learning contents

for flipped

lessons

Training unit 2.1:

Planning a flipped

lesson

Training unit 2.2:

Organization of

learning content

Training unit

2.3: Design of a

flipped video

Training unit

2.4: Production

and post-

production of a

video flipped

40’

Module 3 -

Educational

games

Training unit 3.1:

Classroom time

Training unit 3.2:

Types of

educational games

Training unit

3.3: Design of

and educational

game

Training unit

3.4:

Management of

and educational

game

40’

Module 4 -

Assessment of

knowledge

Training unit 4.1:

The debriefing and

its phases

Training unit 4.2:

Managing a

debriefing

Training unit

4.3:Other means

of evaluation

knowledge

Training unit

4.4:Types of

assessment

40’

Page 7: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

7

0.6 Brief summary of the Modules

“Creative Classrooms” presents a brief description of creative lessons. It describes the

main techniques, strategies and methods used in creative classrooms, including the

integration of ICT (Information and Communication Technology) and OER (Open

Educational Resources) in traditional teaching.

“Teacher-Innovators” presents a brief description of how innovative teachers, in a

creative classroom, can prevent and tack early school dropout and enhance the

empowerment of youth. It focuses on the specific role that teachers have to play in

managing a creative classroom.

The “Flipped Methodology” presents an analysis of the points of strength, weaknesses,

threats and opportunities related to different contexts when teachers are using this

methodology.

“Design of the Flipped Lesson” is a very practical document that describes how teachers

can design a flipped lesson. It presents an operative view of implementing the flipped

methodology in traditional teaching, thus personalizing the lesson according to the time

and the technological resources available.

The implementation of a flipped classroom is supported by the use of didactic contents

and videos.

“Development of the Didactic Contents in the Flipped Classroom” is a guide for teachers

that want to create a learning object that contains an objective, a learning activity and an

evaluation. The chapter explains how to develop and manage a learning object through

the SCORM (Shareable Content Object Reference Model).

“Flipped Methodology Videos” focuses on how to produce and direct a didactic video and

upload it in an e-learning platform or in an open source channel.

“Educational Games” presents the grammar of educational games, detailing how to

create a debriefing of the games, with focus on the techniques for group management

and moderation.

“Digital Channels” presents reflection on the potential that digital channels offer teachers

and how teachers can take advantage of them in order to participate actively in learning

communities based on social learning, at national and European levels by sharing

experiences, data and didactic tools.

Page 8: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

8

Links/bibliography/references

Gain time: www.gaintime.eu

Moodle https://moodle.org/course/view.php?id=5

Teaching resources http://eskills4jobs.ec.europa.eu/teach

Survey of Schools: ICT in Education https://ec.europa.eu/digital-single-market/en/survey-

schools-ict-education

Page 9: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

9

MODULE 1- THE FLIPPED METHODOLOGY

UNIT 1.1: Why to flip the classroom

1.1.1: To share a common language: digital learning

1.1.2: Adaptability

1.1.3: Helps students with difficulties

1.1.4: Flipping changes classroom management

1.1.5: Critical thinking

1.1.6: Transparent

1.1.7: Conclusion

1.1.1: To share a common language: digital learning

It is realities that at present students have grown up with Internet access, YouTube,

Facebook, Myspace, and a lot of other digital resources.

It is not strange to find them doing their homework and listening to music with their

mobiles or sending msn to their friends or posting comments or pictures on Facebook

and other social networks. They feel motivated when doing so but they have to turn their

mobiles down as soon as they get to class. They are using the most powerful digital

devices but cannot use them to learn in class.

Thanks to these devices students connect with each other interact and connect outside

their own circles they are also able to find resources and exchange information and learn

at anytime and anywhere. The same objectives that are looked for when using a flipped

methodology.

Teachers have to take advantage of this. The educator can use this same technology to

connect students to the content necessary to learn for the classroom.

The teachers who teach these students have not grown up using this digital world so

some of them are even afraid of allowing the use of it and most of them feel a rejection

to the understanding of the benefits the digital wold can bring to a student. If we speak

digitally we are speaking our student’s language.

May be it is time of using digital learning as a way of improving our students results

instead of rejecting this powerful tool.

If we observe students when using these mobile and digital devices we will find them

doing a lot of activities and sharing them with their classmates, they work together, they

experiment and they interact this is the main reason to start flipping

Hill (2013) says: “The flipped classroom approach offers clear advantages:

Because with digital devices we can edit video lectures that can be watched in any place

and with many digital devices.

Students can replay, and watch lectures repeatedly at their convenience and outside the

class,

Page 10: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

10

The flipped model allows instructors to help students during assigned, compensated

class time within their respective teaching loads; guiding students as they engage with

the content in any number of active learning activities and so teachers can provide a

more personalized teaching and use other activities that may be more active when they

are in class.

It may seem that digital content resources would make the teaching-learning dynamic

less personal, but in reality the classroom activity provides additional time to provide

one-on-one and small group assistance which actually increases the student-teacher

interaction.

1.1.2: Adaptability

Students today are busy and tired. Many of them do a lot of extra activities and do not

have much time, some of them have to take part in sport competitions and need to have

time to train and to study. Some live far and spend a lot of time to attend to school and

all of them are sometime ill missing classes for some days or weeks.

A flipped classroom offers the flexibility these students need because the main content

is delivered via online videos, so students can choose when and where to study and they

never miss a class not a single content. So they can get the right marks to pass the

subject.

Flipping involves moving lecture material (which can be archived in many forms,

including video) outside of class. Students ‘watch’ a lecture before class at home and

there is a short quiz some homework assignment related to the content they have

watched. By moving the lecture out of class, class time is freed up for various types of

student work, which is conducted with the help of the teacher

The basic aim of a flipped methodology is to be flexible classrooms, to remove students

from a passive learning environment and instead create a space that encourages and

facilitates their involvement in each and every class.

This does not mean we have to replace all the classes for on-line training. As teacher we

need to “see “our students in class but flipping the classroom creates a sort of blended

learning, online and face-to-face instruction are used together to deliver content .

Students need face-to-face interaction as teachers play and important role in their

education.

1.1.3: Helps students with difficulties

Traditional methodologies are addressed to the students who have no problems of

attention or to those who are good and bright students and can follow any class

But those who are not of this kind soon lose their attention and get bored and stop

listening so at the end they miss the class and fail the subject. With the flipped

methodology overall interaction increases: teacher-to-student, and student-to-student.

The teacher can provide a variety of choices in the digital content depending on the

difficulty of each student. This allows for differentiation within each classroom in the

delivery of content and the activities for assessment and makes it easier to learn to those

students who suffer more problems in the process of learning.

Page 11: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

11

Moreover, as instruction is recorded, students with special needs can watch the videos

as many times as they need to learn the material.

When we used the flipped methodology, students can pause their teacher as much as

they want or need.

When students are in a traditional class listening to their teacher explaining their lessons

we as teachers are not really communicating with all of them, because for some we go

too fast and for others too slow, some get bored and disconnect because they do not

understand while other disconnect because they are too bored waiting

When we give students the ability to pause their teachers, they have the chance to

process at the speed that is appropriate for them. We especially encourage students

who process more slowly to use the rewind button so they can hear us explain

something more than one time. If they still don't understand, we will work with them

individually or in small groups in the classroom.

Moreover ,another of the benefits of recording is that students do not spend the time in

class trying to copy notes that may be later will not understand on the other contrary,

students can pause their teacher, rewind their teacher, as many times as needed outside

the class in a more comfortable environment and later when they join the group in their

class activities they can ask the teacher the points they did not understand and teachers

can make sure they actually learn the important concepts.

Because the role of the teacher has changed with the flipped methodology he/ she no

longer presents the content , the time in class is use to coach, to answer questions to

work with small groups, and to guide the learning of each student individually.

When students are doing a task and we see some of them have difficulties in

understanding we can organise the class in a different way and we can help them by

organising a tutorial group.

Moreover, the students develop their own collaborative skills Students help each other to

learn instead of relying on the teacher as the sole disseminator of knowledge.

Students feel confident with this peer to peer sharing. Students learn much more when

they work together and learn from each other.

As teachers we have to understand that education has changed, students thanks to new

technologies have access to all sort of contents so our role is to make them the best

learners and to help them to understand contents when they are in class, when teachers

guide students instead of being simply pedagogues, students get much better academic

results and are motivated to learn more,

When students grasp the concept that we are on their side, they respond by doing their

best.

We as teachers are at school not only to teach content, but also to inspire, to encourage,

to listen, and to provide a vision for our students. This happens in the context of

relationships and flipping allows us to build better relationships with our students

because we can interact with them and because the students can take an active role in

Page 12: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

12

the process of learning. They can also take part in the preparation of materials and in the

creation and edition of videos

1.1.4: Flipping changes classroom management

Flipping changes classroom management

Students take more responsibility for their own learning. Working in class along with a

new coach a new mentor they develop a critical thinking.

If we teach in a traditional way, it is usual to find students in class who do not pay

attention to the teacher because they are bored or because they do not understand.

These students often distract other students affecting their process of learning.

Flipping allows making changes in the classroom management to avoid these situations

because the class is no longer a process of listening to a long speech or to take notes.

The class time is primarily used for students to either do hands-on activities or work in

small groups, those students who were typically a distraction take part in activities by

doing so they pay attention and do not disturb when class content is delivered. This does

not mean that this method will finish with this situation but will improve it

In an environment where students understand the value of learning and see the

application of the content in action there are less students who find methods to be a

distraction to the learning process and therefore there is less need to address discipline

issues.

1.1.5: Critical thinking

Flipped learning gives the opportunity to students to participate according to their

cognitive level, so that they are more likely to reach their academic potential. In terms of

Bloom’s Taxonomy (Bloom, 1956; revised Anderson & Krathwohl, 2001), this approach

can be seen as an upside-down implementation of the levels of thinking. The lower

levels of Bloom—the understanding and the remembering—move to outside of the class,

with each student taking the time needed to master the concepts. Then, the class can

focus on the upper levels of the taxonomy—applying, analysing, and creating. Thus,

students no longer have to focus their attention in class on comprehending but can

engage the material at a higher level.

1.1.6: Transparent

Flipping allows all sorts of audiences to have access to what we teach in class.

As videos are posted on the Internet, not only students but their parents too and even

other teachers can have free access to them

The online portals offer access to the world, bringing experts into your learning

environment at zero cost.

As all parents can have access to the digital content resources published they can also

help teachers and their children in the process of learning they can take an active role

and collaborate with the teacher and assist their children when they have problems. By

doing so they also can understand more the role of the teacher in class.

Page 13: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

13

This allows the class and the school to be transparent and open and this can be seen as

a means of attracting more students into our schools if they find that what we publish is

of good quality and appealing.

This has also another advantage. It is common in school to suffer teachers’ absences

and it is difficult to find qualified teachers that can follow the class the absent teacher has

to teach. By recording the classes the substitutes can follow exactly what the absent

teacher wants to teach and students do not suffer the consequences of that absence

1.1.7: Conclusion:

We can conclude that the Flipped Methodology is a good one but it has to be

approached with care and a good knowledge of it and of the students we want to teach.

When using it, we have to take into account that there are families and consequently

students who may have no internet at home, second that when we ask the students to

use this methodology we are giving them homework and there are some that do not

have time or do not want to do homework at all.

We need to plan our classes with a lot of time and carefully if we want it to be successful

so management and teachers have to consider that point too.

But at the end the benefits and much higher than the negative points so we can

conclude is that if we apply a Flipped Methodology , we as teachers will increase our

students’ engagement in the process of learning and in the class.

We will develop team work and team based skills in an outside the class.

Students will take part in the process of learning so they will become more engaged in

the implementation of the flipped methodology.

This methodology focuses on individual guidance so by using it we are providing special

attention to those students with more difficulties and consequently we are motivating

them so avoiding drop out.

Finally we are encouraging the essence of all learning process: Critical Thinking and so

the development of more qualified students who are ready to face the challenges of the

future.

Page 14: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

14

UNIT 1.2: Basic Elements And Steps To Flip A Classroom

In a flipped class, the order of lecture and coursework are inverted.

Students view videos of the lecture or other interactive learning material prior to

class.

Having viewed the lecture material on their own, students come to class

prepared with questions and use class time to engage in discussion or activities

with the teacher’s guidance.

We define the flipped classroom as an educational technique that consists of two parts:

1) interactive group learning activities inside the classroom

2) direct computer-based individual instruction outside the classroom.

1.2.1: The Benefits of Flipping Your Classroom

For a veteran teacher, flipping the classroom means completely re-thinking how to do

the job you’ve done a certain way for years. And it comes with some extra work. That

being the case, why would any teacher bother?

1.2.2: Flipped learning keeps students more engaged

The flipped classroom model addresses how students learn best. We all know how hard

it can be to stay focused during a long lecture; even if it’s on a subject we’re especially

interested in. Discussions and hands-on activities tend to keep students’ interest. While

you work with students directly as they explore the concepts they’re learning in class,

you can provide immediate feedback that helps them improve their learning as they go.

1.2.3: Teachers provide more personalized attention

Students don’t all learn at the same pace and in the same ways. That’s always been a

complicating factor in teaching. The question of how to meet thirty or more unique

students at their own levels is one that keeps teachers up at night.

The flipped classroom model gives teachers more opportunities to work directly with

students. They can therefore clearly see when an individual student is having trouble

with a concept and work with them directly to get through it. The increased interaction

with students in the classroom will help teachers gain a clearer idea of the different

learning styles of their students, so they can tailor their instruction to the needs of each

one.

1.2.4: Students can work at their own pace.

A student sitting in a lecture, diligently taking notes will almost certainly miss one thing

the professor says while writing down another. And that’s still a vast improvement over

the student whose mind wanders so they don’t catch much of anything.

If they’re watching a video at home instead, they have the power to pause the lecture

while they write something down, and rewind and re-watch a particular part they didn’t

fully understand the first time. If they feel they could really use a second viewing to better

Page 15: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

15

understand the concept, they have that option. They have more power over the way and

process by which they study and learn.

Page 16: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

16

1.2.5: Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to

lecture videos to podcasts or screen casts. For example, Grand Valley State University

math professor Robert Talbert provides screen casts on class topics on his YouTube

channel, while Vanderbilt computer science professor Doug Fisher provides his students

video lectures prior to class. These videos can be created by the instructor or found

online from YouTube, the Khan Academy, MIT’s Open Course Ware, Coursera, or other

similar sources. The pre-class exposure doesn’t have to be high-tech, however; in the

Deslauriers, Schelew, and Wieman study described above, students simply completed

pre-class reading assignments.

Example video from Doug Fisher

1.2.6: Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their

preparation and that task was associated with points. The assignment can vary; the

examples above used tasks that ranged from online quizzes to worksheets to short

writing assignments, but in each case the task provided an incentive for students to

come to class prepared by speaking the common language of undergraduates: points. In

many cases, grading for completion rather than effort can be sufficient, particularly if

class activities will provide students with the kind of feedback that grading for accuracy

usually provides. See a blog post by CFT Director Derek Bruff about how he gets his

students to prepare for class.

1.2.7: Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation can

also help both the instructor and the student assess understanding. Pre-class online

quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al.,

1999), which basically means that the instructor tailors class activities to focus on the

elements with which students are struggling. If automatically graded, the quizzes can

also help students pinpoint areas where they need help. Pre-class worksheets can also

help focus student attention on areas with which they’re struggling, and can be a

departure point for class activities, while pre-class writing assignments help students

clarify their thinking about a subject, thereby producing richer in-class discussions.

Importantly, much of the feedback students need is provided in class, reducing the need

for instructors to provide extensive commentary outside of class (Walvoord and

Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker

questions or debates) can serve as informal checks of student understanding.

1.2.8: Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend class

time to promote deeper learning. Again, the activity will depend on the learning goals of

the class and the culture of the discipline. For example, Lage, Platt, and Treglia

described experiments students did in class to illustrate economic principles (2000),

while Mazur and colleagues focused on student discussion of conceptual “clicker”

questions and quantitative problems focused on physical principles (2001). In other

Page 17: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

17

contexts, students may spend time in class engaged in debates, data analysis, or

synthesis activities. The key is that students are using class time to deepen their

understanding and increase their skills at using their new knowledge.

1.2.9: Steps to Flipping Your Classroom

The goal of flipping your class is to practice a more student-centred pedagogy, thereby

engaging your students in active learning experiences. In the flipped model, instructors

structure six active learning environments that guide and support students as they work

through them individually and collaboratively. This is a process of reorganizing and

redistributing content-related activities over sequences and cycles of in-class and out-of-

class instructional practices and student experiences. In the context, appropriate uses of

media and technology can play a valuable role.

1.2.10: Step 1 – Define Content Scope, Learning Objectives &Instructional Strategies

The success of your flipped class depends on the alignment of what you want your

students to accomplish before, during, and after the class.

1.2.11: That is the scope of your topic?

Defining scope is important so that students will not have difficulty building a mental

model and connecting content. The biggest challenge is to determine how much of your

subject matter can be taught within the time frame (e.g.; semester). Your goal should be

to take the galaxy, so to speak, that makes up the breadth of your content and select the

only most essential and relevant “constellations” of sub-topics that will make up a lesson.

Each lesson should build or connect to the next within the sequence of the learning

experience. For your flipped class, you should select just one small “constellation” of

sub-topics to focus the lesson. Think in terms of the amount of time needed to cover the

material and time needed for the students to really learn it through application. Concept

Page 18: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

18

maps are useful exercises to help define scope as well as demarcate clusters of sub-

topics that can be turned into digestible lessons.

1.2.12: How will students use or apply the material?

Define the learning objectives and outcomes that align with the activities students will do

before, during, and after the class. It is not enough for students to just read, listen,

watch, and take notes. They need to use it to really learn it. Consult The Revised

Bloom’s Taxonomy for selecting higher order action verbs to help write your learning

objectives. What do you want your students to know and be able to do? And how will you

assess what they know or can do?

1.2.13: How will students meet the learning objectives?

Describe the task that will demonstrate that the learning objective has been met. Will

students create a project, solve problems, analyse data, engage in a debate, or design a

product to meet the desired learning objectives?

1.2.14: Which instructional approach that will fit best for the main learning activity?

Choose the evidence-based instructional approach will fit the main learning activity (i.e.:

peer-instruction, team-based learning, case-based learning, process-oriented guided

inquiry learning).

1.2.15: How will you contextualize the topic?

Set expectations by preparing an explanation of how the new instructional material fits

into the overall existing course structure and explains its relevance to real world

applications. Students, especially adult learners, want to know why they are doing

something, how it fits into the overall learning objectives, and how it is used beyond the

class. These explanations provide vital contextual information to students.

1.2.16: Step 2- Students Gain Familiarity With New Material Before Class

What instructional materials and resources will you use for students to familiarize

themselves with the content prior to class?

Plan and prepare the new instructional materials that students will engage with prior to

class. Ask yourself: What is the best way to communicate and present the new

instructional material (e.g., video, text, animation, simulation, online multimedia module,

or other). Will my students be able to process this content in this format effectively?

1.2.17: Step 3- Activities That Motivate Students to Prepare Before Class

What kinds of activities will motivate students and prepare them for class?

Refer to the learning objectives and tasks that you outlined in step 1. Ask yourself what

incentive or motivation students will have to prepare for class and how you will know

students have adequately prepared for the in-class activity. Here are some examples of

ways to motivate students to do the pre-class work.

Ask students to:

respond to open-ended questions online about the instructional material

before class

Page 19: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

19

prepare questions about the instructional materials

prepare a presentation about the topic

attempt to solve some problems

research examples to bring to class that illustrate a principle

1.2.18: Step 4- In Class Activities That Provide Students Opportunities to Deepen

Understanding

What kind of in-class activities will focus students on attaining higher-level

cognitive abilities?

Refer to the learning objectives and tasks that you outlined in step 1. Plan, prepare, and

develop in-class activities that focus on higher level cognitive activities. Will students be

working individually in the classroom as you walk around and provide help, or in groups

to solve the problems, or will you solve problems together as a group? The activity you

choose will depend on the learning goals and objectives as some activities lend

themselves best to certain types of content.

Create a brief introduction and explanation of this new process. Many students may not

have any previous experience with a flipped classroom and/or active learning.

Also, explain how the new instructional material fits into the overall existing course

structure.

First 10 minutes

We recommend spending the first 10 minutes of your in-class time getting students in

the right frame of mind:

the instructor reviews pre-class activities before class to identify common

questions or gaps OR

the first 10 mins of class are spent on a question/answer session with students,

influenced by the pre-class activity results OR

provide a quick three-question review quiz (based on the basic learning objectives)

that can be graded or ungraded. This can serve to review and focus the students

so that the information is fresh in their minds.

Active learning

The remaining class time can be spent engaging in what are commonly referred to as

active learning strategies which can help students further process what they learned in

the pre-class content. Here are just a few examples:

collaborate with peers [to solve problems]

work on assignments

present student created content

discuss examples or case studies

debate a topic

Page 20: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

20

share and exchange knowledge between peers

1.2.19: Step 5- Post-Class Activities That Extend Student Learning

How will students continue the learning experience from the in-class activity to

outside of class?

Refer to the learning objectives and tasks that you outlined in step 1. Plan, prepare and

develop the continuation of the learning experience from the in-class activity to outside-

of-class individual or collaborative practice. Determine what students should do after the

in-class activity to continue learning or bridge to the next topic. We don’t learn something

very effectively in one instance. Rather we learn through practicing in many ways over

an extended period of time. Think about and plan how often students will need to

practice or revise their thinking to really master the material and be successful.

1.2. 20: Step 6- Ongoing Evaluation and Assessment

Assessment (summative & formative assessment)

Plan for ongoing formative and summative ways to assess student understanding and

mastery. Could students attain all the learning objectives? What does mastery or

success look like?

Based on previous iterations of the course/lesson, did your students' learning improve as

a result of the new model? Did you move the needle, so to speak, in terms of learning?

Evaluation

Now that you’ve flipped - did it work? How will you know? Plan for opportunities to

evaluate by reflecting on the design of the class or course. Did you communicate the

ideas effectively? Did you provide enough opportunities for students to practice? Was it

challenging enough? Ask for feedback from students on what worked well and what

didn’t - and update your practices accordingly.

Ensure that all six of these steps are closely aligned and that they support the learning

goals and objectives. Have a colleague or instructional designer review your plan and

give you feedback.

1.2.21: Six Easy Steps to Flip Your Classroom

1. Plan: Figure out which lesson you’re going to flip. Outline key learning

outcomes and put together a lesson plan.

2. Record: Instead of teaching your lesson as usual, record a video. You can do

this however you’d like, just ensure that the lesson contains all of the elements you

would have if you were doing it in the classroom in person. Make it interesting and

engaging. Ask yourself: would I want to watch this?

3. Share: Share the video with your students. Explain that the video’s content will

be discussed and used in class

4. Change: Now that your students have watched the lesson, they’ll be primed to

delve into the topic in more depth than they would otherwise be. Go for it!

Page 21: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

21

5. Group: A great way to explore the topic is to engage the class in group

discussions. Separate the students into smaller groups so that everyone’s voice

has a better chance of being heard, and questions are more likely to be asked.

Give each group a task and a goal to work towards.

6. Regroup: Get the class back together to share each group’s work with the

whole class. As questions, offer opinions, encourage discussion.

Then, Review, Revise and Repeat!

Figure out what worked and what didn’t, add or subtract elements, change

things around, and try it again with a different lesson.

It will get better with time and practice!

Page 22: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

22

MODULE 1. FLIPPED METHODOLOGY

UNIT 1.3 CREATIVE CLASSROOM

1.3.1 Definition of the concept

A creative classroom is “an innovative learning environment that fully embeds the

potential of ICT to innovate and modernize learning and teaching practices” (Bocconi,

Kampylis, & Punie, 2013). It includes formal, informal and non-formal learning

Learning practices are flexible and engaging, and they are designed to meet learners’

individual needs and expectations.

“Creative”: if involves the use of skills and the imagination to produce something new or

a work of art (Oxford Dictionary); it is a process for generating ideas, based on previous

knowledge and experiences. Refers to innovative practices, such as collaboration,

personalization, active learning, fostering creative learning

“Classroom”: the use of the technology is an instrument to implement the Flipped

Classroom and to facilitate the developing activities, self-learning, cooperative learning,

etc. The concept includes formal and non-formal learning as well as blended learning.

The most important thing is not the video but the use of the time by the students in the

classroom. Teacher starts the class with questions and answers about the activities

done at home. It is required every student to come to class with one or more interesting

questions about the video and lectures. The teacher will have time to interact with each

student, and students get to point out things they don't understand or simply wonder

about. The idea is to move things that are useless for students in class, to do at home.

For example, "learn to do graphics excel looking for a video tutorial"

Following Bloom’s taxonomy, students are doing “Apply”, “Understand” and “Read” at

home and they are focused on cognitive work “Analyse”, “Evaluate” and “Create” in

class, where they are interacting with the teachers and peers.

Page 23: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

23

1.3.2 Teacher’s tool to facilitate creativity among students

Children generally have outstanding creative and innovative abilities. Teachers should

take special attention to 'discover' those talents and develop each of them individually.

Development of ideas: you need to promote the association of ideas and changes of

point of view/perspective. A useful way to make the changes in the students’ perspective

is to ask open questions: "What would happen if ...? What is your idea? What do these

things suggest to you? How to reach your idea? (Action Plan)

A core aspect of the implementation of the Creative Classroom is that students develop

their own learning process, collaborative learning, project based learning and critical

thinking.

Collaborative Learning

It is based on the approach of activities in which the students have to work together and

interact to achieve a common goal. Its advantages are many: students become the

protagonists of their own learning, develop their skills and abilities, strengthen their

relationships and develop a significant learning.

Teachers and students share their knowledge

To implement collaborative learning in the classroom, teachers should:

Set goals and objectives of the activity

Organize teams of students and make them into small working groups

Promote communication and respect among students. They should be open to

share ideas and knowledge with others, with confidence and without fear

Serve as a guide and driver of the activity at first, and then let them take the

responsibility gradually,

Use different methodologies, tools and activities.

Provide time to generate debate and contrast of ideas.

Facilitate self-assessment tools and peer assessment to students.

Take hold of ICT because multiply the possibilities of collaborative learning and

encourage communication, interaction and exchange of ideas among group

members.

A true cooperative learning experience requires that a number of criteria be met. They

are:

Division of labour among students in the group

Face-to-face interaction between students

Assignment of specific roles and duties to students

Group processing of a task

Page 24: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

24

Positive interdependence in which students all need to do their assigned duties in

order for the task to be completed

The development of social skills as a result of cooperative interaction

The “leader” of each group presents the ideas, with the action plan, to the classmates.

They provide feedback, evaluation, conclusions

Project Based Learning

It is a method that face up to students to become protagonists of their own learning by

developing projects that respond to real-life problems/situations

To implement a Project Based Learning, teachers should:

Start with the essential question, motivating students to learn.

Design a Plan for the Project

Create a Schedule

Monitor the Students and the Progress of the Project

Assess the Outcome

Evaluate the Experience

Develop the students’ autonomy.

Encourage the students’ self-criticism.

Reinforce the students’ social skills through the exchange of ideas and

collaboration.

Facilitate the students’ ability to search, select, compare and analyses

information.

1.3.3 Key elements for innovating and modernizing education

When we decide to build an innovative educational experience to apply in the learning

process these four phases must be taken into account:

Processes – it could be any type of training or logistics methodology.

Technologies – it could be either hardware (computers, tablets, projectors,

whiteboard …) or software (e-learning platforms, blogs, wikis, videos ...).

Knowledge – by this we not only mean the contents, but also useful information

for the learning process (content, resources, web, case studies, projects, general

information about the subject, tips ...).

People – mainly teachers and students, educative innovation should include both

groups.

1.3.4 The 8 Key dimensions of Creative Classroom (CCR)

Content – resources for innovative teaching.

Page 25: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

25

Curricula – the subjects that are included in a course of study or taught in a

school, college, etc. Learning objectives and framework for developing activities.

Assessment – it provides valuable close to the student’s learning, and has into

account the student’s progress. Teachers and students are engaged in the

process.

Learning practices – learning by doing. It focuses on the experience of learning,

formal and non-formal, and how students connect with it.

Teaching practices – the teacher play a new role; he/she should now be a

mentor, a facilitator of learning, an ICT’s expert, an innovative worker and should

have the students’ emotions into consideration. A big amount of resources is

needed, although the most important one are the attitude and the engagement of

the teachers.

Leadership and values – the headmaster’s role is to lead, to mentor the

innovation, to support the teachers for acquiring the needed skills, to provide the

resources. Without implication of the headmaster it would not be possible to

implement Creative Classrooms.

Connectedness – social and emotional factors that influence the relationships

among all the members involved in the educational system; it influences the

educational atmosphere, as well as the commitment and motivation of the

students.

Infrastructure – physical learning space, necessary technologies. The classroom

needs to be adaptable to the different methodologies that are going to be used.

1.3.5 Open Educational Resources (OER)

According to UNESCO (2009 – 2014) OERs are any type of teaching and learning

materials that are in the public domain or introduced with an open license. The nature of

these open materials means that anyone can legally and freely copy, use, adapt and re-

share them.

Examples of OER include: textbooks, curricula, syllabi, lecture notes, tests, projects,

audio, video, animation, courses …

Each resource is issued under a license that influences on how it can be used: Some

materials may only be used in their original form and some others can be modified,

changed, and redistributed.

The use of OER reduces the costs for educational centres and students, they are easy

to use, freely available, and quick to search and review.

The 5R permission of OER are1:

Retain - the right to make, own, and control copies of the content (e.g., download,

duplicate, store, and manage)

1 https://www.opencontent.org/definition/

Page 26: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

26

Reuse - the right to use the content in a wide range of ways (e.g., in a class, in a

study group, on a website, in a video)

Revise - the right to adapt, adjust, modify, or alter the content itself (e.g.,

translate the content into another language)

Remix - the right to combine the original or revised content with other material to

create something new (e.g., incorporate the content into a mashup)

Redistribute - the right to share copies of the original content, your revisions, or

your remixes with others (e.g., give a copy of the content to a friend)

Page 27: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

27

1.3.6 Conclusion

Each teacher is the expert with ability to make small changes into the classroom.

The technology system and the structure do not change anything. Technology never

replaces a teacher. Technology allows individualizing the learning process.

Education is different from instructions. Education develops the human being. It

facilitates the relationship among the educational community members.

Teachers need to focus in students. To create the conditions for learning. Not to be

afraid of technologies: they are a tool to be used to help in the educational process, they

are not an aim.

Thinking is a process, as analysis, association, identification, creation, deduction,

summary,

To promote the creativity, the teacher needs to facilitate many options and choices, so

that the students can follow their interest.

The teacher is more like a mentor, to guide the pupil. She/he promotes collaborative

thinking through teamwork.

The student is the responsible for his/her learning process and development.

The evaluation is a tool for teaching and learning, but the key is to focus more on how

the students have used the possibilities of learning, have developed their aptitudes,

characteristics, qualities … and less in the summary evaluation forms.

Page 28: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

28

1.4 TEACHER INNOVATORS

1.4 .1 New teacher’s role to get the educational success

1.4 .1.1: Teaching topics, giving assignments and exams is no longer teaching: teacher’s

role has changed! All educational strategies are evolving in order to facilitate the

students’ work by suitable instruments to engage them in their own learning. The

educational success of students is the result of a combination of favourable factors; the

teacher and his way of teaching and the dynamics that he can create within the group

class play a prominent role. The educator work is not a routine job; thus, every day, he

confronts himself with students who require individual educational interventions.

1.4 .1.2: The understanding of students’ specific needs, especially those who are

disadvantaged - and the social context in which they live is the starting point for

planning specific interventions, adapting each curriculum and overcoming the rigidity of

the standardized testing, that can contribute to a genuine inclusive practice.

1.4 .1.3: Teacher has to be flexible, creative and a pedagogical expert. Knowledge and

skills must be improved trough a continuous work to develop the lesson plan, arranging

methodologies in the awareness that doing things in a different way involves the risk to

make mistakes.

1.4.1.4: The innovator teacher is, first, curious and creative, and he constantly

researches new and useful strategies to transfer adequately knowledge and skills that

students must have at the end of their studies. On the other hand, creativity can be

represented by the way, by which students solve problems submitted to them through

activities in the classroom or during specific laboratories.

1.4.2 Elements of innovation

1.4.2.1: Is this innovation? Yes, but there must be some conditions about teacher and

his job: “How to be” and “How to do”. “To be”, a teacher needs: Empowerment:

meaning self-esteem and motivation; Qualifications: meaning continuous enrichment and

monitoring of his knowledge, based on critical reflection and self-assessment; a valid

institutional framework: meaning institutions, at any level, should believe in the specific

purpose of the school and to its quality pedagogical process.

1.4.2.2: “To do”, teacher needs to follow some stages in the planning of the didactical

activity such as Preparation of the lesson followed by a first experiment of it, making

arrangements as needed and last stage in the dissemination of the best practices. To

validate the systemic procedure is necessary a careful analysis of the context to verify

the feasibility, sustainability and portability of the innovative lesson.

1.4.2.3: Once acquired this shift of perspective, the teacher innovator can even

transform traditional learning practices, and give them new brightness. Create a new

setting – for example a different disposition of tables and chairs – allows to modernize

the traditional classroom debate. It becomes clear now that teacher, first of, as leader of

the class must guarantee the conditions for a mutual confidence. The rules to lead the

discussion, the methods of intervention and participation – based on respect and

responsibility - are established in agreement among teacher and students.

Page 29: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

29

1.4.2.4: If the teacher is primarily responsible for the learning of the students, and not a

passive person only, he needs to be educated on what and how to teach; we must ask

ourselves what are the innovative practices that can facilitate this task within the class,

starting from three key questions: What do you want to achieve? How do you want to

achieve? How can you evaluate it? Among the many possible interventions, the educator

can do in class, we focus mainly on: Production of materials, use of ICT, leading group-

discussion.

1.4.3 Materials

1.4.3.1: The teacher, who is aware of the importance of his role and his function, cannot

avoid to produce educational materials of different kinds, from the simplest to the most

sophisticated, according to the available resources, to the students’ needs, to the

educational goals to achieve. What matters, in fact, as scientific literature says, is "to

ensure children's effective learning through quality pedagogical processes [...] that

engage students in their own learning through critical and constructive thinking, using the

means-That are the most relevant to the subject, the learner and the circumstances".

1.4.3.2: One of the most interesting experiments to ensure children’s effective learning

is the new generation of schoolbooks. They are created by all the materials produced

and gathered by the teacher to encounter the students’ needs. They are not conceived

anymore like closed books but like a continuous work in progress that receives all inputs

coming from the work in class. Innovative books can be integrated by video-lessons and

online teacher’s support to provide assistance to pupils at home

1.4.3.3: Through collaborative approach, teachers, organized in national networks,

compare their professional experiences and, starting from the analysis of concrete

situations and the difficulties encountered, process manuals that allow you to vary,

based on the educational and teaching needs, contents to be transmitted using

language adapted to the times and taking into account not only the excellences, but also

those who need to improve their skills.

1.4.3.4: This new type of school books is a tiring experience that requires a huge effort

and a critical, continued and rigorous reflection, but rewarding at the same time, because

it leads to the realization of a versatile instrument, changeable from year to year,

adaptable to the needs of the didactic planning, constantly updated, revised, improved

by the teacher, representing, finally, the occasion of a fruitful exchange between

colleagues who teach the same discipline.

1.4.4 Use of ICT

1.4.4.1: The development of electronics has led to the production of tools able to meet

the demands of a consumer with diversified needs All these resources such as websites,

social networks software, and interactive whiteboards are meant to engage and create

work environments that facilitate the learning of all curricular disciplines. Technology

allows you to use this environment in a different way.

1.4.4.2: Each innovation has to contribute to a new way of teaching. The use of the web

- for an immediate sharing of useful learning material -, internet connections, interactive

projectors and other tools are valuable resources if they make students protagonist of

Page 30: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

30

their learning. The school is responsible to educate, to train and to make the students

real digital citizens in a competitive and globalized world. Technology is not a “special

effect”: it must be really integrated in the development of the lesson plan. Only this

“integration” can guarantee the learning achievements.

1.4.4.3: To enhance student interaction, it is also possible to use technology such as

electronic discussion board, mobile devices, (smartphone, tablets and notebook

computers), especially useful in case of students with learning disorders. Still interesting

can be the Osborne-Parnes’ model (Osborn, 1963), in which each step of divergent

thinking is used to stimulate ideas, and the convergent thinking to contain exploration.

This model has six steps: 1- Mess finding: Identify a goal or objective, 2 Fact-finding:

Gathering data, 3 - Problem-finding: Clarifying the problem, 4 - Idea-finding: Generating

Ideas, 5 - Solution finding: Strengthening and evaluating ideas and 6 - Acceptance-

finding: Plan of action for implementing ideas.

1.4.4.4: Technology has the advantage to shift the focus from the teacher to the student,

from abstract teaching to learning “by doing”, from the individual learning to the

collaborative one. The teacher becomes the "facilitator" or "coordinator" of the group;

moreover, the emphasis on acting in a situation makes it "active" even though

knowledge is traditionally acquired through books. The creation of multimedia allows

students to use different languages, overcoming the power of the spoken and written

words. The "digital natives" feel themselves "recognized", understood and supported in

the building of their personal project, so they participate with interest.

1.4.5 Conclusion

1.4.5.1 As we have seen, innovation at school is not a “to do thing” but a way of thinking

that can be expressed in many educational interventions. Typical elements of this

approach are: 1 - Create conditions for a "congenial environment". The class, as a place

of learning must be a place where they feel safe to share ideas. The teacher has the

responsibility to foster creative and critical approaches. 2 - Methodological approach,

according to Paul Torrence's 3 stages Incubation Model. 3 - Encourage student's

curiosity and initiative. 4 - Find ways to integrate art, music and culture in the lessons. 5 -

Project multidisciplinary lessons

Page 31: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

31

MODULE 2. DESIGN CONTENTS

UNIT 2.1. DESIGN OF THE FLIPPED LESSON

2.1.1. OBJECTIVES

This module has the following objectives:

To design a creative classroom

To design a flipped lesson

To plan a flipped lesson

In this unit we will talk about how to plan a flipped classroom in order to develop a

creative classroom activity.

We will explain the four phases of planning a flipped lesson - Step 1, step 2, step 3 and

step 4.

In this lesson we will try to answer the following questions:

Do you know what a creative classroom is?

What do you have to do in order to create a flipped lesson?

How to plan a flipped classroom?

2.1.2. Planning a learning activity

The planning of a learning activity should include different tasks to be developed outside

the class, in class, outside class, in class, and so on.

Complete your own plan by creating a table with this level of detail in the description of

the learning activity task. Further on, we will analyse each step deeply.

2.1.2.1 Step 1

When you are defining the step 1 it is important to think about the activities that should

be developed by students before class time. It may include watching recorded video

lectures or do some readings.

The recorded video lectures (video lectures) may include three to four short lecture

videos highlighting major concepts relating to the content area being studied (maximum

length of each should be 10-15 minutes). The required readings may include book

chapters and evidence-based journal articles of varying complexity. They should be

presented to support and expand upon the content of the recorded lecture video.

To complement, students may be invited to watch online videos and access some web

links.

They can easily access a variety of demonstrating or procedural videos. They can also

take some short quizzes and be responsible for viewing other students’ answers posted

to the course website.

The instructions for the preclass can be presented in a word, PowerPoint, podcast file,

etc. It can also be a video or a website.

Page 32: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

32

The explanation should not take more than 15 minutes to read and understand. It should

be presented in a clear language and it should be adequate to the specific target, taking

into consideration their previous knowledge.

The teacher should clarify the objectives with enough detail. If, even taking all these

precautions, some doubts remain, the teacher should be available to clarify the

objectives.

To continue your own plan, define the step 1 of the learning activity that you are

developing

2.1.2.2 Step 2

The step 2 of the learning activity task corresponds to the first in-class lesson.

In this step teacher should give a brief introduction to the topic and explain all the

learning process. Teacher should also clarify the expectations concerning results, the

students’ participation and time needed to perform all the tasks.

As many students may not have any previous experience with flipped classroom and/or

active learning, it is important to explain all the activities that students will develop

outside the classroom. It is also important to explain how the new instructional material

fits into the overall existing course structure and present evidence supporting the

reasons why flipped classroom is being used.

The students typically accept change once they understand the rationale behind the

decision. Initially, students may resist to the flipped classroom strategy since it may be a

new learning experience and cause them anxiety.

However, when they understand that application, analysis, and synthesis of course

content is the desired outcome, rather than a memorisation, their confidence in the

flipped classroom increases.

Usually, it is recommended to spend the first 10 minutes of the in-class time reviewing

the pre-class activities to identify common questions or gaps or developing a question

and answer session with students, influenced by the pre-class activity results.

Teacher can promote the discussion of questions submitted prior to class. This provides

teacher and students with an opportunity to assess individual student knowledge gaps.

The teacher can also provide a quick three-question review quiz (based on the basic

learning objectives) that can be graded or ungraded. The short quiz should assess the

students’ initial knowledge of the content area. Frequent quizzes provide the students

and the teacher with immediate feedback and help identify existing knowledge gaps.

This can serve to review and focus the students on the matter.

The remaining class time can be spent engaging in what are commonly referred to as

active learning strategies which can prepare students for the further process, such as:

case studies, discussions, practical exercises, in which groups are directed to examine

specific aspects of the same or different case studies. Results should be shared among

all groups and answers should be critically reviewed.

Page 33: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

33

Using this strategy, students will obtain practice in responding to corrective feedback and

provide rationale for individual decisions

Teachers can also encourage presentations of topics in groups that are extensions of

preclass content.

In this scenario the students’ writing skills and the ability to translate evidence to practice

are developed.

It is also possible to develop a journal article review activity, in which students review

and criticise journal articles focusing on current course content. In this activity the

students’ writing skills and the ability to translate evidence into practice are developed.

Many other activities may be developed using strategies such as: collaboration with

peers (to solve problems), work on assignments, presentation of the students’ created

content, discussion of examples or case studies, debate a topic, share and exchange

knowledge between peers.

These activities should focus on high level cognitive activities. Students can work

individually in the classroom as the teacher walks around and provides help, or in groups

to solve problems. The activity chosen depends on the learning goals and objectives.

At the end of the first in-class activity it is important to prepare the continuation of the

learning experience from the in-class activity to the outside-of-class individual or

collaborative practice.

Teachers should explain to students what they should do after the in-class activity to

continue learning or bridge to the next topic.

We don’t learn everything very effectively in one instance. Instead we learn through

practising in different ways over an extended period of time. Teachers should explain to

students how often they will need to practise or revise their thinking to really achieve

learning objectives, master the material and be successful.

After this explanation about the step 2 – first in-class lesson, you should be ready to

continue developing your learning activity by defining the task that should be developed

in the first in-class lesson.

2.1.2.3 Step 3

The step 3 corresponds to the self-assessment

Before evaluation in the classroom, both the teacher and the students should ensure

they are prepared for the last session in the classroom. For this, some self-assessment

activities should be proposed. Activities may consist of small work or online

questionnaires, with limited number of issues, between 3-4.

The preparation of the questions should be in line with the defined learning objectives

and activities developed. The teacher should provide formative evaluation of these

answers and the questions raised by the student

Promoting peers’ work revision may be a good way for students to consolidate, reinforce

and deepen both their own and their peers’ understanding of the subject learned. It is an

Page 34: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

34

opportunity to help students to prepare themselves for the last session of the activity in

the classroom. This can help the students to develop critical analysis skills, become

comfortable with criticism and justify their position in further in-class discussions. In this

step teachers can also promote an online discussion board or create a folder in dropbox

allowing students to have access to each other’s submissions.

The instructor will be able to evaluate the students’ critiques and their understanding of

their peers’ work.

After this explanation about step 3, we ask you to define the tasks that should be

developed in the second out-class of your learning activity plan.

2.1.2.4 Step 4

The last step of the definition of the learning tasks correspond to the step 4, the last in

class session that should promote peer evaluation and teacher’s evaluation. The

construction of knowledge should be developed based on the dialogue, active learning

and collaboration.

The objectives of this session should be clearly defined and aligned with the course

objectives and evaluation.

Think about the evaluation you want to develop in the activity that you are preparing. At

the end of the activities, in order to guarantee the quality of learning, it is important to

think about the whole process and then answer questions such as: (read the questions

in the slide). Feedback from students on what worked well and what didn’t work should

be collected. Results obtained should be used in order to improve future practices.

As described, flipped methodology, although not new, has gained a lot of popularity in

the last years since students are more involved in the learning process thus obtaining

better results at the end (reaching the learning objectives in a more effective way).

Of course presenting a new and different way to prepare a lesson or learning process

approach may represent some challenges for all the actors involved – the teacher and

students. Besides, flipped methodology is also a technique meaning that it is necessary

that the teacher knows how to design it to make sure that his / her objectives are met.

This means that the focus of learning is now centred in the student. All the effort is made

by him/her.

The teacher now needs to create and promote the environment where learning will take

place. He/She will select the materials (no matter the format or support), create the

environment and activities from which learning will take place.

Students are now invited to actively participate in this process. They are the centre, the

focus of learning. And since this paradigm shift is new, all the process needs to be

prepared carefully.

Sometimes it is not easy to have group discussions in class. Or even to allow all the

students to express their voice. Or do some practical exercises in class. In this case the

operationalisation may require some adaptations. As mentioned above, the use of

technology and its adaptation to certain situations may be a solution\

Page 35: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

35

After all, it is much easier to be passively in a class listening to the teacher and taking

notes.

So it is necessary to prepare it carefully, to explain the objectives and the results

expected.

Nevertheless, the final result obtained and the involvement of students (when they stop

resisting) is a reward that any teacher will not forget, and learning effectively happens in

a positive and cheerful environment.

Page 36: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

36

MODULE 2. DESIGN CONTENTS

UNIT 2.2 - Organization of learning content

2.2.1. Objectives

This module has the following objectives:

To organize learning contents

To design a learning contents

In this unit we will talk about how to design learning contents and how to organize

learning contents

In this lesson we will try to answer the following questions:

Do you know how to create learning contents?

How to organize learning contents?

2.2.2. How to design a flipped lesson

The objective to design a flipped lesson is to maximize the students’ participation in

online and offline activities.

2.2.2.1. Analyse the context

To start, it is important to analyse the educational context in which the creative

classroom will take place, set out the learning objectives and the methodologies to be

used. Planning is crucial in order to determinate what and how much of the subject can

be taught within the time frame (e.g. semester) in and out of the classroom. The creative

classroom activity should take into consideration the development of activities inside the

classroom and outside the classroom. Both demand a good planning.

The success of the design of a flipped classroom strongly depends on the alignment of

what we want students to do before, during, and after the class. Usually, outside the

class students develop lower levels of cognitive work, via reading or watching videos

(gaining knowledge and comprehension) and in-class they focus on higher forms of

cognitive work, harder work of assimilating knowledge, solving problems, debating or

discussing some controversial issues (application, analysis, and/or evaluation), where

they have the support of their peers and instructor.

2.2.2.2. Define objectives

To start, it is important to define the learning objectives. It could be helpful to answer

questions such as: What do you want your students to know and be able to do after the

flipped classroom? And how will you assess what they know or can do? In order to

create the learning objectives you can use taxonomy (e.g. Bloom taxonomy).

You can define if you want your students to know some contents, to apply it, to discuss it

or any other level of knowledge. Relate to the contents, It is important to select only the

most important and relevant “contents” of sub-topics that will make up a lesson.

It is important not to try teaching “everything” with lower development of cognitive

objectives (understanding and comprehension from Bloom Taxonomy). It is better to

Page 37: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

37

have fewer contents and develop deeper objectives such as a critical analysis or

creativity.

2.2.2.3. Plan

It is also important to plan and prepare all the instructional materials (the contents) that

students will use in the learning experience. The development of materials should take

into account the best way to communicate and present the material (e.g. video, text,

animation, simulation, online multimedia module, or other) for the specific target.

Students should be able to follow all the materials effectively. It is important to think in

terms of the amount of time needed to cover all the contents and to achieve the learning

objectives defined.

The learning objectives and outcomes should be aligned with the activities that students

will do before, during, and after the flipped classroom experience. All activities should be

described in order to make clear how the learning objective will be met. Examples of

activities are: the creation of a project, solving problems, analyzing data, engaging in a

debate, designing a product and so on. Students should know why they are doing

something, how it fits into the overall learning objectives, and how it is used beyond the

class in their lifetime.

After this short explanation about how to plan a learning strategy, it is time to do your

own work. Are you ready?

2.2.2.4. Suggestion to practice the flipped classroom

To start, think about the learning environment you would like to develop. Describe the

context, the time-frame, the outcomes, the learning objectives (and soft skills) and the

evaluation you want to implement. Then think about the learning activities that should be

developed in order to reach the objectives defined. All learning activities and objectives

should be aligned with evaluation.

In order to facilitate the alignment among the elements, create a table like the one in this

slide. The table in the slide shows how a class may be planned and the relation between

the objectives of the lesson, the skills we want the student to develop since for the same

objective we can have more than one skill to be developed, the contents and the

activities and resources matching the learning objectives.

Now, it is important to detail all the activities defined. To do this, create a table, in a word

document for instance, that describes the elements for each learning activity.

According to the flip methodology all activities should have tasks (activity phases) to be

developed in class and out of the classroom.

Flipped classrooms are learning environments and they have the potential to promote a

paradigm shift from the teacher-centred one to the learner-centred one, as the learning

tasks in flipped classrooms depend heavily on learner-driven preparation outside formal

class time.

The tasks to be developed in the first in-class session may include a presentation about

the topic, a question about the materials, solving some problems related to the topic or

Page 38: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

38

bringing to class an illustration of a solution, and so on. The plan should also include

evaluation activities.

It is crucial to plan the activities that will be supported in the resources available to

students. The responsibility and ownership of learning should be transferred from the

teacher to students through participation in interactive activities.

2.2.2.5. Technologies

When thinking about the activities to be developed it is also important to take into

consideration the technologies that will support them. The idea of flipped classrooms is

not new but it has recently gained importance due to the advancement in digital

technologies which enable students to ubiquitously have access to resources and build

connections with their peers. In the digital age, flipped classrooms include blended

learning designs that use digital technologies to move passive learning tasks of

knowledge delivery beyond formal class time and use learning activities to move

constructive learning tasks of concept building within formal class time. All tools and

materials to be used should be clearly explained and its usage justified.

Sometimes it is not easy to have group discussions in class. Or even to allow all the

students to express their voice. Or do some practical exercises in class. In this case the

operationalisation may require some adaptations. As mentioned above, the use of

technology and its adaptation to certain situations may be a solution

Page 39: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

39

MODULE 2 DESIGN AND DEVELOPMENT OF LEARNING CONTENTS FOR

FLIPPED LESSONS

UNIT 2.3 DESIGN OF A FLIPPED VIDEO

2.3.1. Design of a flipped video

The first theme in this lesson is about why videos are used in the flipped methodology.

Then the lesson is about how to choose between the different types of videos, and about

the length of the videos. Then the lesson is about the importance of interactive tasks.

2.3.2. Why use videos to explain a topic?

Why use videos to explain a topic?

It is shown in several studies that the motivation of the students increases by using

videos Studies show that the students watch the video for a longer period of time if there

is a person talking to them in the corner of the screen, and even longer if the person

talking is their own teacher.

Several studies also reported that students liked the flexibility of using a video, because

they could choose the time, place, and their own pace of learning. The students can

skip, pause or rewind the videos, depending on their level of understanding the topic

explained. In the opinion of the students it was a great advantage to have the videos

easily available, and by using the videos they got more motivated to study. The students

also like to use the videos as repetition before tests or exams.

2.3.3. The types of videos that can be used

There are many types of videos that can be used in the Flipped Methodology. The

simplest type is to do a recording of the lesson. Another type is the so-called "talking

head", where the teacher is sitting in his office talking. It can also for example be a

power point presentation where the teacher is seen as a small "talking head" in the

corner of the presentation. There is also a type of video where the video shows the

teacher when he is drawing and explaining the topic of the class.

2.3.4. How to choose type of video to use?

The next question is how to choose type of video to use?

Time is always a limited resource for teachers, so the teacher has to choose a type of

video which is achievable. Very often the teachers don't have time to record advanced

videos using complicated equipment. It is important to remember that the students are

more engaged by the video if they can see their own teacher talking. This is the main

point, not to make an impressing professional video.

2.3.5. Length and sound

Some studies have shown that students prefer to watch short videos which last

maximum 6 minutes, but there are several opinions about the ideal length of videos.

It is very important that the sound is captured effectively. In fact, the sound of the video

is the most important aspect of the video.

Page 40: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

40

2.3.6. Prepare visual material

The teacher should prepare visual materials before recording the video. The visual

materials can be for example images and diagrams.

2.3.7. Do the students watch the videos?

An important question is: Do the students watch the videos?

It is important to be able to see if the students have seen the videos. The teacher should

make sure that he can check this by using an appropriate tool to upload the videos. It is

important to be able to check and control this. It is also possible to add questions

towards the end of the videos where the students can tell their teacher if they have

understood the topic explained. Feedback to the teacher before class makes it easier to

prepare the class. This way the teacher is able to prepare better for class knowing which

subjects that are more difficult for the students.

2.3.8. Interactive videos

It is recommended to make the videos interactive. It`s important to activate the students

with interactive tasks after they have watched the videos (quiz, questions etc.).

Interactive tasks help to shift responsibility for learning from the teacher to the students.

The students get immediate response to their answers to the interactive tasks. The

students can check if they have understood the topic of the class. The interactive tasks

can be for example quizzes, questions and polls. It is also important that the teacher is

able to see the students’ answers to the interactive tasks.

2.3.9. Make your flipped class real

So, just upload your video and make your flipped class real!

Page 41: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

41

MODULE 2 - DESIGN AND DEVELOPMENT OF LEARNING CONTENTS FOR

FLIPPED LESSONS

UNIT 2.4: PRODUCTION AND POST-PRODUCTION OF A FLIPPED VIDEO

2.4.1 The most important things in a flipped video

If you want to produce a video in the Flipped Methodology, you should be aware of a few

important things.

The most important thing is that the quality of the sound is good. It is essential to make

sure that the sound in your video is captured effectively. It can therefore be useful to

record a short test video, and play it back to a colleague.

Secondly, it is important that the quality of the images is good. The Flipped Institute

recommends to use illustrations and demonstrations in the flipped video. It is convenient

and helpful to use a whiteboard and draw diagrams, or to publish images from the web.

Another important thing you should be aware of when producing a flipped video, is that

the video lectures should be short. Research indicates that students prefer to watch

videos with a maximal duration of 6 minutes. In addition, students prefer to watch their

own teachers instead of an extremely good teacher they don't know. Research indicates

that students are more engaged by the video if the video includes their teacher talking,

for instance as a "talking head". Research shows also that the students watch their own

video for a longer period of time if there is a person talking in the corner of the screen,

and even longer if the person talking is their own teacher. The students would rather

watch a personal video made with simple remedies, than an impersonal professional

video made in a studio. It is recommended to make the videos interactive. It is important

to activate the students with interactive tasks after they have watched the videos (quiz,

questions etc.). The students also skip parts of the video if they already have understood

the topic. Many students use the videos as a repetition before exams. It is important for

students to be able to pause the videos and to rewind the videos if they don`t understand

the topic.

A last important thing when producing a flipped video is the communication ability of the

teacher.

Technical problems that students experienced were the data size of the videos, lack of

access to mobile devices, the video format and that they were unable to play the videos.

2.4.2 Four main steps in the process of a flipped video

The process of making a flipped video consists of 4 main steps:

1. Planning

2. Recording

3. Editing

4. Publishing

2.4.2.1 Step 1: Planning

Page 42: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

42

The first main step is planning. First o56f all, you have to plan your video. Think about

the topic you want to show or which problem you want to solve in your lecture video.

Make sure that you understand your content and that you know your audience. Identify

the main objectives of your lesson, tracing the path of knowledge that students will

follow. Next, think about some fundamental questions about the learning process:

1. Once students understand the entry-level information, what will they be able to

do with it?

2. What kinds of activities will reinforce these concepts?

3. Will students learn by simulating through experiments, using discussion, or using

project-based learning?

It can be useful to write a script. Don’t make your video too long and avoid long

monologues. It is better to make a short and effective video. Remember that you are

going to talk to students and they are going to be at home. You must engage them. Be

direct, be creative, be authentic, be yourself. Use direct simple language. Make a video

as if it were your lesson. Choose the right vocabulary but don’t be too academic. Make

your video class easy to understand. Prepare visual materials for your video: images,

diagrams, notes which you will add to your presentation. Think about the design of your

video and music. Then, find an easy program to create your video. Examples can be

Office Mix or iMovie. Office Mix is an addition to PowerPoint. It can be downloaded for

free on the web. This tool makes a video of the slides in your power point, and you can

easily record yourself as a "talking head" in the corner of the video. This tool also

enables you to make quizzes and polls as a part of the video. This way the students get

activated while watching the videos. This tool is very easy for teachers to use, because

most teachers already use Power Point. Office Mix has only added the recording and the

interactive elements, thus making it easier to implement Flipped Learning. In Office Mix it

is also possible for the teacher to see who has viewed the video and the students'

answers to a quiz. This way the teacher can prepare better for the next class, knowing if

the students have understood the topic.

Finally, find the right equipment and a video scenery.

2.4.2.2 Step 2: recording

The next main step of making a flipped video is recording. For this step, you will need

some basic equipment like a camera, a microphone, lights, a computer and a program

for video edition. When you have your equipment with you, you can start to record the

video. Remember that the video has to be of good quality. Your words must be clear. If

you don't have professional lights, you can sit in the front of a window and use natural

light. If you want to replace the regular background with a picture, it can be helpful to use

a green screen. If you don't have a professional camera, you can alternatively make you

video with a simple camera or smartphone.

2.4.2.3 Step 3: Editing

The third main step of making a video in the flipped methodology, is editing. First,

download your video and edit it. If you made a mistake, you can cut this part away. In

this step, you will design your video. The visual side of your video is important. Begin

Page 43: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

43

your video with the title of the lecture and music. Choose a type of background. It is

possible to change the green background into a picture, if you want to. Choose size,

colour and a font type. After that, you can add sounds effects, pictures, video clips,

diagrams, definitions, important phrases, key words, comments, questions, etc... You

can create them in flashcards and place them on the side of your video. You can make a

demonstration or draw a diagram while making the video. It is also a good idea to make

your video interactive and prepare a short online test on the topic of the lecture. This way

the students learn more.

2.4.2.4 Step 4: Publishing

If your video is edited, you may now be prepared to publish your video. We are now

arrived at the fourth and last main step of making a flipped video.

You can share your video directly on YouTube (you can for example set up your own

channel) or other sharing channels you prefer to use. It is also useful to upload it directly

to an e-learning platform.

Your video can have different settings. You can make your video public, so that

everyone can watch it, or secret – it means that your video can have a limited access

and in this way only those who got the link to the video can watch it.

Research indicates that students think it is a great advantage to have the videos easily

available and by using the videos they got more motivated to study. They also like the

flexibility of using a video, because they can choose time, place, and their own pace of

learning.

Page 44: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

44

MODULE 3 - EDUCATIONAL GAMES

UNIT 3.1.: CLASSROOM TIME

3.1.1 Introduction: how to organize the class time

It is essential for teachers to set the educational games’ time in the right way and to

organize the in-class extra time in order to know how to reach the major possible impact

on the students. The activities that the teachers decide to implement in the in-class extra

time must be linked to the type of educational games realized during the flipped lessons.

In fact, these activities work as a support of the learning processes. The greatest benefit

for the teachers who use the Flipped methodology is in fact the extra class time. A luxury

that is rare for teachers. How and for which purposes can teachers organize the

educational games and to use the extra in-time class? Once the educational game has

been scheduled in a proper way, the teachers are able to create engaging learning

experiences for the students during the extra class time, the time saved thanks to the

flipped lessons and the use of educational games.

This training unit gives teachers some ideas for organizing the educational game and

evaluating and redesigning the in-class time. Of course teachers adopting the flipped

model can use the extra time in myriad ways depending on the subject matter, location,

and style of teaching, as you will discover at the end of this training unit. For the success

implementation of an educational game is appropriate to organize some activities to be

conducted before playing (start-up, warm-up) and after the game (briefing, and

debriefing). This game's structure allows to create a good working atmosphere and to

involve the participants. Once you have set up your educational game, you will find

yourselves with extra time. To answer to the question “what can I do with the additional

class time?” - we give you some suggestions for organizing, evaluating and re-designing

of the extra time to explore in a more detailed way the contents understood during the

educational game.

In social sciences, humanities classes, language arts and foreign language classes,

teachers can organize grammar exercises or practicing conversation. This helps

students to practice the language in a really practical ways through peer review by

having more time for conversation about current events, for reading literature and writing

stories, having debates and giving speeches, all in the target language. In math and

science classes, for example teachers can use their extra time for helping the students

with a deeper analysis of mathematical concepts and formulas. In this way, the lessons

can be transformed in laboratories of computational thinking, inquiry, experiments, and

conceptual understanding. The extra time can be also used for linking subjects with

other sciences, such us technology, engineering and economics. Is it possible to have

extra time during physical education classes? Yes. It has been a surprise that the

physical education teachers were the most enthusiastic about the flipped classroom

methodology because they spend most of the time teaching students techniques and

rules of the game, and so students have less time for playing. Saving time, the pupils

can be involve in practical activities and moving their bodies playing games.

3.1.2 Implementing the time of an educational game: Start-up, Warm-Up and the Briefing

Page 45: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

45

Start-up consists in introducing participants to experiential methodology, games training

purposes, logistics information, rules of conduct and safety through dynamic and

involving activities. It is a crucial moment because the trainer presents the game and

methodology to the participants but at the same time gets to know the group. It is

essential that the trainer is clear and precise in exposing the contents and he must

choose a friendly and suitable language for the participants.

Warm-Up is a series of exercises having the goal of making participants know each

other's and breaking the ice, so that in the following core workshops activities the

students will feel free to express themselves. This phase has the advantage of

overcoming initial embarrassment, for example regarding the fear of physical contact,

and it permits to trainers to have a tool for knowing better the group and pupils.

The trainer's task during the warm-up is to grasp the composition of the group and to

decide which roles to assign to the participants and how to define the teams during the

game. It is important to set this task by making participants feel at ease so that they can

express themselves. The facilitator has the task of explaining in detail why it is

necessary to start with the warm up, which are the benefits for the single participant and

for the group.

Briefing is the moment in which the individual activities are presented to be carried out

with specific game instructions and rules, goals and purposes. Even this stage, taking

place before the game's start, it is essential to explained the game in detail by giving

participants the time to understand both the meaning of the briefing and the game rules

and objectives.

3.1.3 Implementing the time of an educational game: Playing and Debriefing

Playing is the dynamic phase, that is to say the carrying out of the experiential activities,

some simpler and some more complex, step by step in order to reach specific didactic

objectives. It is the moment, in which participants put themselves into play, testing their

knowledge and acquiring some new concepts. It is the heart of the workshop, the key

moment when participants become characters and try to achieve a goal following game

rules.

Debriefing means the “postgame”, the cognitive reorganization of the recreational

action, its scientific analysis. The debriefing is that moment of the educational gaming in

which students stop and reflect and they bring to light what it has been activated during

the recreational phase. It is clear that we are not talking about an appendance of the

game, we are indeed talking about an essential moment which requires the right time

and the due concentration.

During the actual recreational activity each gamer gambles its own feelings and

emotions on an individual level and, sometimes, on a group level. In the re-elaboration

phase is essential that the gamers carry out a process of negotiations of their internal

meanings and they become more conscious of what they have experimented. The

analysis of what happened is also essential: the game allows us to insert the proposed

model in the field of the experience.

Page 46: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

46

The process of the debriefing is a reflection in a laud voice that the group make at the

end of the activity in order to “meta communicate” on the strengths and the weakness of

the game that they have carried on together. It is the reflection that the individuals make

by thinking about their personal contribution realized during the teamwork. In fact,

questions on what can be improved allow people to retrace the game dynamics, making

immediate analogies with the topics and understand why a strategy has not been

successful.

3.1.4 Educational games and Project-based Learning

Is a flipped class compatible with project-based learning? Of course, because this

methodology is more powerful when students have played a role in defining the learning

activities themselves, so when we play educational games. The idea of discovery-based

learning - driven by students - perfectly matches with this approach and it has to be

taken in consideration if you wish to have a great success in flipping your lessons. The

project-based learning is optimal for all the teachers who wish to operate in environment

where students are able to self-identifying problems or interests. Students can be

supported in the process of exploring a real-world problems and developing solutions, in

this way they can also apply this process for realizing what they need for solving a

mathematical functions or for applying a chemistry formula.

In this way students are engaged in the learning process. Students will learn to support

each other and develop new skills following the overall process of what knowledge they

want improve. In fact, collaborative work – team work - is becoming an increasingly

important and needed skill for the job market. It is important to introduce some team

work’ activities in the classroom’s time and to give students regular opportunities to work

together, to solve problems and to share solutions. Flipped lessons and educational

games perfectly respond to this need.

Learning by doing is the best way to learn. By creating, demonstrating and playing an

educational game, teachers should aim to create engaging practical experiences that

deepen their students’ knowledge by playing a game. Giving students a choice from a

selection of activities, rotating students around and give them time to practice peer

review through cooperative learning approaches. Can teachers let students to design

their own practical activities? Sure, student-created content can demonstrate which

learning methodologies the students are more incline on and what they have really

learned. Give students the choice of the tool (a video, a podcast, a poster, or anything

else that conveys their learning) can reinforce their learning process and skills. When

this is done in a group- peer teaching style – the result of the game is a success.

Page 47: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

47

UNIT 3.2: TYPES OF EDUCATIONALGAMES

3.2.1 Introduction

There are different kinds of games, each one with its own characteristics. These

peculiarities make a certain type of game more appropriated than another, depending on

the environment, like the type of classroom, number of students, time and material

available, etc., and the contents that we want to teach through a game, for example the

subject.

What can we do? The first tip can we apply for any types of educational games is that

the class shouldn’t be too numerous: it means 5-10 people maximum in order to avoid

downtime in the class-time during the game and among the participants.

How many types of educational games do we play? There are different types of

educational games:

knowledge games: to create a first contact between the participants in the group;

warm up games: to help participants to get to know the group and to perform

tasks with others;

perception games: to get in touch with others;

trust games: to create a certain level of trust and familiarity in the group;

cooperative games: to define strategy to collectively solve problems;

games with bigger team: to stimulate individual skills and lo learn how to act in a

group;

team adventure games: to be able to cooperate in stressful and competitive

situations;

reflection games: to exchange feelings about what was experienced and felt

during the game.

It is good to know to remember that there are five models of learning methods and

each educational game should have at least a prevalent one in order to support the

learning process:

transmission: the information passes from the teacher to the learners;

imitation: learning by imitating – also known as vicarious learning;

experimentation: it is the active process of “learning by doing” in a specific

context;

participation: this model of learning is based on the social aspect of learning by

building new meanings and ways of interactions;

discovery: the term is referred to accidental acquisitions of knowledge, due to the

involvement of the learner context.

Now the frame is set! Let's have a look in details to five examples of different types of

educational games.

Page 48: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

48

3.2.2. The simulation games

The simulation games were created specifically for training: these games can be

considered as the very first type of educational games. The concept comes from the war

games used to train young soldiers and officials. The simulation games follow a

particular type of model: they start from a static frame and then they become more and

more dynamic during the development of the game, representing and activating different

types of relations among the participants. In fact each participant plays a role and takes

decisions. The gaming situation is the simulation of the consequences driven by the

assumption of the roles. The model represents a way to introduce a certain reality

(present or past): it may be based on the representation of this reality, but also on

hypothesis, theories and scenarios. In this sense, the game aims to explain and make

clearer some aspects of these realities, those that the trainer/tutor wants to underline to

the students.

These types of games are complex to realize and they need a lot of time to be well

organized but also the construction process can be very useful and practical in order to

explain difficult concepts, reality and models, with clear and immediate messages.

3.2.3. The role game

The role game is a tale in the shape of a game. All the players – except one – participate

by performing a main character. Just one player handles the setting, the plot and the

minor characters. A role play is not just a game where the participants have to play a

role. The element that characterizes this particular type of game is the construction of a

common tale in a framework that is handled by a master/teacher – who is the

facilitator/director, the judge, the narrator and somehow also a player. There are role

games that have as a main purpose to find the solution of a problem, and it is clear that

in this case it is important to introduce activities related to the problem solving approach.

Other roles games are based most on the plot. Here, the priorities shift toward the ability

of performing and creating new stories/narrations thanks to the different participants’

point of view reflecting on a particular disciplinary paradigm.

This type of games shows its particular flexibility that can be seen as many different

scenes unified under one main framework: the participants can make explorations and

discoveries in each scene that can be related to different knowledge. It is not just “put

people inside circumstances”, and watch how they behave but it is the creation of an

interesting framework for the game, where it possible to introduce different situations.

3.2.4. The game book

The game book is a particular kind of structured story telling with turning points: each

paragraph is interrupted and the reader has to make a choice among different options.

The story follows the reader’s will. We can describe a game book like a book of games,

specifically the one with an interactive story which unfolds as the reader makes

decisions and follows links between numbered pages. So the reader becomes a player

who goes from a paragraph to another, building his own story and arriving to one of the

possible book’s conclusions. Each paragraph is made by a fragmentation of the general

scenario where the reader finds the results of his choices and he can decide to go back

Page 49: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

49

or go further and make another choice. The result of the book is a text full of hyperlinks.

In fact, a game book seems like a hypertext where the linearity is interrupted to

advantage of no-sequential reading path. It is not easy to build a game book, but it can

be a game also to construct the plot and try to realize the book in the class.

3.2.5. The excursion and itinerary games

The excursion games are structured to be conducted outdoor, especially in art cities,

castles, excavations, or natural environments. They are team games on the model of the

scavenger hunt. The purpose is to replace the traditional guided tour with a playful

activity. The approach of discovering is one of the most engaging methods of tours

because it leads the users to an autonomous construction of knowledge and it is not

based only on listening and oratorical abilities. These games use multiple

methodologies, which connect the personal research with the logic operational method,

and they develop manual abilities, from how to trace a map to how to work with raw

material. Usually this game includes a letter that indicates the roles of each players. The

itinerary games, such Monopoly or the Game of the Goose, are structured with an

orderly and oriented path that the players have to follow through the mechanism of the

game, where each slot represents a little “teaching unit” of the general program of the

game. These games are characterized for including disciplinary contents, fortuity, team

play and competitiveness in a great mix that leads the players towards a deep motivation

and enthusiasm that supports and makes faster the learning process. The structure of

the game of the goose, reshaped in term of graphics and numbers of slots, can be a

justification to build a figurative path with a given time and space. The players, throwing

the dice, can reach important information related to the specific topic. Sometimes there

is the risk to charge the game with heavy contents, but usually this kind of game has the

advantage to be simple to realize, because there aren’t many rules, usually it is played

with a dice and its repetitive.

Page 50: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

50

3.3. UNIT DESIGN OF AN EDUCATIONAL GAME

3.3.1. Basic principles to design a game

In order to make an educational game a serious tool for teaching and learning, it is very

important to put special care in designing the entire training process. This implies having

a particular focus on a series of different complex actions: Development of different

educational paths, suited to individual learners' cognitive features. It means having in

mind the variety of cognitive styles, of learning modes, of intelligence. Detection and

indication of flexible arrangements to access and use of the acquired knowledge.

Construction of some basic concepts needed to understand more complex patterns that

may give rise to inter-disciplinary and cross-cutting paths. When designing a game, it is

essential to have in mind some basic rules:

the games must be used to achieve a specific purpose, not just to spend time;

the games must be connected to the subject of the training, they should not be

used as a self-addressed learning tool;

each game can have a different effect on each participant, it is therefore

essential to consider the target group;

The trainers, according to their experience, should have the chance to choose the

games in which the target group feels at ease.

3.3.2. The rules for designing educational game

The first rule for designing an educational game is to reflect about what topic, theme or

issue, has to be addressed and how these matters should be critically treated and what

solutions can be found. The right approach for designing an educational game is to use

a creative method to adapt the educational game to its purpose. Without this step, the

game can run the risk to not work in the appropriate way and so the class to be uncritical

and not involved.

It is important to stress this basic rule because the topic on which the class has to focus

has to be well structured, narrow and clear. In this way, the game can be the starting

point for many reflections.

The second basic rule for designing an educational game is to take into account two

relevant factors:

Internal factors, it means the goals of the training;

External factors, it means to take into account the participants and their

personal goals.

The game is an ideal tool to reinforce and enhance existing skills because it represent a

separate reality – a learning space – which is something different from real-life or daily-

life situation, where the learners can take risks and learn from their mistakes.

3.3.3. The target group

In the design phase, it is necessary to process a game emphasizing the possible

learning outcomes of the training: it means that when we plan to design a game, it is

Page 51: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

51

essential to have clear in mind the goals, knowledge, and skills, and how the game is

integrated in the training path of the target group. Remember to give the necessary value

to the game and to make it a true learning experience for the learners. T6he learners

have to understand the added value of the game, which consists of a fun way to deepen

certain topics in different context from the classical frontal lessons. Therefore, in the

designing phase, it is necessary to process a game emphasizing the possible learning

outcomes of the training in relation with the given target group. This is because each

game has a different target group. From where can we start the designing of a game? It

is good to start from the participants’ expectations and goals. It is so important to gather

as much data as possible on the group of learners: for example, the number of

participants, or at least an indicative number, the group composition with respect to the

gender, the average age, the language (if in the group there are different native

language speakers) and eventually previous training experiences. In few words, the

games must be designed for the participants and tailor-made on the objectives of the

training course.

3.3.4. How to involve the group

As we have seen, the identification of the target group is a key moment. Since the

individuals will compose the group, it is essential to keep in mind - when designing an

educational game- four phases of the Bruce Tuckman model, aimed at group’s

development, namely:

Forming: The team meets for the first time and takes conscience of the opportunities

and challenges, so approves the goals and starts to reflect on the tasks. Team members

tend to behave quite independently. The forming stage of a team is crucial because the

peers are able to know each other, to start to talk about some personal information, and

meet new friends. For the tutor/teacher it is also a good moment to see how each

member of the team works as an individual and in the team.

Storming: comprehension of each team member and the differences inside the group

should be emphasized at this stadium. Why this phase is central? Because a not well

managed storming can be destructive to the team or demotivating the participants. In

fact it can happen that certain groups cannot go over this stage because they do not find

a compromise. On the other side, it is also true that disagreements within the team can

make it stronger, more varied, and able to work more effectively. The supervisor of the

team during this phase may be more accessible, keeping the role of guidance with a

professional behavior, but it is important that the team members resolve their differences

basically by themselves. They do not have to feel judged, so they can share their

opinions and views and move to the next step.

Norming: all team members have to take their responsibility and to find the ambition to

work for the success of the team's goals. The members accept others as they are and

they have to make an effort to focus on the rules and responsibilities of the game. What

are the risks that a good Supervisor should avoid? The danger here is that members

may be so focused on preventing conflict that they are reluctant to share controversial

ideas, so the tutor has to stimulate the debate.

Page 52: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

52

Performing: this is the productive phase. By this time, the members of the group are

motivated and focused on their roles. At this stage, the team members are not able to

handle in an autonomous way the decision-making process without the tutor’s

supervision. The tutor can accept and tolerate opposite opinions as long as they are

constructive for the group.

3.3.5. The crescendo of the game

When designing a game it is also important to regard to the phases of the game

considering the group dynamics that were just explained and the relations that can be

activated during the game.

How to build an experiential crescendo in a game? Here there are some basic rules to

follow - in this sense - the phases of the games must be structured as a crescendo for

the individuals and the group:

Starting from a simple task to get step by step to a more complex one.

Starting from an individual participation to build the class group.

Requiring an initial low personal exposure to end with a high participation of

all the group members.

There is another further important rule for game designing which is related to the

trainer’s self-analysis. The game should in fact be a tool that the trainer uses to support

learners during a training path and this can only work if the trainer knows very well the

game. How? The trainer is the agent of the game and the game is the tool that he has

for supporting the participants to discovering the aspects of themselves and

understanding behaviours in relations with the others members of the group. The trainer

has to feel his/her crucial role. During the course the trainer will be seen as the leader,

the one who helps the students in the game, so it is necessary that the game is played

following his/her personal style. The trainer will be the guardian of the time, and he will

determine the beginning and the end of each activity. He will lead the group in its training

path.

Page 53: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

53

UNIT 3.4: MANAGEMENT OF AN EDUCATIONAL GAME

3.4.1. How to manage the environment

When managing an educational game, it is very important to trust the abilities and

possibilities of the participants. Also when you ask someone to be involved in a game, it

is essential to be the first to play it. Therefore, there are three essential requirements for

managing an educational game:

1. be prepared on the focused topics because different discussions can arise

during the game;

2. have previous experiences in managing groups and controlling group’s

dynamics;

3. be able to contextualize the game.

For the trainer is important to acquire expertise in managing the group and in the same

time stimulating its development. He has to be recognized as the leader, and external

observers are not recommended (for example, bosses or managers who do not

participate in the game), also because the participants can feel not free to play or feel

judged. The participants have to get to know the trainer and recognize him/her as a

professional. The trainer has to show his/her management competences especially in

the establishment of the rules in the group, which is a fundamental step for the success

of the game. For example, the trainer can be silent or ask questions in order to

emphasize or not a dialogue among the participants, or the trainer can comment on the

behaviors of the group’s members in order to give importance to some actions and to

reflect about certain aspects of the group’s dynamics.

3.4.2. Trainer’s role before the game

As we said, the trainer’s role is fundamental in all the phases of the process. There are

some tips that the trainer has to keep in its pocket before starting to play:

the trainer should introduce himself at the beginning of the game as a

facilitator, not as a trainer, in order to make feel the participants more

comfortable;

the trainer has to make talking the members of the group, instead of talking

himself;

before playing, the tutor has to ask the participants about their feelings and

expectations regarding the game.

Another wit is to try the game on itself before starting to play with external people: this is

because the game needs high precision, clear instructions and enough activities/steps.

The trainer has to explain very well the rules of the game that can be considered the

structure of the all training experience. The tutor has to check that the members of the

group have understood the instructions. This is particularly important for managing the

game: so how can we be sure that everybody understands the rules of the game? The

trainer can make different examples and propose different scenarios in order to make

easier the explanation of the rules and instructions.

Page 54: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

54

3.4.3. Trainer’s role during the game

Does the tutor have a role during the game? Yes, of course!

During the game the trainer has different tasks:

transmit consistent and logical messages in a verbal and in a physical way;

participate, when it is convenient, in the groups dynamics in order to be

perceived as a group member without being confused with a peer: for example

during the introduction of each member, but not during the game’s activities

because the trainer has to maintain the role of the supervisor;

realize visual activities to show the training path: for example the trainer can

stick post-it on the wall with the reached learning outcomes so it is clear for

everybody the progress that have been reached by the group;

write on the board in blue or black, but not in red;

set the time and time’s limits and remember to the group’s members to

respect them in a soft and calm way. It is important to have in mind clear

stages and time-schedule for the activities, but it is also important to do not

make pressure on the learners. For example, when few minutes are left the

trainer can kindly ask to get ready and start to collect the materials;

go around the tables during the working-group activities for monitoring and

guiding the students’ involvement and to check the tasks.

3.4.4. Tips for managing the group

There are also some tips for stimulating the participation of the group in the game’s

activities. For example, it is important to raise the reflection of the participants by asking

the following types of questions:

open questions (not yes or no questions);

questions related to the aims of the game;

one question at a time;

questions that include some little provocations to raise a constructive debate;

questions that are looking for clarifications but not information;

questions that are focused on the process and not only on the contents.

The main aim of managing the group is to create the so called “the group mind”: it

means a new state of group’s awareness, knowledge and emotions.

The facilitator of the educational games must know the topics of the game but especially

the ability of leading a group, managing eventual conflicts and stimulating the

participation of each member.

Page 55: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

55

Usually the main group has to be divided in sub-groups/team because the activities

require a high participation because they are challenging, of each member. At this stage

the task of the tutor is to divide the group.

Do we need to follow specific criteria in order to split the group? The answer is yes

because each team has to be balanced according to certain characteristics, which are:

mix of genders and ages;

starting homogeneity or mixed level of competencies according to the

activities;

differentiation of leadership skills;

mix group of people – it means the facilitator should avoid to put together

people who already know each other because the game is a moment for

knowing new participants in order to enrich reciprocal knowledge and

competencies.

As we said the ideal size of a group is 5-10 people because everybody has to participate

in order to benefit, to act and to learn from the training activities. Also it is important to

avoid competitions among the members of the same team because they have to work all

together in order to reach the results of the activities. On the other hand, it is positive to

stimulate the competitions among the different teams but not to transmit the idea that

someone is the winner and the other is the loser: the aim is that each group reaches its

own goals and fulfils its tasks.

3.4.5. Preventing difficult situations

It is known that certain difficult situations can appear before and during a game. In order

to prevent difficult situations, the trainer has to follow few steps:

create previous conditions for enabling the learners to play in a spontaneous

way;

observe the participants’ involvement in the game and in case help the

development of the learning activities;

support the learners’ problem solving process, for example, by clarifying

doubts without giving the solutions;

adapt the game by giving attention to the concrete situation and the real

capacities of the learners;

clarify the game structure.

The last point is closely related to some other issues that have to be taken into account

in order to prevent problems that can ruin the objectives of the game:

the game’s rules have to be established together with the group – as sort of

contract that is shared and accepted by all the members;

Page 56: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

56

give a clear direction to the game in order to motivate the learners to re-

calculate and change their approach and opinions if they are behaving in

contrast with the general flow;

give the opportunity to the group – included the facilitator- to clarify the

feelings of discomfort in case something is going wrong and ask to the

participants to propose their solutions. After collecting all the possibilities, the

tutor has to give its own point of view;

talk separately to the participants who are causing difficult situations.

Page 57: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

57

UNIT 4.1: THE DEBRIEFING AND ITS PHASES

4.1.1. Introduction to the debriefing

The debriefing is a critical stage because it ends the experiences of the learners and it

has the goal to create meaningful learning experiences.

There are two conventions behind the importance of the debriefing:

the first one is that the activity has affected the players in a way that requires

further reflection

the second one is that is a process needed to help the players to realise the

meaning of these activities.

What is the result? The result of the debriefing process is that learners realise

meaningful links between the activities and their own knowledges in order to increase

their awareness.

The tutor has to set up the debriefing of the educational game. He has to present it in a

correctly way: it means to help the students to deconstruct the activities in order to model

them according to their mental models. Without the debriefing time, the efficacy of the

activities may be lost, as some learners will see the activities as a non-sense event and

not correctly connected to other aspects of the didactic.

The debriefing supports the learners to explore what went on, to talk about their

experiences, to develop insights, to reduce negative feelings about aspects of the

activities. It is important to connect the debriefing with real-life situations. Even if a game

didn't properly work out, the debriefing can still be a good learning experience if the

facilitator leads it in a positive way. The debriefing exercises can support the learner still

gain something constructive from their learning experience.

4.1.2. What is the debriefing?

As we said, the debriefing is a crucial step of the learning process. It is when the group

reflects on the activities led during the game. It is compulsory that the players recognise

that the game is over. For example to put back the materials and the equipment and

organizing a circle with the chairs can help the students to realize the change of the

phase.

One challenge is to present these activities in a way that is separate from the game. The

students have to comprehend now that is time to focus on the debriefing, that is an

engaging activity and it is not just the end of the game.

What can the trainer do? The trainer can lead the group through this moment in order to

let the students express their feelings, reflections, thoughts and doubts. The trainer has

to take a specific role during this phase: he is more a facilitator who stimulates the

dialogue, the circulation of ideas and reflections. It is very important that the facilitator

doesn't tell the students what they have learnt.

The pupils should be conducted in the process of negotiating the meanings in order to

comprehend and share the acquired knowledge. This is a great moment for the teachers

Page 58: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

58

to understand different aspects of their student’s personalities, especially those who

usually are less involved in the lessons.

A professional tutor in fact, in this phase, is able to dedicated space and time to all the

students without making the debriefing too long or too boring. On the other side,

students need time to express themselves and reflect on the learning process. How to

organize the debate?

The facilitator has to give the floor one by one to all the participants and he can

encourage those who have difficulty to talk loud or express their personal opinions. The

tutor can take notes of the debate in order to stimulate and give a certain dynamic to it:

the debriefing is not a lesson, but an animated moment to discuss different opinions and

most of all to summarize the most relevant aspects of the learning activities.

4.1.3. Three central elements of debriefing

What aspects should the debriefing always include? Any debriefing should focus on at

least three elements:

1) what was done in the activity;

2) how well the activity worked for the learners;

3) how the learned knowledge can be applied.

By including these three aspects, the learning experience can be more effective

especially for flipped classroom lessons. The tutor has to be sure that the students will

develop a critical point of view during the debriefing time. How?

By explaining the students how their opinions and also the results of the debriefing will

be used. For example by explaining that the most important result of a successful

debriefing is that both the learner and the teachers have gained much more out of the

original knowledge.

How can we involve students in the debriefing phase? A great technique is that a learner

reviews and assesses the performance of a peer. The pupil can compare the

performance to his or her own. This will help the learners to think about strengths and

weaknesses points and realize how people might approach in a different way to the

same assignment.

4.1.4. The steps of the debriefing

The debriefing have three phases that are description, the analogy – analysis, the

implementation.

Phase 1: the description

The teacher invites the students to express their opinions without make them feeling

under pressure or judgement. It is essential to create an environment of reciprocal

respect to support the collective process of sharing the opinions.

Phase 2: the analogy – analysis

The facilitator and the learners accurately examine the structure and the entire process

of the educational game, paying attention on the developed activities. The class has to

Page 59: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

59

focus on the meanings of the recreational elements of the game and put them in

perspective. The teachers have to help the students to reflect on the analogies of the

game with the real word: this is the moment where to stress and analyse the reasons of

certain choices and decisions that have been taken by the learners and the sub-groups.

For example, one way to help learners think about the learning process is to go through

picture and analogies.

The learners can look at a set of inspirational images and the facilitator askes the

learners to choose the one that better represents what they have learned during the

educational game’s activities.

Phase 3: implementation

It is when the participants think about the learning processes.

The questions to be answered are: what did we learn during the game? How this

acquired knowledge can be used for the actual studies or for further researches?

Answering these main two questions, the students understand what they have faced and

how to use and implement the new acquired knowledge for their curricula and future

careers.

One of the potent aspects of debriefing is that it allows each participant to take what he

or she internalized from the activity, share the experience with the peers, and learn from

other point of views. A follow-up exercise is to then ask learners to think about a situation

in real life where they can apply the new knowledge gained through the educational

game and explain why they have chosen it.

A different approach is to ask the learner about what types of other people they think

can be interested in the new acquired competences in order to stimulate a transposition

of the game into an everyday life’s situation.

Page 60: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

60

UNIT 4.2: MANAGING A DEBRIEFING

4.2.1. The role of the facilitator

There is a substantial difference between making participants dynamic and responsible

of their own learning compared with ensuring they reach central issues and take

maximum benefit during the debriefing.

The skills of the facilitator have a correlation on the quality of the simulation game and its

results. As the skill of the tutor is central for ensuring the best possible learning

experience, training in facilitation is imperative. In order to reach the best result it is

essential to take into consideration the following aspects before starting to debrief:

The aim of the educational game;

The complexity of the scenarios;

The level of experience of the learners as individuals and as a team;

The expertise of the participants;

Time dedicated to the game;

The role of the educational games on the students’ curriculum;

Individual personalities;

Possible pre-existent relations between the participants.

The teacher, as we said, is a facilitator who should try to put himself not as authority or

an expert, but as co-learner. This friendly attitude may be more useful when the aim is to

make the participants realizing what they have played.

Facilitator aims to guide and direct rather than to teach or impose. In fact the position of

the student in debriefing has changed from the old-style passive role to a new one more

active. The tutor has to ask to the students to critically analyse their personal

performance in a retrospective way, from the point of view of what went well and what

went wrong and why it went in a positive way or in a negative way- and to push them to

contribute enthusiastically to the learning process.

4.2.2. Different types of debriefing

A broad number of precise debriefing methods have been considered to make the

reflection phase as dynamic as possible. Here, you can find some good ideas of different

techniques in order to realize the most appropriate debriefing according to your class

type:

use of media, for example face to face or using chat;

oral and written through questionnaire, letters, written debriefing, including

writing learning diary or journal;

guided and unguided, where the second one is not moderated by a facilitator;

Page 61: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

61

group size, in fact the debriefing can be conducted with individual, dialogue in

pairs, small teams and the whole group;

group composition: for example the debriefing can be conducted with

participants in teams who have shared the same role or different roles in game

and or in real life;

whole group of participants or only a part of the group is allowed to talk or

work at the same time and the others are able only to listen;

use of metaphors and expressive arts, such as sculptures, painting or

drawing;

different or same debriefing tasks/aspects distributed at the same time, for

example different groups reflecting on different questions at the same time

and then they can switch the subjects;

use of space, for example people can be sited on chairs or moving around;

different perspectives, like observers, circular or direct questions, reflecting

team.

The facilitator can use one or more than one different techniques. For example, in the

beginning the learners can tell their feelings through an expressive art method

(sculptures or drawings) and subsequently, they can reflect on relevant aspects of their

learning experience with the support of a learning diary. Then the students can move

into small discussion group dedicated to specific subject and afterwards present the

results of the discussion to the rest of the class.

The facilitator can ask for a deeper reflection with the whole class, can start to discuss

different way of acting based on the other students’ experiences, and finally close the

debriefing.

4.2.3. Examples of Debriefing Methods

Here we describe three different examples of the most common debriefing methods

which can be adopted after playing:

1. Debriefing with the reflecting team: one method for investigating the learning

experiences is to use the reflecting team.

This methodology aims to identify different perspectives about the definitions and the

problems of the group members on the learning process. In this case, it is central to

ask questions which will elevate new interpretations of reality by the learners, than

the facilitator can give his/her explanations and interpretations of the facts.

The facilitator will start a reflection with the whole group by asking questions to the

students, like: “did you learn anything new during the discussion inside your group?”

– “what issues were raised?” – “which was the most interesting question for you?”

“would you change something that you have said?” – “why?” etc.

Page 62: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

62

2. Debriefing with the “Learning Diary”. Who hasn't written at least once in a life

a diary? Almost everybody! A personal diary is a good set for writing down

and dealing with reflections, experiences and feelings. The learning diary is

an easy tool, which serves on one hand to trace individual learning process

and, on the other hand, experiences that have been exchanged with peers in

the same learning environment.

In the case of debriefing, also the facilitator has to write his/her own diary at the

same time as the class is writing individually or collectively. In this context the

learning diary is a funny support to fix personal experiences, individual

dissatisfaction, targets, or conclusions from the educational game.

3. Debriefing with Circular Questions. Usually the questions that are asked

during the debriefing are direct questions. The so-called “circular questioning”

can be a support to improve the variety of different perspectives on the

learning process. What is the “circular questioning”?

It is a method that reveals “social constructions of reality” and makes them better

understandable for all the participants. The facilitator has to give the possibility to

everybody in the class to express their point of view on certain topics. After that, the

facilitator has to make everybody in the position of understanding what was felt by

another participant and in which different way by asking different questions aimed at

a reciprocal understanding.

At the end the debriefing will create a circle of shared knowledge.

4. Team Sculpture. It is a figurative technique that expresses the feelings that

have been felt during the educational game, but it can be used also to

reconstruct the emotional relations that have been created among

participants. How does it work? It is a sort of game itself, very funny. At one

time a participant takes the role of a “sculptor” or “artist” and places the other

participants however and wherever he wants into the room. In doing so, he

can illustrate by moving the students the social nearness or the lack of

involvement with the students. Also the sculptor can take its place in the

scenario.

The facilitator can ask the meaning of the scenario and of all the choices the artist

has taken during the debriefing. After that, the emotions that the students have felt

by assuming the different positions can be discussed by the whole class.

After the debate, the artist can make some changes of the reality he/she has

manipulated. At the end of the debriefing, the facilitator will be able to collect several

perspectives and relation interpretations of the participants involved in the debriefing.

The same technique can be used once, or different participants can work together,

like two or three sculptors, and realize their frame of emotions and relations.

4.2.4. Further use of these techniques

Page 63: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

63

The four techniques discussed can contribute to obtain a deep individual development

and to guarantee a great teamwork, as well as stimulating the reflection on different

perspectives and a better comprehension of a variety of point of views.

By applying concrete techniques in the debriefing phase the facilitator can develop in the

students’ problem-solving knowledge and skills because he/she put in the centre of this

phase again the students themselves, as real actors.

The great advantage is that the participants will be able to export the use of these

techniques in the workplace, such as in team meetings and problem-solving situations,

where it is productive to exchange and to be able to accept different perspectives and to

work for a shared understanding and representation of reality in order to be able to work

in the best environment and in an harmonic way.

Page 64: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

64

UNIT 4.3: OTHER MEANS OF EVALUATION KNOWLEDGE

4.3.1. What is knowledge evaluation?

According to Bloom's Taxonomy of Learning Domains [1] the cognitive domain involves

knowledge and the development of intellectual skills. There are six major categories of

cognitive processes, starting from the simplest to the most complex:

The categories can be thought of as degrees of difficulties. That is, the first ones must

normally be mastered before the next one can take place.

Measurement in education is the process of quantifying individual’s achievement,

personality, attitudes, habits and skills. Knowledge evaluation is the qualitative aspect of

determining the outcomes of learning. It is about summing up results of measurement or

testing. It gives judgments on effectiveness of educational experience, a systematic

process of determining the extent to which instructional objectives are achieved.

Evaluation consists of establishing goals, collecting evidence concerning growth towards

goals, making judgements about the evidence and revising procedures and goals in the

light of judgements. It helps improving the process and even the goals themselves.

4.3.2. Why do we need evaluation?

There are many reasons why we need evaluation of knowledge in education, including:

fulfil classroom objectives

diagnose learning difficulties of students

determine readiness for new learning experiences

form students' classroom groups for special activities

assist students in their problems of adjustment

prepare reports of students’ progress

Page 65: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

65

The evaluation is important because it provides teachers with means:

To assess the student’s progress from time to time and discloses student’s

needs and possibilities

To certify student’s degree, proficiency in a particular educational practice

– predict the student’s future success

To diagnose the individual student’s educational weakness and strength

Motivate students towards better attainment and growth

To provide basis for modification of curriculum and courses – improve

instructions, measurements and measuring devices

Test the efficiency of teachers – appraise the teachers’ and supervisors’

competences, serve as method of self-improvement

Bring out the inherent capabilities of a student, such as attitudes, habits,

appreciation and understanding, manipulative skills in addition to conventional

acquisition of knowledge

4.3.3. How many types of knowledge evaluation are there?

On the basis of how it is used and how the results are interpreted evaluation is classified

into different types.

In terms of how the results are interpreted:

Placement evaluation – in this type of evaluation learners’ entry behavior

or capability is assessed to find out whether the student possess knowledge,

skills and attitude needed to begin the course of instruction. It is used to find out

to what extent student has already mastered the objectives of the planned

instruction. e.g. entrance exam.

Formative evaluation is evaluation used to monitor students learning

progress during instruction with the purpose of providing ongoing feedback to

students and teachers regarding success and failure of teaching/learning

process. Formative evaluations strengthen or improve the object being

evaluated.

Summative evaluation – this type of evaluation is given at the end of the

course or unit of instructions to find out which student to what extent has

mastered the intended learning outcomes. Though the results of summative

evaluation are primarily used for assigning the grades or for certifying learners’

mastery of instructional objectives, they can also be used to give feedback on the

appropriateness of objectives and the effectiveness of instruction.

Diagnostic evaluation – this type of evaluation is concerned with finding

out the reasons for students persistent or recurring learning difficulties that

cannot be resolved by standard corrective measures or formative evaluation. The

aim of diagnostic evaluation is to find out the causes of learning problems and

Page 66: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

66

plan to take remedial actions. Observational techniques or specially prepared

diagnostic techniques can be used to diagnose the problem.

In terms of interpretation of test results:

Normative referenced evaluation – helps to determine how an individual

learner’s performance compares to others in his/her group or it helps to find out

the position a student holds or ranks when his/her achievement is compared to

the other group achievements.

Criterion referenced evaluation – it is designed to define out whether the

student performance meets the pre-determined criteria or not. These types of

tests describe what a learner can do without reference to the performance of

others.

4.3.4. How do we do evaluation of knowledge?

Evaluation is done through assessment of knowledge – process by which evidence of

student achievement is obtained. The evidence is obtained relative to objective and it

includes testing, interpreting and placing information in context. Assessment is the

process of gathering and organizing data – the basis for decision making.

One of the most commonly used methods of assessment is the test. A method to

determine students’ ability to complete certain tasks or demonstrate mastery of a skill or

knowledge of content. Testing is systematic procedures for measuring sample of

behaviour by posing a set of questions in a uniform manner. Tests can be designed to

measure any quality, ability, skill or knowledge. There are right or wrong answers in the

test questions.

The testing and assessment must refer to the set of measurement principles –

assignment of numbers (quantity), rating scales, etc. The assessment measurement is

the process of obtaining numerical description of the degree of possessed knowledge,

quantifying of how much does the learner have learned.

The characteristics of a good assessment include:

Validity – a valid evaluation is one which actually tests what is sets out to

test

Reliability – the reliability is a measure of the consistency with which the

question, test or examination produces the same result under different but

comparable conditions

4.3.5. Examples of different evaluations of knowledge

Here are some examples of different types of evaluation items that can be used in the

flipped classroom.

1. Objective items:

o True / False

o Two-alternative

Page 67: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

67

o Multiple choice

o Matching

o Cloze

o Cloze matching

2. Open response items:

o Dictation

o Summary

o A report

o Abstract, abstract, synopsis

o Essay

o Questions short answer

o Questions to supplement

o Cloze text

3. Practical items:

o Stage performance

o Work of art

o Creation of a model

o Laboratory testing

o Research project

o Presentation

o Participation in a discussion

o Role play

o Case study (coursework)

The practical and the open response items are good for evaluating the higher processes

of the Bloom’s taxonomy, such as application, analysis, synthesis and evaluation. They

are easier to create but harder to evaluate and the rating is subjectively dependent on

the teacher’s judgement.

The objective items are good to evaluate the lower level learning processes – check

facts, events, concepts and principles. They are harder to create but can be rated

automatically which is much more objective.

GLOSSARY

Bloom's Taxonomy: Taxonomy of Learning Domains about knowledge process and the

development of intellectual skills.

Page 68: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

68

Knowledge evaluation: the qualitative aspect of determining the outcomes of learning.

Gives judgments on effectiveness of educational experience, a systematic process of

determining the extent to which instructional objectives are achieved.

Placement evaluation: type of evaluation where learners’ entry behavior or capability is

assessed to find out whether the student possess knowledge, skills and attitude needed

to begin the course of instruction.

Formative evaluation: evaluation used to monitor students learning progress during

instruction with the purpose of providing ongoing feedback to students and teachers

regarding success and failure of teaching/learning process.

Summative evaluation: type of evaluation that is given at the end of the course or unit

of instructions to find out which student to what extent has mastered the intended

learning outcomes. The results of summative evaluation are primarily used for assigning

the grades or for certifying learners’ mastery of instructional objectives.

Diagnostic evaluation: type of evaluation is concerned with finding out the reasons for

students persistent or recurring learning difficulties that cannot be resolved by standard

corrective measures or formative evaluation.

Normative referenced evaluation: to determine how an individual learner’s

performance compares to others in his/her group or it helps to find out the position a

student holds or ranks when his/her achievement is compared to the other group

achievements.

Criterion referenced evaluation: designed to define out whether the student

performance meet the pre-determined criteria or not. These type of tests describe what a

learner can do without reference to the performance of others.

Reliability of assessment: a measure of the consistency with which the question, test

or examination produces the same result under different but comparable conditions.

Objective evaluation items: True / False, Two-alternative, Multiple choice, Matching,

Cloze, Cloze matching

Open response evaluation items: Dictation, Summary, A report, Abstract, Essay, Short

answer, Questions to supplement, Cloze text

Practical evaluation items: Stage performance, Work of art, Creation of a model,

Laboratory testing, Research project, Presentation, Participation in a discussion, Role

play, Case study (coursework)

REFERENCES

1. Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956).

Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New

York: David McKay Co Inc.

2. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,

Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning,

Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational

Objectives. New York: Pearson, Allyn & Bacon.

Page 69: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

69

3. Evaluation – Concepts and Principles, 2013 Aruna A. P.; SlideShare, LinkedIn

Corp.

4. Educational Measurement and Evaluation, 2013 Myrna E. Lahoylahoy, Ph.D.;

SlideShare, LinkedIn Corp.

5. Approaches and Means of Evaluation, 2009 S. Kerelezov, Testing Center - New

Bulgarian University.

QUESTIONS

1. What level of thinking skills involve the “Creating” processes according to

Bloom’s taxonomy of Learning domains? (Single choice)

a. Lower

b. Higher (correct)

c. It is not part of Bloom’s taxonomy

d. Middle

2. Select 2 (two) of the following statements that describe why do we need

evaluation of knowledge: (Multiple choice)

a. Evaluation provides means to assess students’ progress (correct)

b. Evaluation helps diagnose learning difficulties of students (correct)

c. Evaluation provides the students means to diagnose the difficulties of

teachers

d. Evaluation helps teachers to upload learning materials to a test system

e. Evaluation does not help to assess knowledge

3. At what point of knowledge process “Summative Evaluation” is usually made?

(Single choice)

a. At the beginning of course, e.g. entrance exam

b. During the course, to provide ongoing feedback

c. At the end of the course or unit, used for assigning grades (correct)

d. During the course, to diagnose learning difficulties

4. Is it true that a good assessment should produce the same result under different

but comparable conditions? (Yes/No)

a. Yes (correct)

b. No

5. Select 2 (two) types of evaluation items that are “Open response”: (Multiple

choice)

a. Essay (correct)

b. Short answer (correct)

Page 70: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

70

c. True / False

d. Multiple choice

e. Matching

Page 71: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

71

MODULE 4. ASSESSMENT

UNIT 4.4 TYPES OF ASSESSMENT

4.4.1. Measurement of what students are learning.

At the end of a certain topic, teachers need to know if students achieved the objectives

established for that lesson. Achievement is defined as how students master certain

target skills.

Teachers, at the beginning of a unit / class / lesson define the competences needed to

master / develop during a certain period and the assessment is the verification of the

attainment of those competences and skills.

4.4.2. Why do we do it?

Assessment gives a quantitative data about how much of the material tested a student

has mastered – this is translated into a score.

Information from assessment helps teachers to determine which approaches are best for

certain students, what a student may already know about a topic and what subjects need

to be re-taught.

4.4.3. How to do assessment?

The next diagram explains how to do assessment. First, teacher should establish the

learning goals. They provide the learning opportunities by ensuring that students have

sufficient opportunity to achieve those outcomes. The next step consists in assessing

student learning using one of the possible strategies presented in this chapter and finally

using the results of the assessment.

Source: UCONN s/d - http://assessment.uconn.edu/primer/how1.html

Page 72: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

72

4.4.4.: Types of assessment

There are several types of assessment:

Diagnostic: This assessment is given at the beginning of the school year, or the

beginning of a new unit of study. It attempts to quantify what students already know

about a topic.

Norm-referenced tests: These tests measure students against a national “norm” or

average in order to rank students against each other.

Criterion-referenced tests: These tests measure student performance against a

standard or specific goal.

The formative and summative types of assessment are the most known and used. In the

next paragraphs they are explained and some examples of software and exercises to

use in each type are also provided.

Formative: Given throughout the learning process, formative assessments seek to

determine how students are progressing through a certain learning goal. This type of

assessment is often low-stakes and ungraded.

Software example:

Socrative (http://www.socrative.com/);

iClicker (https://www1.iclicker.com/);

Padlet (https://padlet.com/premium/backpack).

Assessment ideas:

Exit slips – teachers can ask students to solve one problem or answer one question on a

small piece of paper

Graphic organizers – Students complete mind maps of graphic organizer that show

relationships between concepts

Self- assessment – Teachers can ask students to rate their learning

Think-pair-share – Teachers can ask a question, give student time to think about it, pair

students with a partner, have students to share their ideas

Summative: Given at the end of the year or unit, summative assessments assess a

student’s mastery of a topic after instruction. It evaluates student learning at the end of a

project, unit, course, school year.

Software example:

Quizlet (https://quizlet.com/);

tv (https://www.blubbr.tv/index.php#.VSb82hPF_pA)

Assessment ideas:

Portfolios – The use of portfolios allow students to collect evidence of their learning

throughout the unit, quarter, semester or year

Page 73: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

73

Projects – Projects allow students to synthesize many concepts into one product or

process

Performance tasks – Performance tasks are mini projects that can be completed in a few

hours

4.4.5: Question types

There are several types of questions. In the next paragraphs we present the most well-

known and used.

Multiple choice: These questions provide students with a stem and a set of discrete

possible answers from which students must choose the correct one. The possible

answers generally include one correct answer and three to four distractors, designed to

mimic the common misconceptions students have about the concept being tested.

Constructed response: These questions require a written response. Usually they include

a one-part question, and students respond by writing a paragraph or short essay, or

building and solving an equation.

Extended constructed response: These questions, like the constructed response, require

a written answer. The reason they are “extended” is that they are multi-part questions,

requiring students to answer the first part of the question before answering subsequent

parts, which may require reflection on or further explanation of an answer given in a

previous section.

Technology enhanced: These items are given in computer delivered assessments.

Technology enhanced items require students to interact with the material in various

ways—through actions like dragging and dropping information, highlighting relevant text,

and completing sentences or equations from items in a drop-down menu.

Performance task: These items require students to use multiple stimuli to solve a

problem or create something new. Performance tasks are usually scored with a rubric,

which includes the criteria students must keep in mind while developing their solution.

Performance tasks may include reading multiple essays and synthesizing the ideas into

their own writing. In math, these tasks may ask students to analyse charts and graphs

and write out a plan for using the data in a real world application.

Informal: This category covers a wide range of tasks, from checklists to observations.

Informal assessment doesn’t lead to a score, but it does help teachers gather important

insights about students.

Page 74: gaintime.eu | The flipped classrooms - MASTER …gaintime.eu/wp-content/uploads/2015/03/GainTime-Handbook...The "Flipped classroom" approach follows a reversed teaching and learning

Master model to gain time in your classroom ‘Gain Time’

2014-1-ES01-KA201-004401 www.gaintime.eu

74