Flipped Classroom Lesson Planning Template

Step 1: Determine Learning Objectives

What do you want students to be able to DO by the end of this lesson?
 Learn the purpose of reflective listening in counseling
 Learn how to differentiate between a statement or question and a simple reflection
 Be able to formulate a simple reflection
 Be able to formulate and utilize simple reflections in the counseling context

Step 2: Plan Pre-assignment

OBJECTIVES
Of the objectives listed above, which ones will students begin to explore BEFORE class?
 Learn the purpose of reflective listening in counseling
 Learn how to differentiate between a statement or question and a simple reflection
 Be able to formulate a simple reflection

CONTENT
What content do you need students to engage with to explore these objectives? (videos, readings, podcasts, etc.)
 Read chapters 6 and 7 in “Motivational Interviewing” textbook
 Review “Skill Builder- Reflections” (see attachment), watch Screencast on
 Watch video “Introduction to Motivational Interviewing”, especially the part about OARS from 5:37-10:06
https://www.youtube.com/watch?v=s3MCJZ7OGRk#action=share

ASSIGNMENT
What will students DO with the content BEFORE class? (take a quiz, write a summary, draft an analysis, etc.). Your
pre-assignment should force students to engage with the content so that they can meet the objectives you have specified.
 First: Complete Expansion Homework – Simple Reflecting
 Second: Complete Application Quiz (Creating 3 simple reflections, each highlighting a different part of a given
statement)

Step 3: Plan In-Class Activities

OBJECTIVES
Of the objectives listed in Step 1, which ones will students explore DURING class?
 Be able to formulate and utilize simple reflections in the counseling context

ACTIVITIES
What will students DO DURING class in order to meet these objectives?
 In groups, students will be given statements and formulate simple reflections, then being evaluated by their
peers in discussion
 Individual Assessment: Student will complete Micro-Skills Assessment on Simple Reflections (creating simple
reflections pertaining to statements)
 Skill Builder: Reflections

General Information

 Skill dependent on active listening; demonstrates to the client that you are listening and trying
to understand his situation
 A way of checking rather than assuming that you know what is meant
 One way to show empathy, shows that you have an interest in what the person has to say
 Pathway for engaging others in relationships, building trust, and fostering motivation to change
 Encourages further explorations of the problem
 Appears easy, but takes hard work and skill to do well

Reflections

 Actively listening to the client, and then responding with a statement that reflects the essence
of what the client said, or what you think the client meant.
 Reflect the client’s thoughts, feelings, or behaviors
 Statements are less likely than questions to evoke resistance
 Start off with simple reflections, the goal is to learn complex reflections well and use them as a
tool to promote change
Format

 Reflections are statements, statements ending with a downward inflection (as opposed to
questions)
 Avoid “Do you mean…” or “What I hear you saying is….”. this can appear patronizing
 Simple Reflection: repeat the client’s words or an element of the statement (E.g. Client: “I did
not have a good day”; Counselor: “You had a bad day” or “You did not have a good day”)
 Reflecting emotions: Noticing the emotion behind a behavior or statement, then saying it out in
the open for the client to hear (e.g. “You have tears in your eyes, you seem to be sad/
frustrated, angry”)
 Complex Reflection: A hypothesis as to what the talker is getting at. Formulated as a
statement and not a question. Integrating underlying feeling, values, and unsaid portions. (e.g.
Client: “I do not care if I ever see my parents again. They have let me down so many times
anyway, I can deal on my own”. Counselor: “You are angry with your father and your rather not
have contact than go through the pain of loss again”

Stating/Questioning vs. Reflections

Statement/ Question Reflection

What I hear you say is that you are having a
bad day
So you don’t want to be around those people
again?
Do you mean that you don’t want to be here
in treatment?
You don’t need to cry, be happy!
You had a bad day
You would like to choose your friends more
wisely
You do not like the structure of treatment and
would rather determine your own schedule
Thinking about the situation is difficult for you,
it makes you sad and brings tears to your eyes
 Flipped Classroom Lesson Planning Template
Step 1: Determine Learning Objectives
What do you want students to be able to DO by the end of this lesson?
 Define codependency
 Identify traits of a codependent family member
 See how the codependent has a role in the addicted family and assist in creating homeostasis
 Find out what functions codependency serves for the individual
 Identify interventions and treatment protocol for the codependent family member

Step 2: Plan Pre-assignment

OBJECTIVES
Of the objectives listed above, which ones will students begin to explore BEFORE class?
 Define codependency
 Identify traits of a codependent family member
 Find out what functions codependency serves for the individual

CONTENT
What content do you need students to engage with to explore these objectives? (videos, readings, podcasts, etc.)
 Chapter 6 in book “Substance Abuse and the Family” (Michael D Reiter)
 Exercise on codependency that identifies feelings of the codependent (see attachment)

ASSIGNMENT
What will students DO with the content BEFORE class? (take a quiz, write a summary, draft an analysis, etc.). Your
pre-assignment should force students to engage with the content so that they can meet the objectives you have specified.
 Take a quiz on the definition and traits
 Journal about Codependency exercise

Step 3: Plan In-Class Activities

OBJECTIVES
Of the objectives listed in Step 1, which ones will students explore DURING class?
 See how the codependent has a role in the addicted family and assist in creating homeostasis
 Find out what functions codependency serves for the individual
 Identify interventions and treatment protocol for the codependent family member

ACTIVITIES
What will students DO DURING class in order to meet these objectives?
 Family Sculpture (Students build a real-life sculpture on the family roles with classmates)
 Learn about treatment protocols and interventions through lecture
 Overcoming Co-Dependency OR We are all a little Co-dependent
Complete the following exercises to write about in your journal. The goal is to describe the thoughts/feelings
while completing each exercise and what you gained or learned from it.

A. Make and Unreasonable Request: By making unreasonable or ridiculous requests with no attachment to the
outcome, it gets easier to ask for things you actually want

Instructions:

 Make a request that you consider “unreasonable” just to see what happens.
 Others always have the choice to say no to your request.
 You might be surprised by the result. Have fun!
 Note in your journal entry the request made, how it felt/what you thought, the outcome, and what you gained
 Examples:
o When you’re buying something, ask if you can have a discount
o Ask for a raise at work.
o Walk in to a business and ask for a job.
o Ask a friend for a wake-up call at 6am.
o At a restaurant, order food that isn’t on the menu.
o Use your imagination…

B. Just Say “No”: Practice arbitrarily declining requests in order to become comfortable setting boundaries

Instructions:

 When someone makes a request of you, simply say “no.”

 Offer no justification or explanation for your response
 Observe your feelings
 This exercise should be used in situations where your “no” will not cause harm for you or someone else, use
your judgment
 Note in your journal entry the situation, how it felt/ what you thought, the outcome, and what you gained
 Examples:
o Someone asks you for a ride
o Someone wants you to do them a favor
o A coworker asks if you can take on extra work
o A friend asks you to make up an excuse for them
o A family members would like for you to do an extra task
 Flipped Classroom Lesson Planning Template
Step 1: Determine Learning Objectives
What do you want students to be able to DO by the end of this lesson?
 Identify the three models of addiction (how people become addicted): Moral Model, Medical Model, Family
Systems Model
 Be able to distinguish each model with concrete knowledge, including into which time period the model fits
(e.g. Moral Model- War on Drugs)
 Apply the Models of Addiction to client cases in order to find the most appropriate intervention for treatment

Step 2: Plan Pre-assignment

OBJECTIVES
Of the objectives listed above, which ones will students begin to explore BEFORE class?
 Identify the three models of addiction (how people become addicted): Moral Model, Medical Model, Family
Systems Model
 Be able to distinguish each model with concrete knowledge, including into which time period the model fits
(e.g. Moral Model- War on Drugs)
CONTENT
What content do you need students to engage with to explore these objectives? (videos, readings, podcasts, etc.)
 Read chapter 1 in book “Substance Abuse and the Family” (Michael D Reiter)

ASSIGNMENT
What will students DO with the content BEFORE class? (take a quiz, write a summary, draft an analysis, etc.). Your
pre-assignment should force students to engage with the content so that they can meet the objectives you have specified.
 Develop a 3-fold comparison sheet, highlighting the most important points necessary to understand each model
 Fill in timeline, placing each model on the continuum to distinguish its relevance today

Step 3: Plan In-Class Activities

OBJECTIVES
Of the objectives listed in Step 1, which ones will students explore DURING class?
 Apply the Models of Addiction to client cases in order to find the most appropriate intervention for treatment

ACTIVITIES
What will students DO DURING class in order to meet these objectives?
 Each student will be given a card with a distinguished trait of a model and then asked to match it up with the
model, explaining why this one is appropriate
 In groups of 3, complete Case Study on “Mark Rothers” with the help of the developed roster, analyzing which
model would be “good, better, best” applied to the study in order to lay the basis for developing treatment
interventions
 Flipped Classroom Lesson Planning Template
Step 1: Determine Learning Objectives
What do you want students to be able to DO by the end of this lesson?
 Learn the purpose of open and closed questions in counseling
 Be able to differentiate between and open and a closed question
 Be able to formulate open and closed questions

Step 2: Plan Pre-assignment

OBJECTIVES
Of the objectives listed above, which ones will students begin to explore BEFORE class?
 Learn the purpose of open and closed questions in counseling
 Be able to differentiate between and open and a closed question
 Be able to formulate open and closed questions

CONTENT
What content do you need students to engage with to explore these objectives? (videos, readings, podcasts, etc.)
 Read chapters 2 and 3 in “Motivational Interviewing” textbook
 Review “Skill Builder- Open-ended Questions” (see attachment)

ASSIGNMENT
What will students DO with the content BEFORE class? (take a quiz, write a summary, draft an analysis, etc.). Your
pre-assignment should force students to engage with the content so that they can meet the objectives you have specified.
 First: Complete Expansion Homework - Identifying closed and open questions
 Second: Complete Application Quiz (converting closed questions to open questions, formulating an open
question according to a given statement)

Step 3: Plan In-Class Activities

OBJECTIVES
Of the objectives listed in Step 1, which ones will students explore DURING class?
 Be able to differentiate between and open and a closed question
 Be able to formulate open and closed questions

ACTIVITIES
What will students DO DURING class in order to meet these objectives?
 In groups, students will compare best responses to a statement given by a client (what question is better- open
or closed)
 Students will hear a statement and give their best open-ended question. The other students will listen to the
response and evaluate in discussion.
 Individual Assessment: Student will complete Micro-Skills Assessment on Open questions (creating open
ended questions pertaining to statements)
 Skill Builder: Open-Ended Questions

General Information

 Questions are the most often used response in counseling.

 Can be overused and distract
 Tend to direct people toward thinking & away from feeling
 Purpose - to get information.
 Questions should be more common during the assessment phase.
 You’ll get this with practice.
 Should understand the therapeutic value of the question and the anticipated response.

Open-Ended Questions

 A question that does not invite one-word response but rather encourages the client to take
control of the direction of the reply; elicits fuller and more meaningful responses
 Directs the person to heighten awareness of moment
 Helps to develop an atmosphere of acceptance and trust. With open questions, the client can
choose the content and direction of the session

Format

 Typically begin with WHAT, HOW, WHEN, WHERE, IN WHAT WAY, or WHY
 Try to avoid asking “Why”:
o makes client feel defensive, like they have been “put on the spot”
o causes client to intellectualize and can lead to discussion of reasons
o client may begin to rationalize problems, which hinders exploration of deeper meaning
 If they start with “Can you….”, it is a closed question
 Avoid leading questions (“Now we wouldn’t want to get high again, would we?”), they often
contain hidden agenda as the answer to the question is already embedded in the question
 Rather lead of with a request: “Tell me…” or “Describe…”
 Avoid cliché counseling questions: e.g. “How does that make you feel?”

Closed vs Open-ended Questions

Closed
Is Heroin your Drug of Choice?
Can you tell me how you finally admitted
everything to your family?
That made you feel scared?
Why did you relapse?
Open
What is your drug of choice?
How did you manage to admit the truth to your
mother?
Tell me more about how that felt for you at that
moment
Describe the night of your relapse