Flipped-finalised english

FLIPPED
CLASSROOM

Practical guide

"The European Commission's support for the production of this publication does
not constitute an endorsement of the contents, which reflect the views only of the
authors, and the Commission cannot be held responsible for any use which may
be made of the information contained therein."

TABLE OF CONTENTS

Introduction..................................................... 4
1. What is a Flipped Classroom? ................. 5
2. Advantages and Disadvantages .............. 9
3. Differences............................................. 10
4. Elements of flipped classroom ............... 14
5. Exploring the Flipped Classroom ........... 16
6. Resources.............................................. 20
7. References............................................. 42
8. Lesson Plans ............................................ 43

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Special thanks to our local and international partners collaborating in the
FINCH (Family INvolvement in CHildren's early education and Care) project:

Veksttorget AS -coordinator (Norway), HACETTEPE UNIVERSITESI
(Turkey), GENC GIRISIM EGITIM GENCLIK VE SPOR KULÜBÜ DERNEGI

(Turkey), ASOCIATIA EDULIFELONG (Romania), EDU lab (Italy),
Agrupamento de Escolas de São João da Talha (Portugal), ISTITUTO
COMPRENSIVO STATALE ALDO MORO (Italy), Scoala Gimnaziala Voievod
Litovoi, (Romania) and Prios Kompetanse AS Norway for their contribution to

the preparation of this ebook, and wide dissemination of the Flipped
Classroom method in our countries and Europe.

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INTRODUCTION

This Guide was prepared in the framework of the Erasmus+ project, supported by the European
Union, entitled “Family INvolvement in CHildren's early education and Care”.
The document is organized in 7 sections that we consider to make it easy for the readers to
understand the concept of Flipped Classroom.

1. What is a Flipped Classroom?
2. Advantages and Disadvantages
3. Differences
4. Elements of flipped classroom
5. Exploring the Flipped Classroom
6. Resources
7. Lesson plans
It is completed with some Sample lesson plans that have been tested in the partner schools
from our project and that are on our project’s website at https://finch-project.eu/ .
By using our Guide you will be able to:
a. Use Flipped Classrooms as a classroom strategy.
b. Describe the benefits and limitations of a flipped classroom.
c. Analyze a flipped classroom lesson plan.
d. Find and evaluate flipped classroom resources.
e. Choose apps that can support a flipped classroom.
f. Design flipped classroom lesson plans.

We hope that the information contained within this ebook will be helping teachers and educators
(and potentially other stakeholders) in guiding and supporting the planning and the
implementation of the flipped classroom in their respective classrooms.

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1. WHAT IS A FLIPPED CLASSROOM?

“Flipping the classroom” means that students gain first exposure to new material outside of class,
usually via reading or lecture videos, and then use class time to do the harder work of
assimilating that knowledge, through problem-solving, discussion or debates.
The idea of the Flipped Classroom is quite simple: direct instruction (lecturing) is mainly done
via videos that students can watch on their own before class. These videos, then, allow time for
the teacher to work with students on things they struggle with.
For many years we have been “doing” school backwards: students are sent home with the hard
stuff and with no help except their notes (if they have taken them) and their textbooks (if they
have and read them), but little else. Teachers expect students to solve problems and apply what
they have learned in class.

With the Flipped Classroom, on the contrary, students do the hard stuff in class, where the
teacher is present and can help them, and do the easy stuff outside of class.

In this the «Flipped Classroom» is innovative: the lesson becomes homework while the time in
class is used for collaborative activities, experiences, debates, and workshops. And in this
scenario, the teacher does not play the role of a lead actor but becomes a kind of facilitator, the
director of the educational activities.

‘Flipping’ is an educational methodology to be used in a fluid and flexible way, regardless of the
subject or type of class. What is important is that the time ‘gained’ in class thanks to flipping is
used in an optimal manner and that the resources used by the student in the time at home are
of high quality.

But what about parents’ involvement? Flipped classroom, in some contexts, can be useful and
effective for a strategy that intends to reduce/contrast dropouts by involving students’ families.
According to recent studies and experiences, implementing and developing an authentic school
culture based on the school model as a “place to live”, which sustains students’ emotional

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attachment to school, gives support and encouragement not only to students but also to parents
and teachers.

In the past few years, many teachers from around the world have started to use the flipped
classroom and parents’ reactions have been curiosity, skepticism and sometimes hostility.
Anyway, Flipped classes can be of great help for families to assist their children. It happens that
pupils often come home with homework they are unable to understand. Parents sit with them
and try to help them "insofar as is within their powers", but sometimes they fail to do so.

Flipped classroom, on the contrary, creates a positive and fruitful involvement of parents: one of
the beauties of this methodology is that they can watch the videos with their kids, they can learn
how the teacher approaches a topic and in this way they will be better equipped to help their
sons or daughters. Also, videos can be paused: students learn at different speeds and
sometimes “teacher talks too fast or too difficult or even too much”. It is comforting, for parents,
to know that their son or daughter can pause and rewind.

Flipped classroom will then contribute to decrease the anxiety of children (and their families)
over homework: if this consists in watching and interacting with a short video, then this is much
more doable and parents are confident that any difficulties linked to the hard work will be faced
at school.

In addition, parents should consider a benefit for their children to have a teacher who has flipped
his/her class for multiple years as these teachers have completely changed the dynamic of their
classrooms: instead of being focused on test preparation or busy work, their students are actively
engaged in their own learning, taking responsibility for it, and probably approaching it with more
enthusiasm.

Finally, another important aspect to highlight is that Flipped Classroom increases student-
teacher interaction because it gives students the feeling of having more individual time with their
teacher. This should be very much appreciated also by parents whose son or daughter will get
more one-on-one time with his/her teacher.

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There is something innovative about moving the teachers away from the “front of the room”.
Getting them in-and-amongst their students changes the dynamics of the class. It looks like
when teachers flip their classes: spending lots of quality time with each child helps teacher to
better know their students both cognitively and relationally.

But the challenge now is, especially in view of preventing and contrasting the early school leaving
phenomenon, to remove the major obstacle: Institutions need to find ways that allow students to
have access to technology inside and outside of schools, regardless of the area they live and
regardless of their parents’ income level. As we know, students from disadvantaged areas are
more vulnerable to the dropout but, at the same time, teachers working in high-poverty schools
report very strong results after applying flipped classroom methodology.

Some researchers suggest:

1. Technology access policies should aim for one-to-one computer access
2. Technology access policies should ensure that speedy internet connections are available:

Reliable access to speedy internet allows teachers and students to support learning in
real time
3. Schools, districts, and states consider that at-risk students benefit most from technology
that is designed to promote high levels of interactivity and engagement with data and
information in multiple forms
4. Curriculum and instructional plans should enable students to use technology to create
content as well as to learn material
5. Policymakers and educators should plan for blended learning environments,
characterized by significant levels of teacher support and opportunities for interactions
among students.

As with all teaching strategies, the flipped classroom also has strengths and weaknesses and
this will be discussed in depth in the following chapters. Regarding the weak points, one of the
most important aspects is the so-called technological equity, in the sense that it is not possible
to predict or establish a priori that all students have adequate technological equipment, such as
a personal computer or an Internet connection. Aspects that concern the teachers themselves,

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considering that still many of them can be considered technologically not always prepared for
the commitment that the flipped classroom implicitly requires from them. Therefore, it is
necessary to rethink alternative solutions that still allow the application of this methodology.
In any case, nowadays the flipped classroom has a huge ally: the cellular phone, an object that
almost all students and families have got. So, a very large part of students can use this device
in absence of other technological tools for flipped classroom. These mini computers are walking
through the doors each day, let’s put them to work.

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2. ADVANTAGES AND DISADVANTAGES

Let’s start by listing the advantages of the flipped approach.
 Students are more prepared - otherwise you can't ask questions when you come to

school
 Flipped approach make students responsible for their own learning
 Students can rewind and see difficult things explained again
 You can control tempo yourself, pause and get a break
 Less stress, more flexibility - no need to explain things afterwards if you have been away
 Students can work at their own pace, adapted to teaching
 Students can dive deeper into the syllabus. Teacher can offer supplementary curriculum

to those who need a greater challenge
 The same lesson can be reused by several times and by several teachers
 Parents have the opportunity to take a look at their children's video lectures. When the

child does not understand a concept, the parents can help
Let’s start by listing the disadvantages of the flipped approach.

 It may be frustrating not to get an answer right away
 What subjects is it really suitable for?
 It takes time to create the learning resources
 Poor teaching does not get better by watching it on video many times
 Some just use flipped approach as buzzword, where instead of reading the textbook, the

content is presented as a movie
 Problems with technology. No internet access means no homework.
 Change takes time. The first time a teacher implements flipped approach, it will require a

lot of organization
 Lack of motivation. The teacher must really motivate the students to do homework, else

work flipped approach will fail.
Not for all students. Flipped approach requires some self-discipline. Students need to know
how to learn, this comes with time.

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3. DIFFERENCES

This section will compare the flipped classroom and the traditional classroom.

Before defining Flipped Classroom method we need to define what a traditional classroom is.
What is traditional classroom?
Traditional classroom is a real physical classroom that an instructor (teacher) provide information
to their students on a specific subject. Students have little to no knowledge or experience about
the subject that teacher instructs before the process. Students nearly gain all the knowledge in
the class. In this method, students have also a big responsibility such as homework that given
by the teacher. It is expected from the student that, with doing the homework, more insight
he/she will gain about the subject. Lastly, an exam process follows this in order to test the
student.
What is flipped classroom?
“Flipping the classroom” means that students gain first exposure to new material outside of class,
usually via reading or lecture videos. Thus, before the class, the students gain more insight about
the subject before the sessions and saves the teacher’s time for explanation in a good way. And
then use class time to do the harder work of assimilating that knowledge, perhaps through
problem-solving, discussion, or debates. With this method the instructor becomes more like a
coach or mentor rather than a traditional teacher that we all know. Students and instructors
should arrange a program to advance the class in a capable and beneficial way. Otherwise, it
may not be as beneficial as a traditional classroom.

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What’s the difference?

According to the model of flipped classroom course materials are introduced outside of class.
Students have permanent access to the learning content in the form of pre-recorded by teacher
video lectures and online books. Moreover, students can replay the video as much as needed
in order to improve their understanding of difficult topics. Instead in the traditional classroom
teacher explains new material with limited time and resources. As a result of flipped classroom
students have more time to discuss, practice topic and ask questions.

Criteria FLIPPED CLASSROOM TRADITIONAL CLASSROOM

The way of Students get an information about Teacher explains new topic in the
getting new topic from different sources like classroom, students do practical
information video or audio. In the classroom exercises at home. If they have any
students can ask questions about questions in the process of learning at
new topic and do practical exercises. home, they can’t receive answer.
They also work on problems in class.

The quality Students get information in any time Students get information only at
of learning and at proper place. They can learn lessons. They can miss some points of
new material with break, it might new material, because nowadays

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improve the quality of their learning. many people don’t concentrate on one
topic for long time.

Model Model: Teacher - Student Model: Teacher - Many students

Students get information individually. Students get information in groups.

Motivation Students become more motivated for Students may lose motivation, because
learning. They can have fun doing the lessons may seem dull to them
discussion, presentation, debate at time to time. Thus, decreasing their
the flipped classroom, watching interest in the lesson.
online lecture, reading digital texts,
listening online course material.

Technology Teachers and students use Teachers and students use traditional
electronic devices, online platforms methods.
and services.

Table1.Differences between flipped classroom vs traditional classroom

Table 2 Comparison between traditional classroom and flipped classroom in achieving higher order

The studying process according to flipped classrooms was adapted from the theory of Bloom’s
revised taxonomy of the cognitive domain. This systematization contains six levels of learning.
It is explained from the lowest one to the highest:

1. Remembering: at this stage, the students try to recognize and refresh the information they
have already got. They also try to realize the fundamental concepts and principles of the studying
content they have known.

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2. Understanding: the demonstration of understanding, interpretation, and summarizing skills by
the student.

3. Applying: the practice by learning or using knowledge according to the appropriate situation.

4. Analyzing: the students solve the problem with the help of their critical thinking, they discuss
with friends, compare the answer with the other people who is the same age or who has the
same social status as they, and summarize the topic. The students get new knowledge and
produce new ideas after implementing critical thinking or group discussion. Moreover, in this
stage, they also improve creative thinking.

5. Evaluating: the students can evaluate or establish peer-review knowledge and make a
judgment on how far they successfully learned. In addition, the whole learning concepts are
evaluated by students.

6. Creating: the students can design, construct, and create some new things from their previous
experience which is based on their knowledge.

The lowest two levels, remembering, and understanding should be practiced by the students
outside the classroom. Instead, they use class time to do the harder work including such higher
forms of cognitive work as applying, analyzing, evaluating, and creating. The following Figure 1
demonstrates the level of students’ learning in the flipped learning according to Bloom’s revised
taxonomy.

Figure1. Bloom’s revised taxonomy in the flipped classroom

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4. ELEMENTS OF FLIPPED CLASSROOM

In this section we will discuss in detail the elements of Flipped classroom.

Mini lectures
based on
students

questioning on
topic

Digital Course
Lectures Management

Flipped systems,
classroom
Textbooks
and other
aside texts

Differentiated Group work

pacing and
timing

 Digital lectures

Instructional videos created either by the teacher, students, or someone else, are made
available to students online for easy access outside of class are the main key element of
flipped instruction.

 Mini lectures based on students questioning on topic

After each Digital lecture students may use the forum to ask questions or ask for more details
on the concepts that were presented. Based on how peer students are responding, the
instructor discusses some of the problems or he gives mini-lectures on some topics that may
be difficult to process by students on their own.

 Differentiated pacing and timing:

In some flipped classrooms, students work at their own pace, so not all students are working
on the same task at any given time. For instance, teachers may group students based on the
task that they are currently working on, which allows students to have peer support while
giving them the freedom to work at their own pace. This technique allows teachers to more

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effectively address student needs, as students in a particular group may be struggling with
similar concepts from a given lesson (Bergmann & Sams, 2012).
 Group work:
There are many ways in which group work can be utilized. In the classroom, students can
work together to review material from the day before, work through questions regarding new
material, and complete activities that help reinforce content and hone skills.
While group work inside the classroom is valuable to the learning process, group work outside
of the classroom can be just as valuable. Since the learning process is in the hands of the
students in the flipped classroom, partner homework can help alleviate the stress of self-
teaching, along with providing intellectual supports in the learning process. Pairing students
as study-buddies can be a great resource for students at home where new material is being
processed.
However, group work outside of the classroom can also look like larger assignments,
including group projects. These projects can be part of an in-class assignment, or they can
be a formal assessment at the end of a unit. Think back to the propaganda project. Instead
of in class time, the teacher could assign the video/poster as an at home task.
 Course management systems
Many teachers choose to use a Learning management system (LMS), to assist in the
management of educational courses for students. LMSs can be used to store course
syllabus, present course announcements, manage student email, provide online discussion,
support online submission of assignments, and host teacher- and student-posted videos.

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5. EXPLORING THE FLIPPED CLASSROOM

Now that you have clear idea on how your flipped lesson should be structured it is time to learn
how to create the video lectures.
 Step 1: What will you record?

An important prerequisite for students to watch the videos at home is a clear connection between
the learning activities in the classroom and the content of the video. In this way, students
discover the value of watching the videos, before participating in classroom teaching. 5a
It may be appropriate to insert a video frame with yourself into the video when giving an
explanation. This is called "Talking Heads" and is effective when teaching your own students. It
provides a better learning relationship between you and the students, and an increased
engagement with the students.
 Step 2: How will you record?

Videos where you both draw and explain at the same time are more engaging and motivating
than single slides. In addition, videos with a personal touch are more engaging than high quality
studio recordings. 5b
The complexity in recording is a decision you make based on What you will record, time
available, technology available and your digital skills in editing. It may be a one shoot recording
using your mobile phone too high quality edited video.

 Step 3: Technological solutions and its use

There are many possibilities, here are some we recommend:
You need not always use professionally produced video of your lectures, but can rather create
materials by using
- PowerPoint
- video recordings prepared with your own computer / mobile phone
- audio files prepared with your own computer / mobile
- introductions / tutorials from ex. TEDTalks / TedEd / YouTube /Khan Academy
- other web resources, quizzes, interactive video
- texts on various subjects
Make sure you do not violate copyright, Copyright Act or IP regulations.

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It can be useful to use a drawing board like Wacom Bamboo when drawing and explaining at
the same time. If you have touchscreen, you can write and draw right on the screen with, for
example, Apple Pencil or Surface Pen.
You don’t need expensive software or high digital competence to make “good enough” learning
videos. Ex. you can use PowerPoint for making good videos by downloading Office Mix. Or you
may use Screencast-O-Matic (free until 15 minutes video) and Quick-time for Mac (free). Other
free tools for recording your screen is from Google Screencastify and Windows Game Bar.

If you do a lot of recording, it may be wise to invest in professional tools like Camtasia for
Windows or Mac or ScreenFlow for Mac.

Step 4: Prepare a script:

A finalized script means your created plant for your recording. This plan implies as a minimum
- What you want to achieve
- The order of learning moments
- How much you want to convey about the various topics
- What learning tools you want to use
- How to present the learning - how to activate the student

Flipped classroom requires you to do some work before you get started:
- Decide which parts of the course and curriculum suitable for flipping. This may take some

time, but you save time the next time you want to flip. But it will be time well spent if you
continue using the flipped method.

- You need to consider whether to use technology and what type of technology you want to
use. This should be considered on the basis of the subject, the student group, curriculum,
available LMS (Learning Management Systems or e-Learning Systems) and what kind of
digital tools you master.

- Gather information about the support network and use this information based on your needs.
Maybe school have a department which could provide important support?

- Put together a good system, where both the material to be flipped and activity in the physical
meetings with students are considered thoughtfully. Think variation: There is more than one
way to do this.

- Teaching program with flipped classroom should be planned using a holistic approach; what
the students do outside the classroom, should form the basis for further work in the classroom.
It is not fruitful to ask students to watch videos or give feedback on the subject matter, if this
is not an essential part of the set-up in the classroom

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- Talk to the students and prepare them on the flipped classroom method and what it entails
for them: this method will require some work outside the classroom on their part

Good structure
Good structure of content provides overview and predictability. This is important for everyone,
especially for students who can easily lose their concentration, attention or for other reasons can
be troubled, knowing what to present is reassuring. This may be a brief introduction presenting
the video content. Text presented in short sentences or key words is easier to understand and
provides overview and helps students to extract the essence of the content. Good structure is
also crucial for learning for students with different types of sensory loss.

Length and amount
Although students can watch a movie several times to view the content, it is necessary to adapt
the content to the student group level in the first place. Shorter film cuts of approx. 6 minutes
makes it easier to keep the concentration up. A limited time frame also requires a concise and
concise presentation, without long explanations.

Visual support
In a video you can use pictures, keywords, instructions and other visual support. For many
students are visual support essential to understand what is communicated.

Auditory support
The oral presentation in a video should be relatively brief and having a clear connection to what
is communicated written and visually. The speech should be clear and with a pace making it
easy to follow.

 Step 5: Make the video - The workflow and practical issues

Prepare your chosen topic, the script and practise. Practise is important to create the
pace which is easy to follow.

Prepare recording area. You need silence, light, sound check, camera check. Also prepare
devices and software you will use.

Open pictures, presentations etc you will use, making it easy to switch between different learning
material.

 Edit your video

In order to make your video short with clear communication, you sometimes need to edit it. This
may be to cut stuff, add content, add voice/music etc. There are many free tools available, so
pick the one which suits your demands.

 Go live: Describe how to publish content of video

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The easiest way to publish your content is you’re your school LMS (if there is), upload
and share link from your google disk or upload to your YouTube account and share link. All
those solutions are free and easy for your students to find.
 Evaluate:
Evaluation is always important. Before you start, think, what would you like to achieve from the
evaluation? Is it a happiness score, is it feedback to you and your learning material, is it individual
learning approach – to learn how your students can improve their learning situation etc. The
evaluation itself can be conducted in several ways, like discussion in classroom, answer
prepared forms or simply observation and reflection from you.

5a (Bergmann og Sams 2012, Gannod mfl. 2018).
5b (Guo, P.J at.al. 2014)

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6. RESOURCES

We have tested many resources and we recommend the ones we consider to be the best ones.
 Khan Academy:
The birth of the flipped learning:
In 2007 – in science woodland park high school (Colorado USA)- Jonathan Bergman and
Aarson Sams discovered to record a PowerPoint presentation. They recorded the
presentation and posted it on line for students who had missed their lectures. They further
spread this method to the other teachers when their on line lectures became famous, and
thus the birth of the flipped classroom started by them. So, that concerned just science, and
later in 2003 Ellin Dell , a French teacher at king fillip regional high school USA, presented
offering students a choice in a flipped classroom.
And this method is known for the work of Salman Khan, founder of Khan Academy. Also, the
University of Miami was the first university to implement this model.
It all began in 2004 when he agreed to tutor his cousin in algebra and eventually wound up
posting tutorials on YouTube. Others began to find the video tutorials and it became more
than just math, as Khan, then a Harvard and MIT-educated hedge fund analyst, branched
into other subjects. As popularity grew, he became inspired.
Khan Academy is the brainchild of Salman “Sal” Khan, a former hedge fund analyst that
founded the service initially to help remotely tutor his cousin in algebra, only to find his videos
going viral, his career changing as a result, and Bill Gates taking notice. Khan’s method—in
which students watch videos to learn the lessons at home, and then work through problems
in school with their teachers’ assistance—has been described by some as “flipping the
classroom”.

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Resource: Khan Academy

 Learning management system
A learning management system (LMS) is a software application for the administration,
documentation, tracking, reporting, automation and delivery of educational courses,
training programs, or learning and development programs. The learning management
system concept emerged directly from e-Learning. Although the first LMS appeared in the
higher education sector, different systems are made for different target groups. Learning
Management Systems make up the largest segment of the learning system market.

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For flipped classroom purposes, a LMS supports the teacher to do the teaching activities better
while presenting the course contents, helps the student to reach the necessary course
resources, develop their individual learning competencies and make the use of leisure time
productive. Teachers and students can enter the LMS with their passwords. Teachers and
students who access LMS may access resources as news, e-Content, e-Magazine, e-Books,
videos, audio/podcasts, visualization, simulations, e-Document and forums.

In Flipped classrooms, educational processes create learning environments where the student
takes part in the learning activity. In this way, a three-step learning activity takes place in
classrooms where learning takes place.
 Step 1: Informing the student about the subject area and the acquisition
 Step 2: Flipped learning activities of the student
 Step 3: Repeating the topic in the learning environment
 Screencast-O-Matic:

What is it? Screencast-O-Matic is an online screen recorder that allows teachers and
students to record, trim, edit, save, and share screencasts. With the free download, users
can produce screencasts with or without a webcam and choose from options that include

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adding a description, assigning to a channel, or password-protecting the video. Those
wanting to create more sophisticated videos may want to consider the Solo Deluxe plan;
cash-strapped teachers may find the $1.50-per-month price point doable, especially
considering it comes with a full editing suite, drawing tools, overlays, audio options, and
longer recording times. There's also a Solo Premier plan at $4.00 per month, which adds
hosting and secure backup. Teachers can access their videos and launch the recorder or
editor from the video hosting site (in beta). The editor is well designed, and once you get the
hang of it, it's easy to clip, modify, caption, and combine videos. If you leave out important
details, you can create or import additional videos and drop them into an existing recording,
so you won't have to start all over.

The site's up-to-date blog is helpful for tips, tricks, and posts about best practices, and the
Support Center contains tutorials covering every aspect of Screencast-O-Matic (helpful when
you're stuck on a certain feature). What's missing is a library of especially useful or highly
rated teacher-created screencasts.

How can I teach with this tool?

Teacher-produced screencasts using Screencast-O-Matic can help you communicate
expectations, ideas, and assignments in a way that's palatable for both you and your
students. Flip your classroom, provide video feedback on writing assignments, or create your
own Khan Academy-style videos, complete with drawing and narration. Kids will like seeing
your face and hearing the consistency of your explanations, and parents will be able to help
their kids without contradicting what kids learned in class. Involve parents further by replacing
your traditional newsletter with a brief weekly video about class happenings or a short daily
"What did I miss?" screencast to keep absent kids in the loop.

Student-produced screencasts are useful for everything from formative assessment to
passion projects. For ELA or a foreign language, let kids record a read-aloud and reflection
to assess fluency and comprehension without putting them on the spot. In science, take the
traditional lab sheet online by having kids record observations or explain a procedure for
conducting an experiment. For presentations, consider a digital gallery walk through students'
videos with opportunities to comment via your school's learning management system (LMS).
However you use it, though, be sure to educate students about their digital footprint. Although
users can choose not to make videos searchable, curiosity or human error might lead
students to share videos publicly. It's best to remind students about the consequences of
sharing personally identifiable information online.

Is it good for learning?

Creating videos with Screencast-O-Matic can be an incredibly effective time- and sanity-
saver in the classroom. Giving students the opportunity to play, pause, rewind, and replay

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can go a long way toward empowering them to take ownership of their learning and grasp
concepts without disrupting class. From an instructional standpoint, video feedback is a
powerful learning tool, giving kids the opportunity to see teachers interact with and reflect
upon their work in real time.
Letting students produce their own recordings gives them a chance to show what they know
and provides opportunities to edit for clarity, correctness, and audience engagement.
Screencast-O-Matic's editing tools allow students to clip, combine, or add to videos as well
as add overlays, arrows, captions, and more before submitting -- so they'll have fun creating
them. Not all students respond to video in the same way, though, so while screencasts are a
great supplement to instruction, relying too heavily on them may sacrifice opportunities for
personal conversation or hands-on-learning. Teachers will need to be sure to balance real
and virtual face time with their kids to build relationships and keep them motivated.
 Nearpod: https://nearpod.com/
What is it? Nearpod helps educators make any lesson interactive whether in the classroom
or virtual. The concept is simple. A teacher can create interactive presentations that can
contain Quiz’s, Polls, Videos, Collaborate Boards, and more.
Nearpod Silver Edition is entirely free and most of our users are very happy with it. As you may
know, we also offer our Gold and School Editions, which are NOT free and offer many more
features for both teachers and administrators. With Nearpod, students do not need accounts
to access! When you start a lesson, you’ll launch a five-letter code. Share this code with
students, or share the lesson through your LMS (like Canvas or Schoology), Google
Classroom, or Microsoft Teams (here’s how).

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Nearpod works on ANY device, whether students have iPads, computers, or other tablets. This
is great especially for schools that allow students to bring their own devices. The teacher has
complete control of student devices.
Nearpod allows for ‘Live Lessons’ or ‘Student-Paced’ lessons. If the teacher selects ‘Student
Paced’ then students are able to move through the lesson at their own pace. Pear Deck has
more options available for free and their platform is better at keeping students focused on your
lesson.
Slide sharing platform Nearpod, is now working directly with Google Classroom, allowing
teachers to instantly assign and share their interactive lessons with their students. Now,
teachers can select a button below that code and share to their Google Classroom page.
How can I teach with this tool?
With a little planning, you and a colleague can be co-teaching with Nearpod in no time. Anytime
you are using educational technology and/or co-teaching there are a few important things to
remember: It is important for you and your co-teaching partner to have a good rapport with
each other and your students.
If your lesson is in PowerPoint, you can add it to your Nearpod library by simply dragging and
dropping it. You can then add interactive Nearpod activities to your lesson, and launch it via
Microsoft Teams to your class!
When facilitating a Live Nearpod lesson, teachers can annotate on content slides during the
session. Students will then be able to see the annotations on their screen as well.

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You may create lessons students love. Add media like Virtual Reality, simulations, and
websites to support meaningful connections and keep every student engaged.
You will know where your students are every step of the way. Get real-time insights into
students’ learning during your lesson. Later, use reports to inform the next day’s instruction.
You may address learning loss in your school with Nearpod by:

 Utilizing formative assessments to drive insights into student learning.
 Knowing where every student is in their learning and adapt instruction in real time with in-

the-moment feedback.
 Building authentic connections for students through checkpoints and activities focusing

on social and emotional well-being.
 Edmodo:
Edmodo, a social e-learning platform where teachers, students and parents meet in the
attempt to "revolutionize" the way of doing school.
What is Edmodo
The free e-learning platform, created in 2008 by two I.T. managers from Chicago School
District, provides a safe and easy-to-use operating environment, where students, teachers
and parents can continue to cooperate even outside the school setting and at different times
from those provided by the ministerial calendar.

On Edmodo, teachers can assign tasks and provide explanations, send explanatory
diagrams and suggest in-depth articles on the topics discussed in class. For their part,
students can collaborate with each other in study groups, ask for clarification from classmates

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and teachers and report study materials to "classmates". All this on a platform that is identical
or almost identical to Facebook in terms of visual and functional structure (interface).

It is a safe and controlled environment, as it can be accessed through a personal password,
and it is simple to use, as it does not require any installation or downloads.
How Edmodo platform works.
Edmodo reproduces, in a social e-learning environment, a lower or upper secondary school
classroom. After registering and creating a personal account, the user - be it a teacher, a
student, or a parent - can request to be included in a group that is usually private and reserved
for members of the class group.

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Home screen

On the left side: Profile picture, Classes and Groups and their management;
In the center: posts (messages, news, etc);
On the right side: Advertising and Spotlight, i.e. the apps integrated with Edmodo.
Screen: Assignments
The list of all the administered assignments, quizzes, etc. divided into two groups: the correct
ones (Reviewed) and those still to be corrected (Review).
They can be filtered by class or by type: e.g. homework or quiz.

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What you can do with Edmodo
It is one of the new web 2.0 tools that is widely spreading in the field of Education. It is used
by many teachers and educational institutions, (especially in this period of DAD - distance
learning); it hosts on-online lessons and allows students and their teachers to be kept in
contact.
In this virtual group it is possible:

to upload digital online resources that can be later downloaded by students;
to create surveys;
to write lessons abstracts for students who have been absent or invite their classmates
to do it for them;
to create notices for the students that will be delivered them as a "notification";
to assign tasks indicating title, description and delivery date;
to attach a document in any digital format or a link to a video or website;
to create quizzes with open-ended or true / false questions, even with multiple questions
in which only one is correct.
The work environment is absolutely safe because:
• class groups are supervised by the teacher;
• students can enroll in the class only if in possession of the code provided to them by the
teacher;

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• students can communicate only with the whole class or with the teacher and there are no
private messages between them;
• teachers can delete inappropriate messages.

Moreover, the platform offers other useful tools:
a shared library where presentations, documents and images can be kept. Handouts can

be shared with all students and each of them can decide whether to use them from the video or
print them. Students can also use Edmodo from their smart phones or tablets, always having all
the study materials available;

a calendar where to write down the deadlines for homework and the verification dates;
the possibility to create quizzes of different types: multiple choice, cloze activities,
correspondences, open answers, etc. The teacher can administer the test in the multimedia
classroom, or assign it at home and provide each student with evaluation feedback;
the possibility to download educational materials, categorize them in other environments
and organize them in folders (for example Dropbox);
the management of materials in folders. Each teacher can create their own virtual library
in which to insert their materials, dividing them into subfolders to be shared with the classes and
always having available all the materials useful for their teaching activities;
the possibility to attribute the tasks to be performed. The platform allows teachers to insert
notes in which students are asked to perform certain tasks by a fixed date. Each student, after
having completed what is requested, can upload it so that the teacher can then evaluate its
relevance, correctness, etc. Edmodo allows you to keep track of assessments and provide
feedback to students.

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One of Edmodo's first achievements was the creation of professional bonds and exchanges
between teachers who were distant, maybe hundreds and hundreds of kilometers from each
other.

Finally, Edmodo offers teachers the opportunity to share and discuss teaching
methodologies, the effectiveness of school texts and intermediate verifications required by
the different school systems of the Countries where the social network is used.
Everyone's hope is that this platform can provide indications on the efficacy of the diverse
teaching strategies and guarantee a real and continuous comparison.
Considering that Edmodo is one of the resources used within the Instructional Strategy of the
Flipped Classroom, it would be very useful to watch the following Webinar held the last
October, 1st 2020:
Flipping the Classroom: Now More Important than Ever
https://www.youtube.com/watch?v=gVm05NZ7G4Q&list=RDCMUC8Q5gm5zZj2GuhfEXDi
RcSg&index=31
And here are some helpful links on how to correctly use Edmodo.
Introduction to Edmodo
https://www.youtube.com/watch?v=-n7E2iyWRG8
Edmodo: Teach More. Learn More
https://www.youtube.com/watch?v=yO3yGhh70gw&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=3
Edmodo & School Suspension

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https://www.youtube.com/watch?v=IVuyhFcHiWo&list=RDCMUC8Q5gm5zZj2GuhfEXDiRc
Sg&index=5
Teachers: Post to a Class
https://www.youtube.com/watch?v=yv9QRxINZdg&list=RDCMUC8Q5gm5zZj2GuhfEXDiRc
Sg&index=8
Teachers: View School and District Posts
https://www.youtube.com/watch?v=0VkBvCnqWyo
Teachers: Create a Quiz
https://www.youtube.com/watch?v=i6yA4fwOssI&list=RDCMUC8Q5gm5zZj2GuhfEXDiRcS
g&index=2
Students: Taking a Quiz
https://www.youtube.com/watch?v=9UK4GA5_Ecs&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=17
Teachers: Create a Small Group
https://www.youtube.com/watch?v=MBATSbdvAgE&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=4
Teachers: Joining a Group
https://www.youtube.com/watch?v=yC9ZGfcaZKA&list=RDCMUC8Q5gm5zZj2GuhfEXDiRc
Sg&index=27
Teachers: Post to a Class
https://www.youtube.com/watch?v=2PLlsTjfPZM&list=RDCMUC8Q5gm5zZj2GuhfEXDiRcS
g&index=41
Teachers: Create an Assignment
https://www.youtube.com/watch?v=hBuVQJh99Ew&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=11
Students: Complete an Assignment and Upload
https://www.youtube.com/watch?v=vYUSjnsMwxQ&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=20

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Teachers: Messaging Students and Parents

https://www.youtube.com/watch?v=zjI7olU89rM&list=RDCMUC8Q5gm5zZj2GuhfEXDiRcSg
&index=10

Teachers: Messaging other Teachers

https://www.youtube.com/watch?v=V0sL0Deoe54&list=RDCMUC8Q5gm5zZj2GuhfEXDiRc
Sg&index=14

Students: Message your Teachers

https://www.youtube.com/watch?v=cFHQDL0GnL0&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=7
Parents: Viewing a Child’s Work

https://www.youtube.com/watch?v=_R4z5OkKDcw&list=RDCMUC8Q5gm5zZj2GuhfEXDiR
cSg&index=6

Teachers: Using the Calendar

https://www.youtube.com/watch?v=oGuDiA2-
IfA&list=RDCMUC8Q5gm5zZj2GuhfEXDiRcSg&index=15

 Kahoot:

Kahoot! is a fun application, absolutely free, with which it is possible to create quizzes,
surveys, questionnaires, verifications, surveys, insights. Very useful in everyday teaching
and especially during DAD, Kahoot! is motivating and engaging for both teachers and
students. With just a few simple steps the game is done. It is also possible to recover
feedback of answers in the form of tables or in an excel sheet.

It is an excellent tool for both Flipped Classroom and Byod (Bring Your Own Device), thanks
to its shareable and engaging mode. Actually it’s an excellent teaching aid and can be used
at the beginning of a topic to see the level of student preparation, but also at the end of an
explanation, to impress more in their memory what just explained.

Kahoot! is very effective to build multiple choice objective tests and introduce, at the same
time, elements of gamification which help to keep the attention of students high and to foster
elements of positive competition among them.

Kahoot! uses the basic principles of behaviorism, adopting gratifications, scores and
reinforcements with simple multimedia elements. The advantage for the teacher is to be able
to obtain an electronic register that opens at the end of the administration of the test and

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shows all the results of the students. It needs a PC but it can be good also a mobile device
like students’ phone so they can answer the quiz comfortably at home or at school. Suitable
from primary school onwards, it is versatile and easy to use to create challenges, collect
ideas, make quizzes and tests, and deepen topics.
And now let’s see how it works step by step.

1. Registration

To register as a teacher, please visit : http://getkahoot.com
Click on the top right button:
To the question 'What’s your role? ' select 'I’m a teacher'. Indicate the school where you
teach.
In section 2 fill in the other required data and finally click on the button:
Once registered and always on the site referred to in the link http://getkahoot.com, click on
the sign in the upper right corner.
Enter your username and password and click on the button:
The following bar will appear:

2. Simulation of the game

To try the game immediately:

- click on Public Kahoots, a database of all tests created by teachers from all over the world,
in different languages, made available to anyone;

- in the first field to the left of the Search box (where you can read this Title, subject, tag, or
username') type a topic and a language on which you want to test (for example: "past simple",
"verbs in Italian", "Goethe", "vocabulaire français", "literatura espanola", "Leopardi", etc.).

If other teachers have already created tests on this topic, relevant tests will appear.

At this point:

- once a test has been identified, click the Play button;

- when the test is loaded, go to the page and click on the green Classic button;

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- after a screenshot with the question 'ready to join'?', the message 'join at kahoot’. It will
appear a Game PIN and the Start button on the right.

To simulate the game in student mode, now ask two colleagues sitting next to you to operate
as players. In class the teacher must have a projector or a LIM.

Then follow the following instructions, depending on the role assumed:

TEACHER WHO STARTED THE QUIZ TEACHERS WORKING AS PLAYERS
Provide the game pin to colleagues
Access the link http://kahoot.com : insert the
Game Pin and click the Enter button.
Enter a nickname and click on the OK, go!
Button. It will appear the message ‘You’re in.
Can you see your name on screen?' (your
nickname will be visible at the top right, while
at the top left you see the game pin)

When you see all the names of the When the teacher has started the test, the

registered players, click the Start button. first question will appear. Read it carefully on

The first question will appear your screen. Options are marked with a

color. To answer the question, on your

screen click on the color corresponding to the

option considered correct.

At the end, a message will appear indicating

whether the correct answer (green) or the

wrong answer (red).
Look on the teacher’s screen: It will also

appear the score achieved and the position

in ranking.

When players respond, you will see how Wait for the next question to start. Read it on
many players have responded correctly the teacher’s screen and click on your screen

on the color corresponding to the option

considered correct.

Check your score and your ranking.
and the correct answer, indicated by the

color.

Click on the first Next button and then on

the second to start the second question.

Start the other questions and look after the

answers players who answer in a way

correct or incorrect.

Answer other questions, always checking

your score and position.
At the end of the test, click on the End At the end of the test, look on the teacher’s

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button. The name of the winner, the score, screen: the position in the ranking, the score

the number of correct and wrong answers achieved and the percentage of answers

will appear. given correctly.

Now click on the button
, then always at the top right click on the
button

.
From the final scoreboard (Final
Scoreboard) click on the bottom button

and button
.
After a few seconds an Excel spreadsheet
will open, containing a detailed report with
the names of the players, the correct or
wrong answers, the total score and other
useful indications.
The sheet can be commented in class with
students or saved and reopened
subsequently.

3. Use quizzes by other teachers

The quizzes found in Public Kahoots can be duplicated and reworked to your liking. To do
this:

- once the quiz to be reused has been identified, approach the mouse on its name so
that the word Duplicate appears in green

-
- click on Duplicate: the file will be duplicated with the words in front (Draft)
- to make all the necessary changes, click on Edit
- once the questions appear, the following changes may be made:

 change the response time (Time limit)
 reopen the application and make further changes
 duplicate the question
 delete the question

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To add new questions to the test, click on Add question . .
Once you have finished editing the test, click on the green button at the top right

The message Save and published! will appear.

4. Create your own quizzes

Access the website http://getkahoot.com and click Sign in on the top right. Enter your

username and password.

Click on the icon:
It will open a screen, in which to indicate first of all title and description. You can then also
add an image if you wish.
In the following three boxes, it will be possible to change the possibility that the quiz cannot
be seen by everyone (option not recommended), to change the language and to select the
type of recipients to which our test will be addressed.

Fill in at least these parts, then click on the green button at the top right
If you already want to edit something, click on the pencil icon at the top right. Otherwise
start writing the first question by clicking on Add question.
In the new screen:
- write the question text in the Question field (required),

maximum 95 characters
Note that as soon as you write in that field, the bar appears that allows you to select, in
addition to the bold (B), italics (I), at the apex and subscript (useful for math teachers) a
whole series of other symbols.
By clicking on the last symbol of the bar (Ω), you can select, for example, all characters
necessary to be able to write in different languages;

- select the time you want to give to each question (in the Time limit field). This time
should be related to the number of options you will choose and the length of questions
to read;

- in the Answer fields (followed by numbers) write the four options. As you will see, the
minimum options are obviously two. To mark what the correct answer will be, click
on the corresponding check mark so that it becomes green;

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- if desired, in the Media field at the top right you can insert an image (Add image) or
a video (Add video), on which you can ask questions;

- after the first question has been created, click on the green button at the top right

The first question will appear on the screen.
On the right, it will be possible:
- change the response time (Time limit)
- reopen the application and make further changes
- duplicate the question
Write now the other questions of the test, always working on Add question .
Once you have finished writing all the test questions, click on the green button at the top
right.
It will appear the message Save and published!
Before confirming the creation of the quiz by clicking on the green button at the top right

, from this you can do four different operations:
1.open the l quiz (Edit it), to make more changes
2.see how the quiz (Preview it) in game mode, after
selecting the Classic option if students are all equipped with their own tablet or smartphone,
or the Team mode option if they share those tools
3.change some game options (Play it), visible by scrolling the page down:

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Of particular interest, may be the options:
- mixing questions (Randomize order of questions)

- mixing answers (Randomize order of answers)

The default enabled option Enable answer Streak Bonus gives a higher score for those who
correctly answer multiple questions below.

4. Share the quiz created with others (Share it), providing the link indicated in the field 'Copy
& paste link' or with other people who use Kahoot!, indicating their username (obviously
known to us), in the field 'Share with other Kahooters'.

Then finish any changes, once you click on the green button at the top right , we
will see our quiz appear in our dashboard.

Approaching the mouse on the file name, three options will appear:

that will allow you to make changes, duplicate the quiz or delete
it.

Note that the Duplicate function is very useful when you want to use a quiz made by others
(in Public Kahoots, as mentioned in the previous point 2. Simulation game).

5. In-depth

Explanatory video on how to use Kahoot!:
https://www.youtube.com/watch?v=zCebOfoWBz4

Differences between Quizizz and Kahoot!:

https://infogr.am/what_kahoot_lacks_quizziz_provides

Kahoot group:

https://www.facebook.com/groups/kahoot.community/

To play with other classes around the world and connect via Skype:

http://blog.getkahoot.com/post/113254349002/how-to-use-screen-sharing-to-do-a-
global- classroom

Regina Marrazzo Kahoot

https://create.kahoot.it/details/0b72bb91-4c84-4614-ae20-96e85d6b7671

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 BookWidgets - The perfect content creation tool for teachers in the classroom

With BookWidgets, teachers can create interactive activities in the (digital) classroom.
Choose a digital template activity, adapt it with your own content, share it with your students,
and review their work. You can create digital lesson activities such as crossword puzzles,
timelines, memory games, and much more. For digital assignments, you can create
automatically graded worksheets and quizzes with 30+ interactive question types.

The BookWidgets dashboard lets you look at your students’ submitted work for:

1. Reviewing: two different ways of reviewing your students’ answers.

2. Grading: 80% of the digital assignment will be automatically graded, but you can still
review and modify the grades.

3. Giving digital feedback: adding comments to student work where needed.

When you’ve created your digital BookWidgets assignment and shared it with your students,
it’s up to the students to submit their answers. Once finished, you open the reporting
dashboard in BookWidgets, and all the work of your students is displayed, already graded.
Of course, you still want to take a look at these answers, maybe change some grades, and
give feedback. BookWidgets is the perfect educational tool for both summative assessments
and formative assessments.

Navigating to the reporting dashboard

After creating and sharing a digital assignment with your students, you have to review their
work. To do this, you navigate to the BookWidgets reporting dashboard. Here, you can review
all the work, perhaps adjust automatically graded scores, and give feedback. Just follow
these simple steps:

1. Sign in to your BookWidgets account.

2. Go to the tab Grades and reporting.

3. Go to My courses (or Student work, in case you are not using BookWidgets in another
LMS such as Google Classroom, MS Teams for Edu, Canvas, Blackboard, Moodle,
Schoology, Smartschool …)

4. Click on the title of the assignment or widget you want to review.

5. You’re now in the reporting dashboard of that particular assignment. You’ll see a list
of all the questions in your assignment and a list of all the students that already
submitted the digital assignment or widget. In most cases, you’ll also see that the
assignment is already graded.

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Reviewing student work
Once you’re in the reporting dashboard of the right BookWidgets assignment, there are
two ways to review your student work, depending on what fits you the most: you can
review student work student by student or question by question.

Check your students’ grades and make changes if necessary
Depending on what widget and question type you choose and depending on how you
configured the right answers, most of the work will already be automatically graded.
In a few cases you would want to change the automatically given grades:

1. Questions or widgets that can’t be automatically graded still need a grade. Just add a
grade next to the question.

2. You made a mistake when configuring the right answers in your widget. You can mark
your student’s answer as correct, or just change the grade. Even better is to change
the auto correction for all your students at once.

3. A student made a spelling mistake, but the answer is still correct. BookWidgets will
grade it as incorrect, but you can change the grades and still give a point.

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7. REFERENCES

https://www.winjigo.com/the-advantages-of-a-flipped-classroom/
https://stratostar.com/five-reasons-against-the-flipped-classroom/
https://www.adelaide.edu.au/flipped-
classroom/docs/The_10_Key_Elements_for_Flipped_Classrooms.pdf
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/lecturing-
and-presenting/delivery/class-activities-and-assessment-flipped-classroom

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8. LESSON PLANS

Sample lesson plan – Citizienship - https://anyflip.com/whhx/fooq/
Sample lesson plan – English - https://anyflip.com/whhx/ljqt/
Sample lesson plan – History - https://anyflip.com/whhx/hrfw/
Sample lesson plan – ICT - https://anyflip.com/whhx/wcfj/
Sample lesson plan – Science - https://anyflip.com/whhx/indb/
Sample lesson plan – Chemistry - https://anyflip.com/whhx/zgnf/
Sample lesson plan – The poetic text - https://anyflip.com/whhx/pbav/

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"The European Commission's support for the production of this publication does
not constitute an endorsement of the contents, which reflect the views only of the
authors, and the Commission cannot be held responsible for any us4e4which may
be made of the information contained therein."