Active class IO2 training material for teachers

Teacher training material on “How to flip your online class?” developed in the Erasmus+ project “Active Class: Activating students in Online Classes” (no. 2020-1-PL01-KA226-HE-096358)

Authors: Giedrė Tamoliūnė, Estela Daukšienė, Rasa Greenspon, Vytautas Magnus University (Lithuania), Malgorzata Gwadera, Renata Jankowska, Magdalena Piotrowska-Grot, Jacek Francikowski, University of Silesia in Katowice (Poland), Nikolina Tsvetkova, Maria Metodieva, Sofia University (Bulgaria), Lid King, The Languages Company, London (UK), Sofia University (Bulgaria)

Introduction

The teacher training material is based on the “Flipped classroom-based e-methodology”. Together with the intensive training programme “Activating Students in Online Classes” this training material intends to help academic teachers to improve their skills in their online classes, giving them methods, tools, and the opportunity to improve their qualifications and build a new standard of teaching. Next to this, training materials will help teachers to understand how ‘flipped classroom’ methodology can be integrated into teaching and learning curriculum. The main aim of the training material is to guide teachers in using flipped class methodology while teaching an online course.

Training material consists of 4 units, covering theoretical learning resources (presented in slides), description of assignments, questions for self-assessment quiz or self-reflection. It may be used as a background material for face-to-face / blended teacher trainings. Main assignment that is cumulative and to be prepared during the trainings is a flipped classroom lesson/course plan (annex 2), which represents how teachers prepare to flip their course/part of the course delivery, following flipped classroom methodology. Next to this, a preliminary agenda for teacher training course is presented (Annex 1).

Unit 1. Introduction to a flipped classroom methodology

This Unit consists of 2 theoretical presentations: (1) introducing the key features of the flipped classroom methodology (prepared by experts from University of Silesia in Katowice, Poland); and (2) on guidance of how to define learning outcomes, referring to instructional goals and flipped classroom methodology (prepared by experts from Vytautas Magnus University, Lithuania).

Learning outcomes of the unit are:

  • to explain the key features of a flipped classroom methodology
  • to refer instructional goals to the learning outcomes
  • to plan learning process and activities according to flipped classroom principles

Unit 1.1. Key features of a flipped classroom e-methodology

This Unit of training material is based on the “Flipped classroom e-methodology”, developed as the first result (IO1) of the Active Class project. The slides provide main principles of the flipped classroom. The key features of a flipped classroom e-methodology – Slides (prepared by University of Silesia) are accessible here.

Unit 1.2. Defining learning outcomes in a flipped classroom

The main ideas presented in theoretical slides stress the importance to start a course/lesson design by specifying learning outcomes. They also explain how learning outcomes are related to planning and teaching methods. Slides are accessible here (prepared by Vytautas Magnus University).

Assignment No 1. Revision of course outcomes and planning activities

Self-assessment quiz (Follow the link, answer the questions, submit, then check if you answers were correct, read the explanations for the answers. If you made some mistakes, we recommend to redo the test after analysis of the feedback to your answers )

Unit 2. Guidance on flipping your course

This Unit consists of 2 theoretical presentations, which intent to guide the teacher in planning his/her course using flipped class methodology. The presentations are: Guidance and practical recommendations on organisation and assignment planning (prepared by experts from University of Silesia in Katowice); Guidance on how to choose educational tools for active students’ engagement (prepared by experts from University of Silesia in Katowice); and Guidance on assessment strategies in flipped learning (prepared by experts from Vytautas Magnus University)

Learning outcomes of the unit are:

  • to select appropriate online tools for learners’ engagement
  • to design assessment strategies for a flipped learning and learners’ engagement

Unit 2.1. Guidance on organisation and assignment planning in FC

This unit focus in presenting 10 practical pronciples of flipped class design. Slides (prepared by University of Silesia in Katowice) are accessible here

Unit 2.2 Guidance on choosing online tools

This unit focuses on providing overview of various tools that teachers may use while teaching online.  Slides (prepared by University of Silesia in Katowice) are accessible here. More guidance on selecting proper tools for learner activities may be found in IO1 Flipped Class e-Methodology.

Unit 2.3 Assessment strategies of a flipped classroom activities

This unit focuses on providing overview of digital assessment peculiarities and how assessment changes while “flipping the online class”. Slides (prepared by Vytautas Magnus University) are accessible here

Assignment No 2.1. Active learning methods and online tools

Assignment No 2.2. select an assessment strategy for a flipped classroom activity

Self-assessment quiz (Follow the link, answer the questions, submit, then check if you answers were correct, read the explanations for the answers. If you made some mistakes, we recommend to redo the test after analysis of the feedback to your answers)

Unit 3. Peculiarities of flipping the class

This Unit consists of 2 practical presentations for teachers which provide guidance and ideas for flipping their course; and a possible course template for different virtual learning platforms. The presentations are: OER, ethical and legal issues; and Best practices and demo scenarios. The Unit is finalized with the FAQ section that has been created by training participants and includes questions and answers raised by teachers during the trainings.

Learning outcomes of the unit are:

  • to plan learning process and assignments according to flipped classroom principles

Unit 3.1. OER, ethical and legal issues

This unit focuses on presenting the importance of using OER in teaching, and also identifies some practical notes usually teachers face in designing online courses. Slides (prepared by Vytautas Magnus University) are accessible here.

Unit 3.2. Best practices and Demo scenarios

This unit presents teachers with good or best practices and course examples that project partners collected and developed as other project outputs. Guidelines on what demo scenarios are and how to use them (prepared by Sofia University) are accessible here

Demo Scenarios:

Good/Best practice examples:

Unit 3.3. Flipped Classroom Course templates for different virtual learning environments (Moodle, MsTeams)

Frequently asked questions (the list of important questions related to the implementation of flipped classroom in blended and online teaching) – shared document co-created by teacheers, participating in project trainings 

Assignment No 3.1. describe your course in a template for students (study guide)

Unit 4. Quality assurance of the prepared online course

This Unit consists of a list of questions (in a form of questionnaire) for teachers to assess their courses after their design, but before the delivery.

Learning outcomes of the unit are:

  • to plan learning process and assignments according to flipped classroom principles;
  • to select appropriate online tools for learners’ engagement;
  • to design assessment strategies for a flipped learning and learners’ engagement;
  • to plan learning process and assignments according to flipped classroom principles

Slides, presenting how to use this questionnaire (prepared by Vytautas Magnus University) are accessible here

Questionnaire for a course assessment and teachers’ self-reflection on the course

            Link to Questionnaire . The questionnaire can be used by a teacher for self-check if the course / part of the course is prepared for online learning using flipped classroom approach. It should be downloaded, filled in (Column C) following the criteria indicated in Column B. The Result is automatically calculated. Comments for improvement may be added by the author or colleague assessing the course, using provided questionnaire

Assignment No 4. – review your course