Template 1

From: Model Lesson Plan Series Flipped Lessons Middle School -

 OBJECTIVE

Students will be able to….

Assessment:

 STANDARDS (if any)

 REQUIRED MATERIALS

 KEY-TERMS

 PROCEDURES

 BEFORE CLASS

 DO NOW / BELL-RINGER (… MIN)

 LEARNING TARGET / GOAL SETTING (… MIN)

 DIRECT INSTRUCTION (… MIN)

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MOOCs4Teachers – To Flip Or Not To Flip
  ASSIGNMENT (… MIN)

 SHARING / ASSESSMENT (… MIN)

 DIFFERENTIATION / ACCOMIDATIONS

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 Template 2

From:
https://tch4902012mb7393.wikispaces.com/Flipped+Classroom+Lesson+Plan

Flipped Classroom Lesson Plan

 Authors:

 Lesson Title:

 Subject Area(s):

 Grade Level:

 Time Needed:

 PA Academic Standards

 Learning Objectives (including cognitive and behavioral objectives)

 Student Learning Resources at Home

Example

watch video xxx (name of the video) for xx minutes http://www...

Play Game xxx (name of the game) for xx minutes http://www...

Teacher self-created materials video, game, quiz …

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 Student Learning Activities at Home

Fill KWL chart for the lesson

Prepare questions for the teacher

Exercise on worksheets, if any

Suggest other learning resources

 Classroom Activities

Materials preparation

To engage the students by surveying learning outcomes through their KWL chart

Address common problems

Facilitate whole group discussion

Differentiation/Individualization

Let the above levels teach the below levels

Leveled group activities

Guide by the side

 Assessment

Formative/Summative

Challenging questions

Interactive quizzes

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 Template 3

From: New York University

Flipped Lesson Plan Template

 Lesson Title:

 Subject:

 Level:

 Prerequisite skills or knowledge (connect to prior lesson):

 Time Requirements for First Exposure & Incentive:

 Time Requirement for In-Class Activity:

 Time Requirement for Post-Class Activity:

 Worksheet for preparing what students will do before, during, and after the lesson

The success of your flipped class depends on the alignment of the what you want your
students to accomplish before, during, and after the class.

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

What is the scope of your topic? Defining scope is important in terms of providing your
students relevant and connected content that is not too granular or wide in terms of
scope, otherwise students will have difficulty building a mental model and connecting
content. Concept maps are useful exercises to help define scope.

How will students use or apply the material? Clearly write the learning objectives and
outcomes that align with the activities students will do before, during, and after the
class. It is not enough to for students to just read, listen, watch, and take notes. They
need to use it to really learn it. Creating and communicating the learning objectives will
help you to align your lesson and clearly define what you want your students to
accomplish before, during, and after the class. When writing the learning objective

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 including cognitive, affective, interpersonal, psychomotor domains. Describe what
students will need to be able to know and do using active verbs from Boom’s revised
taxonomy. Use the chart below to fill out each goal.

Goal 1:
Content Type Learning Objective Task, Question, or
Activity

Which instructional approach fits best for the main learning activity? Choose the
evidence based instructional approach will fit the main learning activity (i.e.: direct or
indirect instruction, peer-instruction, team-based learning, case-based learning,
process-oriented guided inquiry learning)

Step 2: Student’s 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? The pre-class work should set the scene for
the in-class activity. Plan through how you will communicate the new instructional
ideas. Would students benefit more from watching a video demonstration outside of
class at their own pace and as often as needed or would some other media type (i.e.:
text, animation, graphic) serve the presentation of instructional content more
effectively? Review research literature for best uses of media and technology for your
audience, topic, and objectives.

Step 3: Activities that motivate students to prepare before class

What kinds of activities will motivate students and prepare them for class? What
questions will I ask students? What should students be able to do to prepare? Align &
match these activities with the learning objectives. Identify the kinds of incentives or
motivations that will engage students in the new instructional material and prepare for
the in-class activity. Determine how you can provide feedback to students about what
they know and do not know prior to class. NYU Classes has tools that can provide

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 students immediate feedback on their progress, strengths and weaknesses.

Step 4: In-class activities that provide students opportunities to deepen

What kind of in-class activities will focus students to attain higher-level cognitive
abilities? Align & match these activities with the learning objectives.

In all these examples prepare clear instructions for distribution to students in-class.

Use a timeline work plan to help you keep manage the activity and keep students on
task.

Step 5: Post-class activities that extend student learning

How will students continue the learning experience from the inside class activity to
outside of class? Align & match these activities with the learning objectives. Note, we
do not retain well what we may learn from just one exposure to the materials but over
an extended period of practice.

Describe how you will connect this lesson to the next lesson so that they flow
coherently.

Step 6: Ongoing Evaluation and Assessment

How will you evaluate student’s learning and progress? Evaluation and assessment are
ongoing throughout the process. Plan how you will evaluate the effectiveness of the
flipped experience and assess student understanding at all stages.

Review the Plan above to ensure Alignment. Is everything well connected? Is the
lesson coherent? Have a colleague review your plan and give feedback.

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 Template 4

From: Suzanne's iAchieve Reflections

http://suzanne-sallee-iachieve.blogspot.it/2013/08/flipped-training-2013-day-four.html

CDS Flipped Classroom Lesson Plan

 Teacher

 Date

 Lesson Title:

 Subject Area(s):

 Grade Level:

 Time Needed:

 Common core standards (if needed):

 Learning Objectives (including cognitive and behavioral objectives)

Students will be able to….

Home learning Assignment

 Teacher self-created materials: video, audio, quiz, etc.

 Online video, podcast (created by other educators, downloaded and synced to

 Example activity strategy

Home reflection Assignment:

 Complete graphic organizer (Advanced Organizer) for the lesson

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  Note taking worksheet: including problems to solve, questions, reflection on
learning

 Questions for the teacher

 Worksheet

 Email the teacher

In-class Differentiated Activities:

 Facilitate whole-small group discussion

 Address common problems

 Differentiation/personalized Learning Activities

 Let mastery students teach approach students

 Leveled group activities

 Guide by the side, student led, teacher facilitated

 Project based Learning

Assessment

 Formative/summative

 Check for understanding, quiz

 Rubric

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