Flipped Classroom

Classroom In Action
Laura Tench, Stacy Hubbard, Tashika Ivery, Michelle Madden
Action
Steps/Strategies
Step 1: Identify the
Innovators and
Early Adopters

Step 2: Innovators
and Early Adopters
who observed a
flipped classroom
will report
observations and
re-deliver
information to
departments,
parents and other
stakeholders, within
small group
meetings

Rationale

Key Actors

Resources

The innovators are crucial

to this project because they
will be instrumental in
launching the idea within
the school. The Early
Adopters are valuable
because they are respected
among their peers and their
opinions are held in high
regard. They also serve as
role models within the
school. Providing this
authentic learning
experience which will also
help to provide social and
emotional support will
empower the teachers to
take ownership of the
innovation, and be able to
speak knowledgeably and
with passion about the
innovation.

Change
Agents

Professional
Learning
Community

Sharing in a small setting

(as opposed to in a large
faculty meeting) will create
an environment conducive
to sharing and is more
authentic, hopefully allowing
for more buy-in from
colleagues. Because early
adopters are more highly
interconnected in the
interpersonal network of
their system, a smaller
setting would benefit the
diffusion of this innovation.
Also, this step will help to
address some of secondorder barriers that may
exist, including teacher
attitudes, beliefs, knowledge
and skills that may prevent
some from attempting to
implement the innovation.

Change
Agents

Planning
Meetings

Early Adopters

Open House /
Invite only

Timeline
1-3 weeks

Early Adopters
Classrooms
Administrators
Teachers

Administrators
Classrooms
Teachers who
participated in
Step 1

Video on
Flipped
Classroom
Technology
needed to
watch or
present the
video

2-3 weeks

Step 3: Work with

media and
technology
specialists to
provide access to
necessary
technology and
launch support

Step 4: Share
information on the
school website and
in a meeting at
Open House

To ensure that all students,

including those who may
not have technology access
at home, have technology
resources available to them
before and after school and
during lunch in the Media
Center. This will also make
sure that the infrastructure
is large enough to support
all students having access
to Wi-Fi during the school
day.

Change
agents

To inform parents and

community members about
the innovation, and outline
what will and will not be
changing for the students at
LaFayette High. This step
will help parents know what
they can expect and how
they can help and
encourage their children as
they adjust to this new
model.

Change
Agents

Administration
Media
Specialist
Technology
Specialist

Administrators
Teachers
Students
Parents

Wi-Fi access
Appropriate
bandwidth
and firewall
All technology
within the
media center

School
website
Video on
Flipped
Classroom
Technology
needed to
watch or
present the
video

Media
Specialist

Step 5: Identify
Resources and
Professional
Development

To acquire full buy-in of this

innovation, it is important
that teachers receive the
necessary resources and
support to be successful at
the beginning of the
process. This goal is
accomplished when
administrators ensure that
the technology department
and additional teacher
support is providing
adequately to teachers.

Opinion
Leaders
Early Adopters
Innovators
Teachers
Administration
Media
Specialist

3 weeks

Lesson Plans
Computers
and/or IPads
Video
Cameras or
Lecture
Capturing
Software
Prepared
Materials
intended for
Flipped
Classrooms
Brainstorming
/ Planning
Meetings

4 weeks
The video will
be available
on the school
website for 4
weeks.
The
informational
meeting will
take place at
Open House
at the
beginning of
the school
year.
Professional
Development
is ongoing
throughout
the school
year.
The
identification
of resources
1 week

Step 6: Assess Staff

Attitudes and
Opinions regarding
Flipped Model

Assessing the teachers

personal feelings and
frustrations is a critical step
throughout the process.
This data will not only serve
as a comparison analysis
tool to measure the
implementation, but it also
will serve as a driving
instrument for the selection
of future professional
development for the staff as
a whole, smaller
professional learning
community sessions for
departments and/or grade
levels, and a window into
where immediate individual
coaching and/or technology
support is needed.

Early Adopters

CBAM
program

Step 7:Providing
professional
development and
purchasing the
resources

During school breaks is

when most teachers will
have enough time to invest
in their professional
development. Providing
them with online and real
time training will allow them
to take control of their
development. Plus,
teachers will be able to
have longer periods of
collaboration. We learned
early on that not all teachers
felt comfortable in their
technology skills which led
to them not wanting to
implement the flip, so we
are including technology
use and familiarity as part of
the training

Administrators
Change
Agents
Opinion
Leaders
Teachers
Media /
Technology
Specialist

Funding

Step 8: Mid-year
and End of the year
staff attitude survey
to compare the
growth and
additional support
that may be needed.

While in the trial ability

stage, teachers will be
asked to note and provide
feedback on the challenges,
their attitudes and their
opinion of The Flipped
Classroom Model often to
help course correct where
needed. The goal is to
make changes where
necessary and share
success to gain more buy-in
from teachers.

Administrators
Change
Agents
Opinion
Leaders
Teachers
Media /
Technology
Specialist

Survey

Innovators
Survey

Assessing
staff attitudes
and opinions
is ongoing.

Opinion
Leaders
Change
Agents
Teachers
Administration
Media
Specialist

3 months
gathering
funds
Ongoing
development

Mid-Year
(before Winter
break)
End of Year
(before
Summer
break)