Practice assessment. Learners will be assessed throughout the session on various components of flipping a classroom including how to properly locate pre-made videos and using a downloadable screencasting software program such as Camtasia. Throughout the online training, cues will be used in order to inform the learner that assignments should be turned in (see Appendix G for cues). When content specific STEM content groups meet they will be encouraged to work with programs such as Blubbr, VideoNotes, Google Sites, and GoToMeetings. Participants will be evaluated on whether or not they can use the programs effectively. Working in content specific areas will allow the users to bounce ideas back and forth between one another when creating videos, screencasts, and/or forms for their flipped classroom. Teachers of the same subject specific courses at RRGSD may even be advised to work together to share the workload of flipping their classrooms. Components for the video along with storyboarding will be evident within the learners completed recording(s). When STEM teachers are uploading files to their Google Site, they may encounter problems. Learners will successfully know how to troubleshoot and resolve problems by following the link on the Weebly for supplemental information. After attendees have worked individually as well as within the STEM content groups, they should have a solid understanding of flipped classrooms. Participants will be asked to critique each other’s videos based on the knowledge that they gained throughout the course. Final assessment. The final assessment will be on the participant’s own flipped video lesson. Whole group e-conferencing will be used to share each attendee’s flipped video lesson with all participants of the STEM web-based lesson. One major benefit and motivational piece of having the attendees share with the entire group, is that they will hopefully inspire one another
Practice assessment. Learners will be assessed throughout the session on various components of flipping a classroom including how to properly locate pre-made videos and using a downloadable screencasting software program such as Camtasia. Throughout the online training, cues will be used in order to inform the learner that assignments should be turned in (see Appendix G for cues). When content specific STEM content groups meet they will be encouraged to work with programs such as Blubbr, VideoNotes, Google Sites, and GoToMeetings. Participants will be evaluated on whether or not they can use the programs effectively. Working in content specific areas will allow the users to bounce ideas back and forth between one another when creating videos, screencasts, and/or forms for their flipped classroom. Teachers of the same subject specific courses at RRGSD may even be advised to work together to share the workload of flipping their classrooms. Components for the video along with storyboarding will be evident within the learners completed recording(s). When STEM teachers are uploading files to their Google Site, they may encounter problems. Learners will successfully know how to troubleshoot and resolve problems by following the link on the Weebly for supplemental information. After attendees have worked individually as well as within the STEM content groups, they should have a solid understanding of flipped classrooms. Participants will be asked to critique each other’s videos based on the knowledge that they gained throughout the course. Final assessment. The final assessment will be on the participant’s own flipped video lesson. Whole group e-conferencing will be used to share each attendee’s flipped video lesson with all participants of the STEM web-based lesson. One major benefit and motivational piece of having the attendees share with the entire group, is that they will hopefully inspire one another
educ633_isdprojectfinal_flippedclassroom_blake_corinne.docx