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      • Routines and Procedures
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    • 12 Sustainability + Access
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    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
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Flipped Classroom Progression

​The Flipped Classroom Progression is a tool that identifies the necessary steps to take when implementing a Blended Flipped Classroom Model
Flipped Classroom Model
  • Students complete a home task(s) that often includes new learning in a self-paced format.
  • During class time, students apply new learning with teacher support, in an active learning environment.
  • In this model, class time is maximized for deep and authentic learning.

​
Learn more about the Flipped Classroom Model by visiting the Blended Learning Universe at www.blendedlearning.org. 
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A progression is a pathway a learner might take to reach the end goal or learning target. This tool is carefully sequenced across three phases of implementation:
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Download Foundation Phase
Inspiration Bank
 Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective flipped classroom. 
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Download Differentiated Phase
Inspiration Bank
Identifies the sequence of teacher and student actions that enables differentiation in an effective flipped classroom.
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download personalized phase
Inspiration Bank
Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. ​
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Foundation Phase

Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective flipped classroom.

Preparation and Planning

1. Teacher ensures students leave school prepared to access content at home.
​​Routines and Procedures, ​Access to Materials
Next Move: 
1. Explicitly teach and practice with students in-person how to access content and what to do to troubleshoot any problems they may have. 
2. Communicate with caregivers the expectations for completion of lessons at home.
  • How to Make Sure Your Students Have Access to Flipped Learning Content | Flipped Learning Network 
  • 5 Ways to Get All Students Connected for Distance Learning | Common Sense Education
  • How to Introduce the Flipped Classroom to Parents | Flipped Class
  • ​Nineteen Ways for Students to Prepare for Flipped Classrooms | Flipped Learning Network
2. Teacher has a system of accountability to ensure that students have completed home tasks.
 
Routines and Procedures
Next Move: Use a system of accountability that is easy to review and that students can use independently.
  • How to induct students into the flipped-classroom model | Times Higher Education
  • Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work | Faculty Focus
  • Creating Accountability in the Flipped Classroom | Smarter Teacher
3. Teacher creates a plan for class time that builds off of the flipped content.
Varied Learning Experiences
Next Move: Plan class time lessons that build upon the flipped content to prepare students for an upcoming learning experience.
  • Flipped Classroom Model: Can It Really Work In Elementary School? | Teach Starter
  • Preparing to Flip Your Classroom? Here’s What To Plan For | Panopto 
  • 5 Best Practices for the Flipped Classroom | Edutopia 
  • Course Design: Planning a Flipped Class | University of Waterloo Centre for Teaching Excellence

Home Task

4. Students access the same self-paced lesson.
Self-Direction ​
Next Move: Embed on-demand directions in the LMS or platform students use to access the lesson
  • ​Making Self-Paced Learning Work for Younger Kids | Edutopia
  • Top 15 Tools for Self-Paced Learning | Tech & Learning
5. Students complete the same self-paced lesson to participate in the class time lesson.
Self-Direction,  Routines and Procedures
Next Move: Provide students with a tool to take notes, capture new learning, or prepare questions for class time.
​
  • How to Create a Self-Paced Classroom | Cult of Pedagogy
  • How Do You Manage Self-Paced Instruction? | Dr. Lodge McCammon
  • A User-Friendly Guide To Building Self-Paced Classrooms | Screencastify
6. Students respond to checks for understanding and submit work before class time.
Student Feedback  ​
Next Move: Embed a check for understanding upon completion of the self-paced lesson.
  • Practice It, Check It, Prove It – Flipped Classroom Hack | Flipped Class
  • Flipped-Learning Toolkit: 5 Steps for Formative Assessment | Edutopia

Class Time

7. Teacher reviews the completion of the self-paced lesson before class time.
Student Feedback  ​
Next Move:
1. Create a system for reviewing completion of lessons.
2. 
Create a plan for a student who hasn’t completed the home task.
  • 4 Tools for a Flipped Classroom | Edutopia 
  • Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work | Faculty Focus
8. Teacher makes an explicit connection between the home task and class time task.
Routines and Procedures, Differentiated Learning Objectives
Next Move: Post an agenda for the day that includes a review of the content of the self-paced lesson.
  • 5 Ways to Get All Students Connected for Distance Learning | Common Sense Education 
  • Flip the Learning in Your Classroom | AVID 

9. Teacher facilitates in-person learning that extends or reteaches, not repeats, the flipped content. 
 
​
Varied Learning Experiences​
Next Move: Prepare a guided practice or collaborative work to extend the learning from the home task
  • Let’s Stop Talking About Flipped Classrooms and Start Talking About Flipped Learning | New Jersey School Board Association

Differentiated Phase

Identifies the sequence of teacher and student actions that enables differentiation in an effective flipped classroom.

Preparation and Planning

  1. Teacher creates at least two differentiated self-paced lessons. 
Data Driven Instruction  ​
Next Move:  Review student data to group students strategically and assign self-paced lessons to meet group needs.
  • Self-Pacing: The Key to Differentiating Effectively for All Learners | Education Week 
  • Station Rotation: Differentiating Instruction to Meet All Learners | Edutopia
  • Introduction to Differentiation with Classroom Examples | Dr. Carol Tomlinson 
  • Three Innovative Ways to Use Instructional Videos | Modern Classrooms Project
  • The Famous “One Take” Rule, Explained | Modern Classrooms Project 
  • Create Bite-Sized Instructional Videos | Personalized Learning Department, Dallas ISD

2. Teacher has a system to understand  if students have mastered the home task.
Student Feedback, Data Driven Instruction  ​
Next Move: Embed a check for understanding on the self-paced lessons that provides mastery data.
  • How to Set Up Mastery-Based Grading in Your Classroom | Cult of Pedagogy 
  • Check for Understanding in Virtual Learning | Marshall Street

3. Teacher creates a plan for class time based on the mastery data from the two differentiated self-paced lessons.
Data Driven Instruction  ​
Next Move: Plan at least two different lessons or tasks that support students who did not master the home task.
  • Demonstrating and Assessing Mastery, and Managing Mastery Learning Data | Getting Smart 

Home Task

4. Students complete the self-paced lesson and are prepared to apply learning to class time tasks.
Self-Direction
Next Move: Ensure content in the self-paced lesson is aligned to an application activity in class time.
  • How to Create a Self-Paced Classroom | Cult of Pedagogy 
  • Independent Practice Strategies |The Teacher Toolkit
  • Making Self-Paced Learning Work for Younger Kids | Edutopia
  • Self-Paced Student Learning Stations | Modern Classrooms Project
5. Students monitor their progress throughout the self-paced lesson using checks for understanding
Self-Direction, Peer Accountability
Next Move: Plan check for understanding opportunities that allow students to understand progression towards mastery during the lesson.
  • 3 Ways to Strengthen Students’ Self-Monitoring and Self-Checking | Research Institute for Learning and Development 
  • 8 Ways to Check for Student Understanding | Teach for America 
  • Leaders of Their Own Learning: Chapter 2: Checking for Understanding during Daily Lessons | EL Education 
  • Check for understanding | San Bernardino Unified School District
6. Students reflect on progress toward mastery while at home.
Self-Direction, Opportunities for Input
Next Move: Provide a space for reflection upon completion of the self-paced lesson.
  • 3 Ways to Strengthen Students’ Self-Monitoring and Self-Checking | Research Institute for Learning and Development 
  • 8 Ways to Check for Student Understanding | Teach for America  
  • 7 Reflection Tips for Assessment, Empowerment, and Self-Awareness | Edutopia
  • A self-reflection tool for distance learners | Fordham Institute 
  • How Do I support Students in Building Agency and Owning Their Data | The Learning Accelerator 
  • Student Ownership:How do I support student agency and owning their data? |  The Learning Accelerator

Class Time

7. Teacher reviews mastery and reflection data from the two self-paced lessons with students.
Data Driven Instruction  ​
Next Move: Create a system to efficiently review mastery data and reflection data with students as they begin class time
  • Managing Summative Assessments in a Mastery Classroom Solved | Jon Bergmann
  • How to Set Up Mastery-Based Grading in Your Classroom | Cult of Pedagogy 
  • Check for Understanding in Virtual Learning | Marshall Street
8. Teacher organizes class time tasks in a to do list format.
​
Self-Direction
Next Move: Create a to do list for your students to follow when they are not attending a small group lesson that includes on-demand directions for all tasks.
  • ​​60-Second Strategy: Do Now Sheets | Edutopia
  • Ten Tips for Personalized Learning via Technology | Edutopia
9. Teacher re-assesses mastery after students complete the to do list.
​Authentic Assessment
Next Move: Create or leverage an already created short assessment to measure progress towards mastery.
  • Mastery-Based Assessment Builds Accountability | Edutopia
  • Formative Assessment - Mastery-Based Learning | CT Department of Education

Personalized Phase

Identifies the sequence of teacher and student actions that enables personalization in an effective flipped classroom.

Preparation and Planning

  1. Teacher creates a work plan to meet student needs.
Personalized Learning Pathways
Next Move: Review student data to prepare a work plan(s) to meet the individual needs.
  • Building Self-Directed Habits with Work Plans (Google Slides) + Video | Personalized Learning Department, Dallas ISD
  • Would you Rather: Designing with Choice in Mind | Catlin Tucker
  • When Choice Motivate and When it Does Not | Educational Psychology Review
  • Building Student Work Plans | Personalized Learning Department, Dallas ISD
​2. Teacher has a system to provide feedback to students on their progress or mastery of tasks on the work plan.
​
Student Feedback
Next Move: Embed on demand feedback on work plan tasks.
  • Giving Student Feedback: 20 Tips to Do it Right | informED
  • How to Give Specific, Quality Learning Feedback to Students | TeachThought 
  • Increase mastery-oriented feedback | CAST

3. Teacher plans for workshops that extend tasks from the work plan and include opportunities for group worthy tasks.
​
​Authentic Assessment, ​Data Driven Instruction  
Next Move: 
1. Pre-plan workshops based on anticipated misconceptions from home task​
​2. Create an authentic task(s) students can complete in groups
  • 10 Traits of a Group-worthy Task | Arizona K-12 Center 
  • Group-Worthy Tasks | ASCD

Home Task

4.  Students complete a work plan and are prepared to apply learning to class time tasks.
​
Personalized Learning Pathways
Next Move: Ensure content in the work plan is aligned to workshops and groupworthy task(s).
  • ​Weekly Learning Logs | Learning Accelerator
  • Student Independent Work: Planning Tool | Intervention Central
  • How To: Improve Student Self-Management Through Work-Planning Skills: Plan, Work, Evaluate, Adjust | Intervention Central
5. Students make adjustments while completing the work plan based on the on-demand feedback.
​
Opportunities for Input
Next Move: Plan on demand feedback opportunities that allow students to review or extend their learning in real time.
  • Getting Students to Engage With Feedback | Edutopia
6. Students make a plan for class time, based on mastery of work plan tasks.
Opportunities for Input, Mastery Based Progression
Next Move: Create a planning template students complete at the end of the work plan that allows for them to schedule their workshops and group tasks for class time.
  • ​How To Increase Student Engagement Online: Flip the Classroom | EduFlow
  • Setting Up Norms for Independent Work | Edutopia

Class Time

7.  Teacher leverages a progression that builds on the home task. This progression allows students the ability to move at their own pace, based on mastery with no barriers.
Mastery Based Progression, Data Driven Instruction  
Next Move: Teach students how to review their own data and make purposeful decisions about what to practice or which task to complete.
  • Seeing Possibility: Using Learning Progressions to Help Students Climb toward Mastery | All Things Assessment 
  • Learning Progressions | Karin Hess 
  • Using learning progressions in teaching students with disabilities in inclusive classrooms | Brookings Institute
8. Teacher facilitates differentiated workshops while students complete a groupworthy task.
​
Mastery Based Progression
Next Move: Schedule time so students have opportunities to opt-in to workshops that meet their needs and work with peers to create authentic products.
  • Actively Engaging Hybrid Learning With a Focus on In-Person Time for Labs, Hands-On Activities, and Collaboration | Learning Accelerator
  • 10 Traits of a Group-worthy Task | Arizona K-12 Center 
  • Group-Worthy Tasks | ASCD
9. Teacher assesses mastery after workshops and/or provides feedback on authentic product progress.
​
​Student Feedback​
Next Move:
1. Close out the workshop with a check for understanding.
​2. Build a schedule for providing feedback on students’ authentic products.
  • ​​Evaluation Within Project-Based Learning | Edutopia 
  • 5 Simple Ways to Give Students Feedback During Project Based Learning | Ross Cooper
  • Austin’s Butterfly | EL Education
Flipped Classroom Extended Progression
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Flipped Classroom Progresion | Foundation Phase
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Flipped Classroom Progression | Differentiated Phase
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Flipped Classroom Progression | Personalized Phase
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse