Victor concepcion portfolio


Return to: ETAP 623 Fall 2014 Home | |Victor's Personal Page | Victor's min-course

I will use this page to demonstrate how we will be using our portfolio pages in Etap 623. You probably think of a portfolio as a demonstration of your work. This portfolio will also be a demonstration of your work, with the focus being on the work you put into developing your mini course. Everything you do related to the instructional design process except the actual content of the course will go here.

Since we are doing a different component each week, it makes sense to put some headings in right away. If you need to add or change headings to suit your needs, you can do so as we go. Feel free to use a similar layout as a fellow student.


This mini-course will focus the flipped classroom. We will learn what a "flipped" classroom is, what the benefits are, and the different ways that we can "flip"our classroom. You will be asked to do some short reading on the theory behind Flipping the classroom, then we'll move on to some of the different technologies used in Flipping, and finally you will have the opportunity to design a short lesson plan using some of the flipping techniques.

Needs Assessment

The Problem:

Teachers spend less time than ever with their students. The reasons for this are many, and some would argue that it is all for the best. Between six day schedules and once-per-cycle electives, it can be difficult for teachers to really reach their students. More importantly, students have a more difficult time with retention, as they now wait 5 or 6 days before they see the same professor again.

For teachers and students of High School and Middle School electives, this becomes quite a problem. Electives are sometimes taught only once per cycle. This isn't so bad when a school holds to a five day cycle (traditional Monday through Friday schedule). Things get a bit more complicated for schools with 6, 7, or 10 day Cycles.

All this begs the question, can authentic classroom learning really take place when students see their teacher once every eight days? Can teachers design their lessons to mitigate the possible negative effects of this institutional problem?

It is clear that the problem described here is beyond the scope of instructional design. However, the reality remains that many teachers are faced with designing away institutional problems. To that end, many teachers have adopted The Flipped Classroom as a way of coping with these constraints, while at the same time delivering meaningful lessons that genuinely impact their students. Flipping the classroom refers to students doing "homework" during class, while and doing "classwork" at home. This model is applied quite differently across many disciplines, and rarely means the same thing to different people. For now, let's just say that the Flipped Classroom allows for unconventional methods of delivering instruction to your students.

What is to be learned:

This course aims to arm teachers with an additional teaching tool: the flipped classroom. In this course, teachers will come to understand what it means to "flip" the classroom, different ways that a classroom can be flipped, as well as concrete methods by which they themselves can flip their own classrooms.

The learners:

This course is primarily geared towards Middle School and High school teachers wishing to spend less time lecturing, and more time engaging their students. In particular, this course would benefit those teachers with limited classroom time, such as those of us teaching once-per-week electives (music, computers, etc).

Instructional Context:

Students of this course will watch a series of short online videos regarding the flipped classroom. The videos will demonstrate different ways in which a classroom can be flipped.

Following this, students will be asked to identify the portions of their curriculum that would benefit most from "flipping". This can be as simple as choosing a lesson plan, or as complex as an entire unit plan.

Next, students will be asked to provide an assessment of their chosen lesson/unit plan. This assessment will include an explanation of a particular difficulty found in delivering this lesson/unit, and how flipping addresses that particular difficulty.

Lastly, students of this course will have the chance to re-create their chosen lesson/unit plan in keeping with our Flipped Classroom.

In other words, teachers will be asked to "flip" one of their pre-existing lesson plans!

Exploring the problem and solutions:

We will have the opportunity to observe the flipped classroom in action. We will see best practices employed, as well as actions to avoid. Students will then have the chance to asses their own teaching curricula, and attempt to apply the tenets of "flipping" to one of their own lessons or units.


The goal of of this course is to make available the Flipped Classroom as an additional classroom management tool for teachers. As teachers, we all have Utlity-Belts full of tools that help us better instruct our students. The flipped classroom is a very powerful instructional tool. Like most good tools, it is most effective when used under the right circumstances. For example, a scalpel is a great tool for dissecting, but not so great for felling a tree. Likewise, when used in proper context, the Flipped Classroom can be of great help in creating more time for personal instruction in our Classrooms. It is the goal of this course that each participant be able to employ "flipping" as a way to enhance their Instructional Design, or better cope with time constraints.

Analysis of the Learner and Context

Performance Objectives

Upon completion this mini-course, the participant will:

Understand what it means to Flip the ClassroomLearner will read about what flipping is, the theories associated with Flipping, and the problems that Flipping tries to address. Learner will watch several videos explaining Flipping.

Learn about the tools available for flippingThe learner will be introduced to many of the tools currently used for flipping. This Unit will focus on simply introducing the tools, explaining what they are and what they do. There will be links to product websites, Youtube videos, and plain text explaining what these tools do, and the results they can yield.

Master the tools for Flipping. Learner will follow short tutorials that will teach the learner how to use these tools. Learner will then be asked to use these Flipping tools in order to create their very own Flipped lesson

Be able to synthesize different digital/non-digital media to create Flipped lessonsThe learner will be asked to create a Flipped lesson by synthesize two or more flipping tools. A good example would be recording a podcast, and placing that podcast on podcast server. In this example, we are using two tools in one: Audio Recording and Internet Sharing.

Be equipped to effectively use Flipping in their own classrooms Learners will now equip themselves with the ability to Flip their own classrooms. They will be asked to take one of their pre-existing unit plans, and submit ways in which they can Flip it. Can the entire unit plan be flipped? Perhaps just one lesson? In this way, the learner can apply what they've learned.

Task Analysis

Unit 1: What is the Flipped Classroom

• After reviewing the material in this Unit, the learner will be able to effectively explain what it means to Flip, as well as explain how Flipping helps students and teachers.

The learner will: -read review the unit. -view several videos on Flipping. -reflect on the information presented.

Unit 2: Tools used in Flipping The Classroom

• Upon completion of this Unit, the learner will know more about the tools available for flipping.

The learner will:

-read through the unit. -follow the web-links provided. -read and watch videos about particular software, hardware, and online tools. -learn about the different ways in which these tools can be effectively used for Flipping (from the readings and videos).

Unit 3: Creating Media For Flipping

• This unit focuses on being hands-on with the tools used in Flipping the classroom

Learning Tasks:

-The learner will follow the posted links to websites where these tools are available -The learner will download any necessary software -The learner will sign up for any necessary online accounts -The learner will follow one of the posted tutorials for creating a Flipped lesson -The learner will create media for the “home” portion of their flipped lesson (what their students will learn while at home)

Unit 4: Developing a Lesson Plan

• Choosing at least two of the Flipping tools, teachers will create an entire lesson plan for a Flipped Classroom

Tasks include:

-Writing a short outline of what the learner hopes for students to achieve at home. -Writing a short outline of what the learner hopes for students to achieve in the classroom portion of the lessons. -Use at least two tools for flipping (ex. web hosting and video sharing), and create Flipped lesson using these tools -Writing a traditional lesson plan for the in-classroom portion of our Flipped lesson

Curriculum Map

Unit 1: What is the Flipped Classroom

• Read a small synopsis of what it means to “Flip” the classroom

• Read short paragraph on the potential benefits of Flipping the classroom

• View short video on Flipping the classroom, video will show different ways in which teachers have incorported the classroom Flip

• Reflect on the information found in Unit 1, and write a short overview of what was learned in Unit 1

Unit 2: Tools used in Flipping The Classroom

• Read about 5 tools available for Flipping

• Follow the provided web links to learn more about each tool.

• Follow links to videos for more technical about how each tool works (what one needs to do to make it work)

• Watch additional videos that demonstrate effective use of this tool in the classroom

Unit 3: Creating Media For Flipping

• Download, install or use any of the Flipping tools listed in this Unit

• Sign up for any necessary online accounts (youtube, snag it, etc)

• Follow posted tutorial on how to use these tools in order to create a “Flipped” Lesson

• Use at least one of these tools to create Media the home portion of your Flipped lesson (e.g. a video that students watch at home)

Unit 4: Developing a Lesson Plan

• Write an outlines of the learning objectives for your students. There will be two outlines:

a) Learning objectives for at-home lesson

b) Learning objectives for in-class activity

• Create a lesson plan for the at-home portion of the lesson, and use at least two Flipping tools to deliver your lesson (e.g. screen capture and video sharing)

• Create a traditional lesson plan for the in-class portion of your Flipped lesson (in-class activity, project, etc.)

• Write a short reflection: Which of your other lessons would also benefit from “Flipping”? (Why/How?)

References and Resources