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Running header: GROUP- PROJECT 1

University of the West Indies Open Campus

EDID 6505: Systems Approach to Designing Instructional Materials


Flipped Classroom Model

Submitted By:

Anna-Kaye Smith- ID: 320001071

Alana St. Cyr- ID: 808013375

Shanelle Waithe - ID: 320007731

Samantha Wilson - ID: 320001145

Course Facilitator: Dr. Leroy Hill

16th April 2018


Table of Contents

Executive Summary …………………………………………………..……………………….….3

Introduction …………………………………………………………….……………….….……..3
Need Assessment………………………………………………………...…………………...…...4
Topic of Instruction ……………………………………………..…………………....…...5
Needs Assessment Procedure………………………………….…..…….………………..6
Task Analysis………………………………………………………………….………….……….8
Task Analysis Chart………………………………………………………………….……9
Procedural Analysis………………………………………………………………………..…….11
Hierarchical (Prerequisite) Analysis…………………………………………...…...........19
Performance Objectives ……………………………………………………...…….20
Instructional Strategies and Lessons ………………………………………………………....….23
Assessment ……………………………………………………………………...……………….26
Contextual Analysis……………………………………………………………….……………. 29
Review of Design Process ……………………………………………………………………....32
Pilot Users Data and Feedback……………………………….……………………...…..32
Design Process……………………………………………………………………….…..33
Instructional Strategies Table ...……………………………………………………...….36
References ……………………………………………………………………………………….69

Executive Summary

The Flipped Classroom is an instructional strategy that contrasts the traditional learning

environment. Instructional content becomes digitised and delivered online for students to acquire

at home. Activities that would normally be conducted as homework are now done in the

classroom in collaborative groups. The members of the science department of the Foundation

High School in Barbados will participate in an online professional development workshop series

to learn how to implement the Flipped Classroom Model within their classroom to improve

students’ overall performance in the sciences. At the end of the series, teachers will be able to

implement the Flipped Classroom Model effectively.


The Flipped Classroom Model enables learners to have more input in their learning.

Alison King (1993) provided the groundwork for the Flipped Classroom Model based on her

research called “From Sage on the Stage to Guide on the Side”. In her research, King (1993)

emphasizes the need to use class time to construct meaning from content presented rather than to

introduce new information. The Flipped Classroom promotes blended learning, which is a

mélange of face to face learning with online education. This model integrates the behaviourist

and the constructivist learning theories (Hawk, 2014).

Foundation High School has been receiving poor national scores in science and teachers

credit this to the fact that the syllabuses are broad and content-ladened. Much time is allocated to

teaching the content reducing the time spent on developing higher order skills within the

classroom. Thus, it was suggested that teachers in the Science Department consider the

alternative instructional model of the Flipped Classroom. These teachers will be the main

participants of this course. The course was created and uploaded to the school’s Moodle site.

This will allow teachers to explore the content of the workshop series in their own time and

space, in an asynchronous environment.

Needs Assessment


The teachers at the Foundation Secondary School in Barbados find the science syllabuses

to challenging to complete by the end of the academic year. Many teachers rush the syllabus and

in so doing create other challenges. These include students with differentiated learning having

difficulties grasping the new content and there is also little time that can be allocated to

reinforcing concepts with students. Additionally, much of the class time is spent disseminating

content rather than focusing on the higher order cognitive skills. Teachers also chose to limit the

number of practical work students do to overcome the time constraints. The end of year internal

and external academic results have gradually plummeted over the years. To address this

problem, a workshop on the Flipped Classroom Model was designed for the teachers to help

differentiate instruction, provide forums for their students to review content, take an active role

in their learning and use the face to face environment of the classroom to teach higher order

skills through active learning strategies.


Topic of Instruction

The professional development workshop series is on the Flipped Classroom Model.

Teachers will progress through 3 units:

Unit 1 - Understanding the Flipped Classroom and the Role of the Teacher

Unit 2 - Creating and Evaluating Digital Content

Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model


This professional development workshop series is designed for ten science teachers at the

Foundation High School, a pilot secondary school in Barbados. The teachers range in age

between 25 and 50 years old. Seven of the ten science teachers are trained with teaching

experience between three and twenty-five years. All seven teachers have a first degree in their

major, which is Biology, Chemistry and/ Physics. Three teachers are untrained. Six of the ten

teachers are preparing students to sit the Caribbean Secondary Education Certificate (CSEC), an

external examination geared towards an Associate degree programme as a culmination of

standard secondary education. All participants of this workshop have previously received

training navigating the Moodle platform when the platform was first introduced school-wide. All

teachers also have basic ICT skills and often integrate technology in the classroom.


The professional development will take place fully online. It will incorporate the following:

● Online Lectures

● Presentations

● Videos

● Discussion Forums

Data Collection Techniques used:

● Personal Interviews

● Classroom Observations

● Delphi Technique

● School Performance Report

● Student Performance Records

● Survey questionnaires

● Fault Tree Analysis

● Case Studies

The Need assessment produces optimal, actuals, feelings, causes and solutions as follows:


● Teachers should be well trained on how to effectively use the Flipped Classroom Model.

● Teachers should create online content for students to access at home.

● Students should improve their science grades through varied online materials that present

content in an engaging format.


● Teachers do not have enough class time to deliver the heavy content in the current


● Teachers have difficulties reinforcing and applying new concepts due to limited class


● Teachers need to find ways improve students’ grades in Biology, Chemistry and Physics.


● Some teachers feel daunted that their learners are underperforming.

● Teachers get reports from parents that their children are not getting adequate practice on

new content before being assessed.

● Some teachers are frustrated about not completing the science syllabus on time for the

end of year examinations.

● Teachers feel skeptical that the workshop will effectively addressed their needs as other

initiatives have proven unsuccessful.


● Students are not getting adequate practice with new topics.

● Teachers spend a lot of time explaining new concepts while students passively try to


● Some students cannot fully understand the handouts given on new topics.

● The instructional strategies are teacher centred with content being delivered in the chalk

and method.


● Instructors will utilize the flipped classroom model to address the inadequacies in the

current learning environment.

● Teachers will create and upload customized digital content that will focus on exactly

what students need.

● Teachers will utilize the classroom time to build on and develop higher order skills

allowing students to engage more deeply with the content.


Task Analysis

Task analysis according to Kemp, (2011), determines what knowledge and

procedures is needed in instruction to help the learner master the objectives. It is one of the most

important component of the process of designing instruction.

A Task Analysis was conducted to determine what the learners needed know in order to

achieve the desired outcomes of the workshop, which is to implement the Flipped classroom

model into their teaching environment. A task selection worksheet was generated, listing seven

(7) tasks the learner needs to complete. Each task was measured ranging from criticality to

difficulty and was awarded points based on calculated amounts. A priority number was given

based on the point awarded (the higher the points the greater the priority). This priority listing

determined what task was of highest priority to achieving the desired outcome.

Even though the tasks were ranked it was recognised that all tasks could be included in

the three-day workshop since the tasks were closely related. It was recognised that creating the

lesson plan would require all other tasks. Additionally, if teachers are to implement the flipped

classroom approach then the workshop should aim to include all tasks relevant to resolving the

instructional challenge.


Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Criteria for Task
Selection Worksheet 40 pts 10 pts 10 pts 10 pts 30 pts 100 pts

TASKS #1 #2 #3 #4 #5 #6 #7 #8

This task was selected

Explain the theory 28 4 4 5 10 51 7
as priority 7, as
behind the flipped teachers should be
aware of what the
classroom model flipped classroom is

This task was selected

Describe the role of 30 9 9 5 15 68 as priority 6, as
the teacher in the teachers should be
aware of their role in
flipped classroom flipped classroom.

This was selected task

Create digital content 38 10 9 7 29 93 1
number 1 as this is a
to be used in the home prerequisite needed to
effectively implement
environment. the Flipped classroom

This task was selected

Select appropriate 38 10 10 8 25 91 2
as priority 2, as this
instructional strategies task teachers are
required to do daily at
and in-class activities school
to extend knowledge
This task was selected
Select appropriate 35 9 8 8 20 80 4
as priority 4 although
assessment methods important it is not
for the flipped
classroom model
This task was selected
Evaluate available 36 7 7 6 23 79 5
as priority 5 because
digital content it is neither difficult
nor necessity.

This task was selected

Develop lesson plans 34 10 10 9 26 89 3
as priority 3, as
using the flipped teachers are required
to do this to
classroom model effectively teach a


Procedural Analysis

A Procedural Analysis is used according to Kemp, (2011), “to analyze task by

identifying the steps required to complete them”. Instruction is broken down into specific steps

identifying what the learner would be doing through the process.

Figure 1

Unit 1. - Understanding the Flipped Classroom and the Role of the Teacher

Task: Explain the theory behind the flipped classroom model and describe the role of the teacher

in the flipped classroom

Level 1
1. Log on to E-learning site

2. View PowerPoint presentation

3. Engage in PowerPoint activities

4. View additional Resources

Level 2

1. Log on to E-learning site

1.1 Power up computer

1.2 Log on to internet

1.3 Search for Moodle

1.4 Log on to Moodle

2. View PowerPoint presentation

2.1 Click on Unit 1 presentation

2.1 Read slides

2.2 Take notes

2.3 Watch inserted videos

3. Engage in PowerPoint activities


3.1 Read activity 1

3.2 Use assessment sheet to compare and contrast traditional vs. flipped classroom

3.3 Share sheet on group area

3.4 Move on to other slides

3.5 Read activity 2

3.6 Click on link

3.7 Answer question and return to PowerPoint

3.8 Read activity 3

3.9 Write philosophy for flipped classroom

3.10 Share in group area

3.11 Return to slide and continue reading

3.12 Go to for quiz question

3.13 Do quiz

3.14 Return to slide and continue reading

3.15 Read lesson task

3.16 Choose one of the recommended sites

3.17 Create Mind map

3.18 Share in group area

4. View additional resources

4.1 View YouTube video

4.2 Take notes

4.3 Read paper on


4.4 Take notes

4.5 Read paper on

4.6 Take note

Unit 2. - Creating and Evaluating Digital Content

Task: Create and evaluate digital content to be used in the learners’ home environment.

Level 1

1. Identify the principles of multimedia.

2. Apply knowledge of the principles of multimedia learning in choosing a PowerPoint


3. Add narration to a PowerPoint presentation.

4. Add timings to a PowerPoint presentation.

5. Save file as a video.

Level 2

1. Identify the principles of multimedia learning.

1.1 Watch a video on the principles of multimedia learning.

1.2 State the principles of multimedia learning.

1.3 Choose examples of multimedia learning.

2. Apply knowledge of the principles of multimedia learning in choosing a PowerPoint


2.1 Retrieve three (3) PowerPoint presentations.


2.2 Analyse the PowerPoint presentations using the Principles of Multimedia Learning


2.3 Select a PowerPoint presentation that uses the Principles of Multimedia Learning.

2.4 Add comments to the PowerPoint justifying the selection.

3. Add narration to a PowerPoint presentation.

3.1 Retrieve the PowerPoint presentation.

3.2 View each slide.

3.3 Determine narration that would be applicable to each slide.

3.4 Write a script.

3.5 Select the slide narration that will be added to.

3.6 Click Insert on the menu bar.

3.7 Select Audio.

3.8 Select Record Audio from the drop-down menu.

3.9 Click the Record icon.

3.10 Read the script that corresponds with the slide.

3.11 Click the Stop icon when the reading is completed.

3.12 Repeat 3.5 to 3.11 for each slide.

4. Add timings to a PowerPoint presentation.

4.1 Click Slide Show on the menu bar.

4.2 Click Rehearse Timings.

4.3 Determine the duration the slide should be allowed to run.


4.4 Advance to the next slide.

4.5 Repeat 4.3 and 4.4 until timings have been added to all slides.

5. Save file as a video.

5.1 Select the file menu

5.2 Click on Export from the drop-down menu.

5.3 Select Presentation Quality.

5.4 Select Use Recorded Timings and Narration.

5.5 Click Create Video

5.6 Insert an appropriate File Name.

5.7 Click Save.

Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model

Level 1

1. Identify topic and objectives

2. Select content multimedia

3. Identify instructional strategies

4. Select at home and in-class activities and experiences

5. Determine assessment

Level 2

1. Identify Topic and Objectives

1.1 Select topic from the curriculum

1.2 Create behavioral objectives showing action, condition and criteria for performance

2. Select Content Multimedia

2.1 Search for available media on the Internet or resource library

2.2 Evaluate media in regard to its relevance to the lesson

2.3 Record its reference or source

3. Select Instructional Strategies

3.1 Review the behavioural objectives

3.2 Read the list of suggested instructional strategies

3.3 Select instructional strategies for at home learning from the list

3.4 Select instructional strategies for in-class learning from the list

4. Select at home activities

4.1 Determine at home activities

4.1.1 Select an activity that allows students to reflect on content (knowledge and

comprehension levels of Bloom’s taxonomy)

4.1.2 Formulate homework instructions

4.2 Select in class activities

4.2.1 Select activities that allow students to apply, analyze, evaluate and create

collaboratively (higher levels of Bloom’s taxonomy)

4.2.2 Collect resource materials

5. Identify assessment tool

5.1 Decide on type of assessment (formative or summative)

5.2 Create assessment tool


Hierarchical (Prerequisite) Analysis

Figure 2. is a hierarchical or prerequisite analysis displaying skills to be performed by the

learner before completing the task of creating a flipped classroom lesson plan. This prerequisite

analysis was constructed to determine the cognitive skills the learners require to complete the

task of creating a flipped lesson. Other tasks from the task analysis are also included in the figure

to show their relationship to the overall goal of creating a flipped lesson plan.

Figure 2

Performance Objectives

On completion of the task analysis, procedural analysis and hierarchy (prerequisite)

analysis, performance objectives were created based on the analysis completed. A terminal

objective was created for each unit, with enabling objectives developed, assisting with achieving

each terminal objective.

Unit 1 - Understanding the Flipped Classroom and the Role of the Teacher

Terminal Objective

On completion of this unit, learners will construct a Mind map including all aspects of the

presentation covered, using one of the recommended sites.

Enabling Objectives

1. After watching a video, participants will compare the tradition vs. flipped classroom

individually by creating a graphic organizer using a compare and contrast concept sheet

with a 90% accuracy (Comprehension).

2. Given online quizzes, participants will explain the flipped classroom model getting no

more than 1 question incorrect (Comprehension).

3. After learning about the flipped classroom model, participants will be able to formulate

their Flipped classroom philosophy using no more than 250 words (Synthesis).

Unit 2 - Creating and Evaluating Digital Content

Terminal Objective:

On completion of this unit, learners will be able to develop a video from a PowerPoint


Enabling Objectives:

1. After a lecture on the principles of multimedia learning, participants will identify at least

8/10 situations that reflect the multimedia learning principles. (Knowledge)

2. Given a choice of three PowerPoint presentations, participants will discuss and select

correctly the PowerPoint presentation that best applies the principles of multimedia

learning. (Knowledge & Comprehension)

3. In a small collaborative group, participants will enhance a PowerPoint presentation by

converting it to a five-minute video with narration and timing without assistance.


4. In a small collaborative group and using a rubric, participants will assess the video of

another peer group with at least 90% accuracy. (Evaluation)


Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model

Terminal Objective:

On completion of this unit, learners will be able to create a flipped lesson plan with appropriate

instructional strategies for home and in class.

Enabling Objectives:

1. After watching an instructional video on the flipped classroom process, list 5 steps for

creating a flipped lesson without error. (Knowledge)

2. After watching a demonstration of the flipped process, describe three (3) at home

activities and three (3) in-class activities that support the flipped model.

(Comprehension & Application)

3. After a guided practice lesson, create a complete lesson plan for the flipped classroom

model showing its five (5) essential components, using the lesson plan template. (Create)

4. After reviewing an exemplar lesson plan, evaluate two (2) flipped lesson plans using a

flipped model rubric. (Evaluate)


Instructional Strategies and Lesson

Unit 1 - The Flipped Classroom Model

PowerPoint Presentation (See Appendix A)

The PowerPoint presentation covers two areas of the Flipped Classroom Model, what is

the Flipped Classroom and the role of the teacher in the Flipped Classroom.

The first section of the PowerPoint explains what the Flipped classroom is about, comparing and

contrasting the traditional classroom to the flipped classroom and the benefits of the Flipped

classroom has to the teacher and students. The second section of the PowerPoint discusses the

role of the teacher in the Flipped classroom.

Additional reading resources is provided to extend knowledge of the topic. (See

Appendix B)

Unit 2 - Creating and Evaluating Digital Content

PowerPoint Presentation (See Appendix E)

In Unit 2, teachers will learn the principles of multimedia learning as a framework for

creating and evaluating digital content. Teachers will demonstrate their understanding of the

principles of multimedia learning when choosing, creating and evaluating digital content.

Teachers will be working with Microsoft PowerPoint as this is a common tool used in the

classroom. Teachers will learn how to convert their PowerPoint presentations to a video format

to allow students to use videos in the home environment.

The PowerPoint presentation created for the workshop includes the following

instructional strategies: analogy, advanced organizers, small groups and guided discovery.

Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model

PowerPoint Presentation (See Appendix H)

In this unit, participants will learn of the 5 essential steps in creating a Flipped Lesson

Plan. These steps will be presented through a direct instructional video. After which, they will

follow along with a teacher as he demonstrates the planning process from beginning to end.

Finally, participants will be required to create their own lesson plan using the Lesson Plan

Template (See Appendix J) with guided instruction. This lesson plan would be uploaded and

shared with their peers. They will be required to give feedback on each other’s submission using

the Flipped Lesson Plan Checklist (See Appendix I)



Assessment according to Kemp, (2011) “is the systematic collection of data

pertaining to programs and people”. Assessments would be conducted throughout each unit. This

will determine how well the participants received the information.

Unit 1 - The Flipped Classroom Model

Assessment 1 After viewing the video in the first section of the PowerPoint, learners will
use the assessment tool, a compare/contrast organizer to explore the
analogous as well as non-analogous characteristics of the two concepts,
tradition and flipped Classrooms. See Appendix C for compare and contrast
concept sheet.

Assessment 2 The Quick Quiz is a quiz assessment developed by ProProf, which consists
of five quick multiple-choice questions on the flipped classroom. The scores
are tallied at the end of the quiz and a certificate given. See PowerPoint
presentation for link to quiz questions. This assessment tool is used at the
end of the first section of the PowerPoint presentation.

Assessment 3 The development of the teachers’ philosophy for their flipped classroom
using no more than 250 words, stating what is the purpose of flipping the
classroom, what benefits do they see for themselves and students and what
goals they tend to achieve after implementing this model. This assessment
tool will be used at the end of the first section of the PowerPoint

Assessment 4 A Quick Quiz was developed specifically for this section of the PowerPoint
(section two). This quiz was developed on Triventy and consists of six
quick multiple-choice questions and scored at the end of the test. See
PowerPoint presentation for link to questions (See Appendix A). This
assessment would be used to recap information gained in section two of the
PowerPoint presentation.

Assessment 5 Teachers will create a mind map illustrating what was learnt in the
PowerPoint lesson, including all the elements of the flipped classroom
presented. A list of sites to creating the mind map was posted. Teacher will
post Mind maps in group forum. This will be used at the end of the
PowerPoint lesson. See PowerPoint presentation (See Appendix A).

Unit 2 - Creating and Evaluating Digital Content

Assessment 1 A selected-response assessment was created in Microsoft PowerPoint.
Teachers will be given ten (10) items, each representing a multimedia
learning principle, and asked to select from two options the one that
follows the multimedia learning principle being displayed (See
Appendix E).

Assessment 2 Teachers will be provided with the following scenario:

You are interested in selecting a PowerPoint presentation to
introduce students to the topic ‘Types of Teeth’. There are three
presentations available in the department’s collection of digital resource
material for Integrated Science. To select the presentation that best
applies the principles of multimedia learning, engage in a discussion
with your team members. Submit the PowerPoint presentation your
group has selected.

Assessment 3 You have decided that you will be using a flipped classroom approach
to teach Integrated Science. The PowerPoint presentation you selected
to introduce ‘Types of Teeth’ in your classroom will be given to
students to watch at home. However, you recognise that the
presentation will need to be converted to a video. Work in your
assigned small group to change this presentation to a video. Watch the
video for instructions on changing a PowerPoint presentation to an MP4

Assessment 4 Teachers will be provided with the rubric (See Appendix G) to

complete a peer assessment of the videos.

Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model

Assessment 1 After watching the direct instruction section of the video presentation,
participants will be asked to explain the 5 steps for creating a Flipped
Lesson Plan in the discussion forum.

Assessment 2 After viewing the demonstration of how a teacher plans a flipped

lesson, participants will be asked to discuss the demonstration, stating
which steps the model demonstrated effectively and which areas could
be improved.

Assessment 3 At the end of the unit, teachers will be asked to create a flipped lesson
plan using the Lesson Plan Template (See Appendix J). They will use
the Flipped Lesson Plan Checklist (See Appendix I) as a guide.

Contextual Analysis

A contextual analysis was conducted using the Tessmer and Richey ID Contextual

Model for an online workshop series on the Flipped Classroom Model. Three contexts were

used in this model, the Orienting Context, Instructional Context and Transfer Context which will

describe what will impede or facilitate learning. In each context, learner factors that may affect

how learners learn were identified, environmental factors, and organizational factors. (See

Appendix K)

The participants of this professional development workshop are all members of the

science department of the Foundation High School. They all have a degree in their main subject

area, however they all vary in educational experiences and learning styles. To customise the

workshops to include all the needs of the trainees, a contextual analysis was carried out to

facilitate the appropriate instructional environment and to organise the information to be

presented within the relevant contexts. The data gathered will be used to improve each trainer's

instructional method and to identify the instructional aids that will enable the trainers to achieve

their terminal objectives.


The science teachers at the Foundation High School are having challenges completing the

science syllabus at the end of each academic year and haven’t been able to give their learners

adequate practice for students to gain excellent scores. Many methods to teach the science

content were introduced over the years at varied workshops but these still have shortcomings. At

the end of year department review, the school's administration recommended that teachers be

trained in the flipped classroom model to improve the shortcomings with completing the syllabus

and reinforcing key concepts in each science area.

The learners, some teacher-trained and holding varied degrees would take part in this

workshop. None of the department members have ever used the Flipped Classroom Model

before. Two of them have never heard of the Flipped Classroom Model. However, they are

aware of the current challenges that exist in the department and are motivated to take part in their

training exercise to help their students improve for their CSEC examinations.

Prior Knowledge

All teachers have at least a bachelor’s degree in their major science degree but only 70%

of the department members are teacher trained. All teachers have basic computer literacy skills

and have used PowerPoint presentations, online videos and other online powered activities in

their classrooms. They are highly knowledgeable in their content area. All teachers have been

trained on accessing and navigating the Moodle platform, as it is currently being used at the


Orienting context

The trainers of this workshop are efficient and are veteran instructors of the Flipped

Classroom Model. These instructors have all been certified by the Barbadian education ministry

to conduct training exercises on how to effectively use the Flipped Classroom Model. The

instructors will use the Moodle learning management system to demonstrate and have their

participants practise using the flipped classroom model.

Instructional context

Participants are required to complete the workshop module in three days. The trainers will use

varied visual, auditory instructional materials to educate each learner about the Flipped

Classroom Model. Each trainee will have access to a personal laptop/tablet to enable them to

access the online module.. The trainers, through the materials, will demonstrate to the trainees

how to create, upload and evaluate content for each class. The trainers have a generator system

and mobile hot-spots to connect at least 10 devices per router on the training site. In the event

that there is a power cut, the training would still be executed, and the workshop heavily relies on

the internet and other technologies.

Transfer Context

Due to the nature of the flipped classroom, information about it and how to create digital

content to be used in the home environment may be applied not only in science department. The

trainees can go back and teach the skills and strategy to other teachers of other departments other

than science.

Review of Process

Pilot Users Data and Feedback

Pilot users were asked to sign up for the course using the course link

( They were prompted to

complete each unit sequentially. The pilot users include 6 teachers from The Bahamas. They

were selected based on their availability to complete the course. As participants completed the

course units, they were asked to take several quizzes and make submissions via file upload. The

quiz results and file submission were assessed according to corresponding rubrics.

The purpose of the pilot was to determine the ease at which participants could access the

course, the quality of the content and the applicability of the activities. Pilot users were asked to

fill out on an online survey about their experience. This survey was created using Google Forms.

Participants rated the following areas:

1 - Poor 2 - Needs Improvement 3 - Good 4 - Very Good 5-


Ease of Access

How accessible was the course via Moodle? 4

How accessible were the course materials? 3


How would you rate the quality of the content provided? 4

How relevant was the content provided to your teaching practice? 4

Applicability of Activities

How relevant were the activities to the content being presented? 3

How easily can the activities be applied to your teaching practice? 4

Pilot users were also asked to state the following:

Questions Responses

What did you find most “All of the resources were present and in a central location.”
effective and efficient about “The PowerPoint lessons were creatively designed and
the lessons? engaging.”

What did you find least “Some of the assessment tools were a bit much. I didn’t like
effective and efficient about having to download, print, fill out, scan and then upload an
the lessons? activity. It should’ve been designed to be filled out online.”

“It was a lot of information to process in a short time.”

What suggestion would you “Rather than having PowerPoint lesson, convert those into
give to improve this lesson? videos...especially since you are teaching how to convert
PowerPoints into”


When considering a platform for the online course, we discussed 3 options, Moodle,

Edmodo and Canvas. Edmodo was firstly eliminated, as our research revealed that it was not

ideal on a mobile device. Due to the short time limit of the course, we wanted to ensure that

learners had the best access to the materials at home, school or on the go. A deeper comparison

went into Moodle and Canvas. They both offered the same features such as Open Source and

Cloud and server based. Moodle eventually won out because of two features Canvas did not

have. Moodle offers content authoring tools. This was important to us because it provided a

software solution for creating and hosting the course. Secondly, Moodle allows course download

in order to operate in an offline mode. We found this feature beneficial as teachers had the option

to download the content at home and complete the course in other locations even if Internet was

not available.

Design Process

As instructional designers our aim is to look for gaps in knowledge and develop a design

process which transforms information into clear meaningful context by guiding learners in the

correct path. For our final project as designers, the Garrison group met, collaborated and decided

that a new topic would be better suited to be developed rather than selecting and expanding on

one of the topics already created. The design group collaborated online via as each

designer was from a different country. Discussions were made on the approach and direction the

new group project would take. It was decided that our new project be developed based on an

instructional problem at a secondary school in Barbados, where it is believed that students are

underperforming in Science subjects. As a group a clear goal began manifesting in our minds on

what was to be achieved.

The group through collaboration, decided that the Flipped Classroom Model was

appropriate to assist teachers with the problems experienced. It is believed that the Flipped

Classroom Model will address the multiple perspectives and the context the teachers need to

improve students’ performance. It was also anticipated that some teachers may have some fears

about using this new approach as this goes against their traditional way of teaching and doing

things. They may not be fully equipped to use this model and whether this model would be

effective in meeting the needs of each learner could affect the participants’ feelings. These

misconceptions were all taken into consideration as potential flaws that could affect training.

Thus, beginning the starting point to our instructional design was an understanding of the theory

behind the Flipped Classroom Model.


A draft of the training workshop was developed outlining each area and how these areas

would be tackled to deal with the problem. Due to the timeframe in which the workshop is to be

piloted, the drafted outline was divided into four areas, in which each designer was given the

responsibility to expand on and develop. A Google document was created and shared and

timelines given to each designer to submit their pieces for feedback. This method was effective

in allowing designers to add to the document, make changes, edit, insert additional information

where needed, improve areas and make suggestions. This tool along with Whatsapp chat and

emailing was effective in the design process and would be used again if the workshop is to be

revised or if a new project is to be designed. One thing that would have been done differently is

the addition of more units to extend knowledge and expand the training. Since time constraint

was an issue, only three units were developed and compacted to provide participants sufficient

information to understand the topic and the project to be piloted. Additionally, it would have

been beneficial to give pilot users more time to complete the course. Due to the time constraint,

pilot users were forced to rush through the content in order to give the necessary feedback.

On development of the Moodle site for piloting, it was realized that some of the design

decisions made, such as some of the assessment sheets had flaws that needed to be revised in

order to make it easily accessible to participants in an online environment. This could not be

corrected as designers were in the piloting phase of the project, so the assessment design

remained unchanged. This is a design decision that had to be made. However, the lesson was

learned. When designing instruction for an online environment, we must ensure that all elements

are suitable. Also, due to time constraints, our pilot users were only given 2 of the 3-day period

required to complete the units.


If given more time, more units would have been developed, the training workshop would

have included more participants of the science department and grouped accordingly. Teachers

would have also been given the opportunity to implement the flipped classroom model in the

classrooms and submit documentation of their experience through various media.

Instructional Strategies Table

A number of instructional strategies were integrated into the workshop lessons to

facilitate the performance objectives of this instructional design.

Instructional Location in Citation in Readings Rationale for Use

Strategies Lesson

UNIT 1 - The Flipped Classroom Model

Including Throughout According to Felder (2010), Using this strategy can

various to Unit 1 “no two students approach help reach learners that
learning styles learning the same way”. He have a preferred learning
further state that some learners style than put them at a
get more from visual imagery, great disadvantage.
some from verbal explanation,
trying things out, thinking
things through first, holistic
orientation, some from concrete
information and or abstract
theories and symbolism
(Felder, 2010).

Graphic Unit 1 - Graphic Organizers according This visual tool will

Organizers: Throughout: to McKnight (2010), “are communicate the
Compare and Slides 6, 17 and important and effective knowledge, ideas,
contrast map 25 pedagogical tools for understandings and
and organizing content, ideas and perceptions gained in this
Mindmap facilitating learners’ unit by the learner as
comprehension of newly well as illustrate the
acquired information”. relationship between

Review and Unit 1 - Driscoll (2015) stated that This strategy will assist
recap Throughout: “stimulating recall of prior learners in reviewing
Slide 12, 14, 15 learning can be simple as information they learnt or
and 24. reminding learners of what was determine what
studied. information needs to be

Chunking Unit 1 - Chunking is breaking complex The flipped model

Throughout information into discrete bits of classroom comprises of
manageable pieces (Driscoll, many components and as
2015). such chunking was the
best solution to break
these components into
manageable parts for

Student Goal Unit 1 - Middle When students set goals, they Students will be able to
Setting Slide 13 determine an external standard create their own
to which they will internally philosophy they can go
evaluate their present level of by, that suits their
performance (Driscoll, 2015) classroom and what they

hope to achieve. Learner

may feel a part of

UNIT 2 - Creating and Evaluating Digital Content

Analogy Unit 2 - Analogies use concrete and The analogies will

Beginning: familiar concepts to explain provide a visual
Slide 2 abstract and unfamiliar representation for
concepts. (Newby & Stepich, learners that
1987) meaningfully connects
their prior knowledge
and experience to the
new concept to be
developed. This
promotes successfully
processing of the
information at the
attention, encoding,
storage and retrieval

Advance Unit 2 - Advanced organisers are used A concept map of the

Organiser Beginning: to provide learners with an principles of multimedia
Slide 3 understanding of the way learning would allow for
disparate chunks of information focusing learners on the
are linked (Hardiman, 2012). link between practical
application of the
theoretical components.
This can lead to a greater
understanding of

applying the principles.

Chaining Unit 2 - Chaining refers to breaking Behavioural objectives

Throughout complex behaviors into were visually represented
simpler, discrete steps in slide 2 to present the
(Driscoll, 2005). Learners steps the learners would
master the simpler steps as they need to take to achieve
progress through the sequence. the goal of creating a
video from PowerPoint.
This is important in
motivating learners as
they move from simple to
more complex tasks. In
applying the chaining
principle, learners will be
able to master simpler
tasks before being
engaged in the more
complex task.

Small Group - Unit 2 - Middle A cooperative group is a This strategy is important

Cooperative and End. structured interaction among in the workshop for
Slides 7 and 8 individuals of a group that providing opportunities
leads to rewards based on the to collaborate as
success of the group work participants are
(Woolfolk, 2001). introduced to a new
approach to teaching and
learning. It allows the
small groups to own and
be responsible for their
learning as well as
fostering a sense of a
community of practice.
This is key as department
members will need to
continue to collaborate to
implement the new

UNIT 3 - Creating a Lesson Plan using the Flipped Classroom Model

Activate Prior Unit 3 - Learning, according to David In this lesson, learners

Beginning: Ausubel (1968), occurs through are encouraged to use
Slide 3 meaningful reception. He their prior knowledge of
further explains that “derivative creating traditional lesson
subsumption takes place when plans and apply it to
learning material is understood making a flipped lesson
to be a specific example of an plan as they are very
established concept or similar in structure. This
proposition in the cognitive will be useful for

structure” (Ausubel, 2010, p building confidence and

111). motivation in the learners
for the upcoming tasks.

Direct Unit 3 - Direct Instruction, according to This strategy is necessary

Beginning: the Instruction Strategies List as it provides explicit
Slides 4-6 (Washoe School District, instructions on how to
2015), refers to “instructional create a lesson plan in 5
approaches that are structured, direct steps.
sequenced, and led by teachers
and/or present academic
content through teacher lecture
or demonstration.”

Model/ Unit 3 - Teacher modeling allows The model provided in

Middle: Slides students to see and hear the the unit will demonstrate
7-14 thought process of the teacher what most teachers will
while completing the process. experience while creating
the lesson plan.

Guided Unit 3 - End: Guided instruction is “showing In this lesson, learners

Slides 17 - 21 the way for learner, but not will be guided step by
doing it” (Fischer & Frey, step in creating a lesson
2010). plan for the flipped
classroom. Tips are given
to support and guide the

Research and Information Sources

Caribbean Examination Council. (2016). CSEC Biology: Syllabus, specimen paper, mark

scheme, subject reports. Retrieved from


Caribbean Examination Council. (2013). Caribbean Secondary Education Certificate

CSEC Chemistry: Effective from May-June 2015. Retrieved from


Caribbean Examination Council. (2013). Caribbean Secondary Education Certificate

CSEC Chemistry: Effective from May-June 2015. Retrieved from


Flip Learning. (n.d). Example Full Day Flip Class Workshop Agenda: A Flipped

Classroom Work For Your School. Retrieved from

Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from

different fields of study. International Review of Research in Open and Distributed Learning,

17(3), 313-340. Retrieved from



Anna-Kaye Smith

Having received feedback for the individual mini project in the heels of working

collaboratively to create an extended project, I felt apprehensive as to how well I could

contribute to the overall success of this project. I had done extensive work in trying to improve

my mini project and the grade and feedback weren't what I was hoping for. If I did not improve

my application of ISD process and strategies, how could I truly be effectively in my

contributions to the project and not let down my teammates?

Despite my initial apprehensions, my group mates not only honestly shared their own

anxieties, but in the areas, they were strong in, they took charge and were able to provide

valuable recommendations for the improvement of the project. From the very start in deciding

the topic of project was a very democratic approach: ideas were presented and after amicable

discussions, we all agreed on the topic. What worked about the topic was that it was not far-

fetched. I had never used the flipped classroom model, but having done research, I saw how I

could integrate this model as an instructor in my modern languages classes.

The challenge that I assumed I would have had in working as group was how effective it

would be on an online platform, with at least an hour difference and with my current workload. I

was concerned about how flexible I could be to facilitate and effectively complete this project.

Synchronous communication like video conferencing, WhatsApp and the Google docs

to upload and edit our project as we progressed were effective tools that we all could readily

access. We could access these tools anytime and share ideas or upload contributions anytime for

teammates to peruse.

Time was a factor that I had difficulty in trying to balance and always seemed to be a

limited resource. The other course so happened to have a group project due around the same

time, and so I found it personally difficult to juggle my time to be actively present for both group

projects. I am not sure how often the course designers meet but I wonder if it would help if both

courses being offered not have the second major assignments both being collaborative in nature.

Technological tools that are inexpensive and readily accessible were our biggest asset in

completing this group assignment. If we didn't have these innovative tools that we could readily

access without attaching a credit card, working collaboratively would have taken longer and

would not allow for ready feedback. I still feel as if we had enough time, we could have made

this project a greater success.

The only thing I prefer with individual work is that I can set my own work pace, factoring

in my professional and personal life demands. However, so far working in the UWI online

platform, the groups that I have been a part of have been truly great. I have encountered group

mates who genuinely operate as a team. They listen, provide constructive feedback, motivate and

I like how we are able to learn from each other. Reading up on the rise model was one thing, but

witnessing it being authentically practised is an incentive within it itself.

Alana St. Cyr

Firstly, I must begin by stating that it was a privilege to work with such an amazing group

of ladies, who are hardworking individuals, supportive, great thinker and always aims at get their

task done in a timely manner. From the beginning our team meshed and continued on until

completion of the task. It is my belief that the Garrison group was the best group of EDID 6505

(my opinion) and I would like to say thanks to the ladies for making this a great team effort.

In the beginning I must confess that I had some concerns with the group feedback as I

wasn’t sure that the feedback I was getting from my team member were accurate. However, I

realized that in some areas the feedback was welcoming, as information I may had omitted

unaware to me and misinterpreted was picked up by team members. As well as it was self-

rewarding that I was able to assist another team member who was experiencing difficulties.

That’s went the true concept of group feedback was realized by me.

Although we were all from different countries, meeting and discussing the task and ideas

were never a problem. The various methods we selected to communicate on for the group

project, such as Whatsapp, Google document, emails and, had proven to be effective, as

everyone was able to contribute and collaborate ideas. These various forums make modifications

to the document when whenever needed easier and this was done in a timely manner. The only

downfall I may see to the project is the timeframe given to complete the group task and pilot the

programme successfully. I believe with more time given to pilot the project we would have

gotten better feedback from participants.

The only thing I would have done differently would be to add additional units onto the

training workshop to extend content and knowledge given a much wider timeframe. It is my

belief that participants would have had a clearer idea and understanding of how effective

implementing the flipped classroom model would be to teaching and learning and to improving

students’ performance.

Working individual for me works well as I tend to understand and process the

information presented easier. However, working in groups also helps to see things I may have

missed or misinterpreted. Working in groups also tends to give your group project a unique

structure as diversity allows you to explore different perspectives.


Shanelle Waithe

Having a second go at using the ISD processes and strategies to respond to an

instructional challenge (though fictitious) was quite rewarding. The members of the group had

already proven to be responsible, goal-oriented and cooperative during the individual

assignment. The group assignment only served to strengthen the collaborative process and

enhance my understanding of the role and function of an instructional designer.

Enhancing Understanding through Group Work

It would appear that I value being led and leading others. In both situations I am able to

strengthen my understanding of concepts. In being assigned or choosing to work on particular

components of the assignment, one is held responsible for that area and must be prepared to

“face” the others in the team. I constantly questioned my understanding of the project. Group

members also did the same as our discussions on Whatsapp and editing the assignment on google

drive included re-examining the assignment and suggesting how we should move forward. I also

had to revisit the course materials provided and do my own research so I could contribute

meaningfully to the assignment. There is a higher degree of accountability included in group

assignments than the individual assignment. When being led by others in areas where I was not

as strong, it gave me an opportunity to develop a greater understanding through interactions with

those that were at a higher level of understanding. The explanations of my team members was

often more understandable than those from course materials.

Not only was I able to enhance my own understanding but that of my team members. One

of the comments made from a team member is that through my contribution, she was able to

understand our project better. This allowed her to offer further suggestions on improving on one

of the components assigned to me. Such an experience was mutually satisfying.


The ISD Strategies and Future Training Sessions

I continue to find the work of the instructional designer applicable to my work setting.

While the instructional challenge is fictitious, the essence of what was presented is quite real.

Teachers often suggest that syllabuses are so broad they spend little time engaging in student-

centered activities and spend more time focusing on knowledge acquisition than problem-solving

or critical thinking skill development. In seeking to design effective training sessions through a

systematic process that involves subject matter experts, learners (pilot group), technical experts

or ITCs (thankfully one of a group members is strong in this area) there is a greater chance of

training being efficacious.

Online Learning

I have had little experience teaching in an online environment. Even when I was

designing the lesson, I did not always consider how instruction in an online environment would

have needed to be modified. This is where having a technical expert in the group was critical.

For example, presenting the assessment to the learners required use of online tools for selected

response to occur. As simple as this was I overlooked it. I am now more thoughtful of all the

steps needed in presenting information online. Even though we did not get to explore the concept

of instructor presence, in placing our lessons on the LMS I thought of how it could be


Overall, the experience of this group project has elevated my appreciation

Samantha Wilson
First of all, I must state that Garrison group was a great group to work with. Once

grouped, we immediately formed a WhatsApp group to keep communication alive. We also

created and used Google Docs to work collaboratively on the project. Through these two

mediums and meetings via, we were able to define the scope of our project and the roles

and responsibilities we each would take. I believe that our open communication channels

contributed greatly to the success of this project.

Considering the overall process of this group project, the only thing that I would

reconsider is time we began working on the project. If we had more time, we could have really

developed this unit and add much more substance. However, time was beyond our control as we

had only just completed our individual projects and were still required to be involved in the

weekly learning cafes. Other than that, I am pleased with our topic selection and process.

When we first started planning, we had not received the grades from our individual

projects, but I was feeling quite confident about the direction our planning was headed. Then, I

got my individual grade and I was not pleased at all. The feedback I received caused me to doubt

the level of contribution I would be able to make to the group. Even though exemplars were

provided for us in the project showcase, they were different from each other and it left me

somewhat confused.

It was good to know that 2 other teams members felt good about their scores, so we had a

fair balance. Reviewing the individual projects of my team members allowed me to get a clearer

understanding of the tasks.

After the individual grades, we re-evaluated our original plan and decided that we

weren’t being as thorough as we needed to be. We spent a great deal of time on WhatsApp chats

and in Google docs brainstorming and creating a plan. Technology has really made collaboration

easier as we found ourselves working synchronously and asynchronously to complete the task.

I will reiterate, this group was a great team to work with. I expressed my disappointment in my

individual grade and admitted my shortcomings. They were very supportive, and I was never

afraid to ask for more clarification. I was able to gain a better understanding of ISD through the

group collaboration.

Honestly, I have always been one to detest group work, especially the idea of it in an

online environment. However, so far in my UWI experience, I’ve been fortunate enough to be in

groups with other hard working and dedicated individuals.



Appendix A: UNIT 1 - The Flipped Classroom Model PowerPoint Presentation


Appendix B: UNIT 1 - The Flipped Classroom Model Additional Resources

Additional reading resources are provided to extend knowledge of the topic:

● Flipping the classroom -- my journey to the other side: Jenn Williams at

TEDxRockyViewSchoolsED. Retrieved from
● Bergmann, J. (2016). Why teachers matter more in a flipped Classroom. Retrieved from
● Paulson, J. (2013). The flipped classroom will redefine the role of educators. Retrieved

Appendix C: UNIT 1 - The Flipped Classroom Model

Name: ____________________________________ Unit: 1 Task: 1

Comparing and Contrasting Concepts

Directions: Use this compare/contrast organizer to explore the analogous as well as non-
analogous characteristics of the two concepts, tradition vs. flipped model teaching.

Appendix D: UNIT 1 - The Flipped Classroom Model Assessment Rubric

Assessment Rubric
5 4 2 2 1
The Flipped Comparison and Comparison and Comparison and Comparison or Comparison or
Classroom contradistinction contradistinction contradistinction contradistinction contradistinction
(Traditional of the two of the two of the two of the two of the two
vs. Flipped) concepts, concepts, concepts, concepts, concepts,
traditional and traditional and traditional and traditional and traditional and
flipped flipped flipped flipped flipped
classroom, was classroom, was classroom, was classroom, was classroom
written and all written and all written and all written and written and
supporting supporting supporting supporting detail supporting
details has an details an details has a had a clear details had a
above average average clear explanation confusing
explanation explanation explanation presented. explanation
presented. presented presented. presented.

Quick Quiz Quick Quiz Quick Quiz Quick Quiz Quick Quiz Quick Quiz
questions questions were questions were questions were questions were questions were
answered with answered with answered with answered with answered with
100- 90% 80-70 % 60-50 % 40-30 % 30 % and below
accuracy. accuracy. accuracy. accuracy. accuracy.

Creating a Philosophy has Philosophy has Philosophy has Philosophy has Philosophy has
flipped no more than no more than no more than less than 150 less than 150
250 words, and 250 words, and 250 words, and words, and words, and
classroom states all 3 states all 3 states 2 elements states 2 elements states 1 element
philosophy elements elements (purpose, (purpose, (purpose,
(purpose, (purpose, benefits and benefits and benefits and
benefits and benefits and goals) they tend goals) they tend goals) they tend
goals) they tend goals) they tend to achieve after to achieve after to achieve after
to achieve after to achieve after implementing implementing implementing
implementing implementing this model, with this model, with this model, with
this model, with this model, with an distinct idea. an distinct idea. an unclear idea
an above an average
average sophistication.

Triventy Triventy Triventy Triventy Triventy Triventy.

Quiz questions were questions were questions were questions were questions were
answered with answered with answered with answered with answered with
100- 90% 80-70 % 60-50 % 40-30 % 30 % and below
accuracy. accuracy. accuracy. accuracy accuracy

Mind Map Mind map Mind map Mind show Mind map Mind map little
shows shows above maps average shows limited to no
sophisticated average craftsmanship craftsmanship craftsmanship
craftsmanship. craftsmanship

Appendix E: Unit 2 - Creating and Evaluating Digital Content

Appendix F: Unit 2 - Creating and Evaluating Digital Content PowerPoint


Appendix F - Unit 2: PowerPoint Options

Option 1 PowerPoint Presentation

Option 2 PowerPoint Presentation


Option 3 PowerPoint Presentation


Appendix G: Unit 2 -

Rubric for Assessing the Development of a Video for Use in a Flipped Classroom Lesson


Selection of PowerPoint selected PowerPoint selected applies PowerPoint selected applies few
PowerPoint applies all the some of the multimedia of the multimedia principles.
20% multimedia principles. principles.

Content of Content is very Content is relevant and clearly Content is not very relevant and
Narration relevant to the slides explains the process or concept does not clearly explain the
and clearly explains for some of the slides. process or concept.
30% the process or concept.

Content is always Content is sometimes linked to Content is rarely linked to the

linked to the images the images and text on the slide. images and text on the slide.
and text on the slide.

Voice Quality Voice is friendly Voice is friendly for some of the Voice is rarely friendly in the
throughout the video. video but may be machine like at video and is machine like most of
20% times. the times.

Voice can be clearly Voice can be clearly heard for Voice cannot be clearly heard for
heard throughout the some of the video but may be most of the video and it is difficult
video. difficult to hear the speaker some to hear the speaker most of the
of the time. time.

Rate (speed) used by Rate (speed) used by the speaker Rate (speed) used by the speaker
the speaker is very varies and is sometimes is mostly inappropriate and is
appropriate throughout appropriate but may also be too either too fast or too slow most of
the video. fast or too slow some of the time. the time.

Timing The video is five The video is either under or over The video is either too short (less
20% minutes in duration. the specified time of five minutes than 4 minutes) or too long (more
by one minute. than 6 minutes).

Adequate time is given Adequate time is given for the Inadequate time is given for the
for the content of each content of some of the slides to content of some of the slides to be
slide to be displayed. be displayed. However, some displayed. Most of the slides were
slides were either given too much given too much or too little time
or too little time for the content for the content to be displayed.
to be displayed.

Appendix H
Unit 3 - Creating a Lesson Plan using the Flipped Classroom Model PowerPoint Lesson

Appendix I - UNIT 3 - Creating a Lesson Plan using the Flipped Classroom Model
This checklist is to analyze lesson plans based on the Flipped Classroom model. Please tick those items
on the list that are features in your lesson plan.
Criteria Tick

The learning objectives develop:

Collaborative skills

Research and critical thinking skills

Independent Study

Activities planned:

Engage all learners

Meet students’ need

Fully exploit the potential of ICT

Work individually at home

Lesson Plan include resources that can be used:

At home

In the classroom

Students will

Research, locate and collect resources

Share resources and observations with classmates

Analyze and record comments on the findings


Analyze issues through direct collaborative experience

Teacher will

Support students (give feedback) and discuss their ideas

Monitor and guides activities

Records reflections from students

Collects feedback


Teacher assess the work of individual students

Teacher assess the work of groups

Students self-assess their own work

Students assess the work of peers


Appendix J: Flipped Classroom Lesson Plan Template

Lesson Title:
Subject Area(s):
Grade Level:
Time Needed:

PA Academic Standards

Learning Objectives (including cognitive and behavioral objectives)

Student Learning Resources at Home

· Example
· watch video xxx (name of the video) for xx minutes http://www...
· Play Game xxx (name of the game) for xx minutes http://www...
· Teacher self-created materials video, game, quiz …
Student Learning Activities at Home
· Fill KWL chart for the lesson
· Prepare questions for the teacher
· Exercise on worksheets, if any
· Suggest other learning resources
Classroom Activities
· Materials preparation
· To engage the students by surveying learning outcomes through their KWL chart
· Address common problems
· Facilitate whole group discussion
· Differentiation/Individualization
· Let the above levels teach the below levels
· Leveled group activities
· Guide by the side
· Formative/Summative
· Challenging questions
· Interactive quizzes

Appendix K: Learner and Contextual Analysis


- 2 Greatly Impedes
-1 Slightly Impeded
+1 Slightly Facilitates
+2 Greatly Facilitates


Learner Profile and Experiential Background

Trainees are between 25-50 years old -2 -1 +1 +2

70% of trainees hold a professional diploma or certificate. -2 -1 +1 +2

All trainees have at least a Bachelor’s degree in a Science -2 -1 +1 +2

subject (Biology, Chemistry, Physics, Environmental

All trainees have basic computer skills training. -2 -1 +1 +2

All trainees use ICT tools in teaching and learning. -2 -1 +1 +2

All trainees have knowledge of the syllabuses in Science. -2 -1 +1 +2

Goal Setting

All trainees want to implement a strategy to improve student -2 -1 +1 +2


All trainees want to learn about the flipped classroom -2 -1 +1 +2


All trainees are motivated to participate in the workshop. -2 -1 +1 +2

Perceived Utility

All trainees view the flipped classroom method as a practical -2 -1 +1 +2


Perceived Accountability

Head of department will monitor the implementation of the -2 -1 +1 +2

CCSLC syllabus.


Social Support

Small groups will allow trainees to collaborate with each -2 -1 +1 +2


School administration has acknowledged the department’s -2 -1 +1 +2

willingness to participate in the workshop.



Learner Role Perception

Trainees will collaborate with other team members. -2 -1 +1 +2

Trainees will have freedom to choose some of the materials -2 -1 +1 +2

(lesson plans) created.

Learner Task Perception

The task is directly related to the instructional challenge. -2 -1 +1 +2


Sensory Conditions and Seating

Trainee’ homes offer familiar location. -2 -1 +1 +2

Instructor Role Perception


The instructor is experienced in teacher training. -2 -1 +1 +2

Role of facilitator rather than instructor will be used. -2 -1 +1 +2


Trainees have indicated the workshop has minimal impact on -2 -1 +1 +2

duties at school.

The assessments of the workshop are time-bound. -2 -1 +1 +2


Rewards and Values

Trainees will be certified in the use of the flipped classroom -2 -1 +1 +2


Teaching and Learning Supports

Trainees will use team teaching during the implementation -2 -1 +1 +2


Instructional materials and resources will remain online for -2 -1 +1 +2

participants to access after the workshop.



Utility Perception

Trainees will create stimulating activities, games for their -2 -1 +1 +2

learners to manipulate.

Trainees will upload videos, auditory lectures, appropriate -2 -1 +1 +2

content sites.

Trainees will use skills daily in their lesson planning. -2 -1 +1 +2


The approach gives attention to higher order and practical -2 -1 +1 +2

skills not adequately address in current practice.

Perceived Resources

All trainees are assigned a laptop through the Edutech -2 -1 +1 +2

initiative in Barbados.

All trainees have WiFi access with a strong bandwidth that -2 -1 +1 +2

fosters downloading of software tools or playing multiple
videos at the same time.

Transfer Coping Strategies

All trainees will use the planning sessions to identify -2 -1 +1 +2

challenges, offer possible solutions and modify the approach
to the flipped classroom.

Experiential Background

Trainees’ knowledge and experience of the content provides -2 -1 +1 +2

a sound basis on which to build capacity.


Transfer Opportunities

Each trainee will select a class to pilot the flipped classroom -2 -1 +1 +2


Social Support

Each trainee will provide feedback to team members in team -2 -1 +1 +2

teaching sessions.

School administration has offered support by providing all

resource materials needed to implement the approach.

Situational Cues

Teachers will use the completed adapted syllabus to develop -2 -1 +1 +2

lesson plans.

Head of Department will model lessons for teachers. -2 -1 +1 +2


Transfer Culture

There is a low transfer rate from workshops to classroom -2 -1 +1 +2



School administration will reward a trainee with an -2 -1 +1 +2

opportunity to participate in a study tour.


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Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). New York: Pearson.

Felder, R. (2010). Are learning styles invalid? (Hint: not). On Course Newsletter. North

Carolina State University.

Fischer, D. & Frey, N. (2010). Guided instruction: How to develop confident and successful

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Garza, S. (2014). The flipped classroom teaching model and its use for information literacy

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Hardiman, M. M. (2012). The Brain Targeted Teaching Model for 21st-century Schools.

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Jenn Williams. (n.d). Flipping the classroom -- my journey to the other side:

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