Sondra Polan December 12, 2017

Course Title: Are you ready to flip? Incorporating SAS curriculum pathways resources into your flipped classroom
Course Dates: Five 3-hour sessions – Actual Dates to be determined
1.Rationale: https://screencast-o-matic.com/watch/cblIfm2JbM
2 a,b
ISTE Standards College and Career Relationship
2.Design and develop digital age learning experiences To demonstrate college and career readiness in reading,
and assessments. Teachers design, develop, and writing, speaking, and listening, students need to be able to
evaluate authentic learning experiences and (1) Comprehend and analyze complex texts across
assessments incorporating contemporary tools and multiple disciplines
resources to maximize content learning in context (2) Can incorporate evidence from primary sources,
and to develop the knowledge, skills, and attitudes science research, and other documents to support
identified in the Standards their oral and written communication.
a) Design or adapt relevant learning experiences that (3) Can use technology to enhance their reading,
incorporate digital tools and resources to promote writing, and other communication skills.
student learning and creativity
b) Develop technology-enriched learning The resources from SAS curriculum pathways support these
environments that enable all students to pursue their standards and each lesson cites the specific State standards
individual curiosities and become active participants in associated with the lesson.
setting their own educational goals, managing their Example of lessons incorporating technology and writing:
own learning, and assessing their own progress Writing reviser (CL 4003)
c) Customize and personalize learning activities to Writing navigator (CL 1759)
address students’ diverse learning styles, working Examples of lessons incorporating analyzing complex text.
strategies, and abilities using digital tools and Lister's Breakthrough: Reading Complex Text about Treating
resources Infection (CL 116)
d) Provide students with multiple and varied formative Exploring King's "I Have a Dream" Speech (CL 1357)
and summative assessments aligned with content and Examples of incorporating primary sources
technology standards, and use resulting data to inform Explore! Primary Sources (CL 1714)
learning and teaching
5. Engage in professional growth and leadership To demonstrate college and career readiness in math,
Teachers continuously improve their professional students need to be able to
practice, model lifelong learning, and exhibit (1) analyze a pr`oblem a develop different approaches to
leadership in their school and professional arrive at a solution
community by promoting and demonstrating the (2) solve problems involving real world situations common
effective use of digital tools and resources. in everyday life
a) Participate in local and global learning communities (3) construct an argument based on definitions and
to explore creative applications of technology to assumptions and logical share their conclusions.
improve student learning (4) reason abstractly and quantitatively. They are able to
b) Exhibit leadership by demonstrating a vision of represent a problem with symbols and manipulate the
technology infusion, participating in shared decision symbols with in the structure of the mathematical
making and community building, and developing the framework.
leadership and technology skills of others The resources at SAS curriculum pathways support these
c) Evaluate and reflect on current research and standards.
professional practice on a regular basis to make Examples:
effective use of existing and emerging digital tools and Algebra 1 course (CL 5100) – all lessons based on standards
resources in support of student learning Practice and Prove Geometry Series (CL 1773)
d) Contribute to the effectiveness, vitality, and self- Real-World Examples of Quadratic Functions (CL 1416)
renewal of the teaching profession and of their school Analyzing High School Graduate Data (CL 1666)
and community Weather: Tornado Damage (CL 2355)

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2c. How the outcomes and associated activities meet the needs of diverse learners?

The flipped class model provides more time in the actual class to work with students one on one. Teachers can then
tailor instruction to meet the specific needs of their students. In addition, the types of videos and online activities
teachers assign to view at home can also differentiate instruction. The resources available from SAS curriculum
pathways contain engaging interactive visual and often audio content. Many of the activities include built in assessments
where the results are emailed to the teacher when a student completes the task. The SAS teacher lesson guides include
suggestions on how to differentiate instruction.

2d. Assessments for teachers

In order receive credit of the course, participants will submit a lesson plan that “incorporates high-level questions that
require critical thinking and analysis” (a district requirement for in-service credit). The lesson plan should apply a flipped
model approach and should incorporate resources from SAS curriculum pathways.

Teachers will also create two collaborative documents to be shared in this course’s Google classroom. The first
document will be a review of recommended SAS curriculum resources to be used in a flipped classroom. Each teacher
will submit at least 3 reviews to be categorized by subject and grade level. The second document will be a list of
activities that can be done a flipped class. The activities should be detailed but do not need to be content specific.

2e. The strategies that teachers who participate in the training can use to assess the efficacy of the tool with their
students

There are several ways participants in this training can assess their students. For math, language, and science, teachers
can see how students are performing based on the in-class practice and the types of questions asked in class. Entrance
and/or exit ticket maybe useful. For English and Social studies, rubrics should be developed to ensure that the
anticipated objectives are met. As stated in section 2c, many of the SAS activities have built in formative assessments
that teachers can view to ensure that students are viewing activity and to check their students’ level of understanding.

2f/g. Activities: 5 days, 3 hours each day (3:30 pm-6:30pm):

Sessi objectives
on#
1 What is a flipped classroom and how can the
resources at SAS Curriculum pathways support
flipped instruction?
By the end of the participant will be able to
1. understand what a flipped model is and its
potential benefit
2. identify components needed to successfully
flip a classroom
3. Learn how to set up and log into an SAS
account
4. Learn the necessary system requirements to
access and use SAS resources
5. review several SAS resources and discuss the
features that make them beneficial to a flipped
model approach
activities Seat
time
1. Introductions: Who are you? Where do you
teach? What subject and grade level do you
teach? (10 min)
2. Participants break into groups and create 3
wordle based on their current knowledge of hours
what a flipped model is.
(http://www.wordle.net/Groups will be brought
together to compare their wordles (15 minutes)
3. The following video will be shown to explain
the flipped model concept and benefits to
students. Following the video, I briefly review
the agenda for the 5 sessions as well as briefly
explain the assessment that needs to be
submitted to receive credit for the course.
lynda.com video (20 minutes)

2

2 What types of topics should I flip? How can I
access and share specific resources from SAS
easily? What types of activities can I use during
class after students viewed content at home?
By the end of the session, participants will be
able to
1.Identify topics where flipping the lesson would
be beneficial in their course
2. Use the filter tool of SAS to explore resources
3. Develop a list of activities that can be used
during class after students viewed video
4. Create a collaborative google document
5. Create a Google class
4. The following video will be shown to show
actual implementation of a flipped classroom
PBS video (15 minutes)
5. Discussion of resources needed to flip a
classroom leading to SAS pathways curriculum
as a great resource. (15 minutes)
6. Teachers will be shown how to set up a SAS
account. Teachers will also learn the necessary
system requirements to access and use SAS
resources (15 minutes)
7. The following resources will be reviewed in
this session with a focus on the characteristics
that make them useful for flipping a class.
Teachers will share ideas for activities that can
be done during class the following day after
students have viewed video.
(1 hour and 30 minutes)
a) Pythagorean theorem (QL 1351)
b) Glycolysis QL1276
c) World War I: Failure of European
Diplomacy(QL 1064)
d) Using the Subjunctive (QL 1431)
e) Concrete words (QL 1456)
Link to all training resources for session 1
1.Participants will learn how to search for
resources on the SAS curriculum pathways 3
website using the filter tool as well as how to hours
access resources using the QL code. They will be
given a task to find 2 SAS resources not in their
content area which they find interesting.
(40 minutes)
2.Participants break into groups and discuss why
they found their “finds” engaging. What are the
characteristics from a student’s perspective of a
video/activity that would be beneficial in a
flipped classroom. (20 minutes)
3. Participants will be shown how to create a
Google classroom. This is a great way to assign
the resources from SAS. Student can also submit
their saved documents from the assign feature.
They will also see how the virtual classroom
works from a student’s perspective. (30
minutes)
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3. What types of activities can I use to improve
student writing across the curriculum? What
other types of resources are offered at SAS that
can be used in class? How can I ensure that my
students are viewing the videos and or
resources outside of the classroom?
By the end of the session, participants will
1.Learn how to use SAS writing navigator series
2. Develop strategies to check to see if students
have viewed the resources at home
3. Learn the basics of Google Forms
4.Explore the Algebra 1 course, Virtual labs, and,
Primary sources applications
5. Learn how symbaloo.com can help keep their
internet resources organized
6. Find several SAS resources they can use to
develop a flipped lesson. Participants will write a
review in a collaborative class document
4. How do I get students to adopt to the “flipped”
approach? How do I gain parental support for
the flipped approach? How do I assess students
using this model?
By the end of the session, participants will
1.learn strategies to encourage students to adopt
the flip model
2. Explore different types of activities to engage
students in the classroom
3. develop strategies to assess students using a
flipped model
How-to documents to create Google classroom,
and share and save SAS resources will be posted
in the PD classroom for future use. (link)
The following video will be shown explaining
the importance of planning meaningful in-class
activities, discussions, and collaboration which
encourage active learning. video link (15
minutes)
4. Participants will break into groups and create
a collaborative google document listing potential
in class activities. Additional items will be added
each session. Groups discuss their list with the
class. (30 minutes)
5. Participants will start looking at lessons that
they would like flip (30 minutes)
6. Participants will be asked to bring in a 400-
word writing sample for the following session
1.Participants will be shown following video
introducing Writing reviser: link to video 3
Teachers will then explore the application with hours
their writing sample
2. Discussion about strategies to check to see if
students are doing work at home. A
collaborative document will list ideas from
discussion
3. A quick lesson how to use google forms. This
can be a way for teachers to monitor student
work outside physical class. Link for instructions
4. Teachers will either explore Algebra 1 course,
virtual labs, or primary resources. Teachers will
be provided with course at a glance documents
5. Teachers will be introduced to symbaloo.com-
an application to organize internet resources-
can organize your SAS activities as well as others
example of symbaloo
6. Participants will explore specific topics they
can use for their classroom. They will write
review in a collaborative class document.
1. Video “Intro to flipped classroom for 3
students” (link) HOURS
2. Participants will explore different types of
activities to use within classroom as well as
formative assessments
a) “Using Stations to Explore Algebra
Expressions”.
b) Mapping tools: Mindmeister
c) Video Storytelling Tool: Binumi.com
d) Video discussion platform: Flipgrid.com
e) SAS used within the class
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 4. develop a lesson plan which includes the SAS
resource as well as accompanying student
activities
5. How do I evaluate my flipped lesson?
By the end of the sessions, participants will
1. Share their lesson with the class for feed
back
2. Fine tune their lesson
3. Reflect on what they have learned in the
course
3. Participants provided time to work on lesson
plan incorporating SAS resources.
1.Participants provided time to work on their 3
lesson hours
2. Participants will present their lessons and
receive constructive feedback from colleagues
3. Participants will complete survey about
profession development

3. Resources
To conduct this professional development course, the following resources are needed:

1. Building access at East Meadow High School on Tuesdays from 3:30pm to 6:30 pm
2. Access to a computer lab with smartboard and projector from on Tuesdays from 3:30 pm to 6:30 pm
3. Access to the internet
4. Google accounts (Teachers already have accounts but may not know how to log in)

4. Training materials
Session 1: What is a flipped classroom and how can the resources at SAS Curriculum pathways support flipped
instruction?
a) Wordle: http://www.wordle.net/
b) Video 1: Lynda.com video: “What is a flipped classroom”- https://www.lynda.com/Dropbox-tutorials/What-
flipped-classroom/141465/148659-4.html
c) Video 2: PBS video-What a 'flipped' classroom looks like (7’41”) - https://youtu.be/G_p63W_2F_4
d) SAS resource Pythagorean theorem (QL 1351) (https://www.curriculumpathways.com/portal/Launch?id=1351)
e) SAS resource Glycolysis (QL 1276) https://www.curriculumpathways.com/portal/Launch?id=1276
f) SAS resource World War I: Failure of European Diplomacy (QL 1064)
https://www.curriculumpathways.com/portal/#info/1064
f) SAS resource Using the Subjunctive (QL 1431) https://www.curriculumpathways.com/portal/#info/1431
g) SAS resource Concrete words (QL 1456) https://www.curriculumpathways.com/portal/#info/1456

Session 2:
a) Link to Google document “Getting started with google classroom”
https://drive.google.com/a/nyit.edu/file/d/1Y_T_Kjgkac4gMgAqJm2LJul1lpFPheKA/view?usp=sharing
b) Link to Google support link on creating assignments:
https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=en
c) Link to SAS document “How to share a resource?” https://blogs.sas.com/content/sascp/2014/07/01/faq-how-
can-i-share-a-resource/
d) Link to SAS document “How to save work?” https://blogs.sas.com/content/sascp/2014/07/01/faq-how-do-
resources-save-student-work/
e) SAS lesson to practice accessing, sharing, saving and submitting assignment Letter from Abigail Adams (March
31, 1776) (CL 2600)
f) Video: Blended Learning with Catlin Tucker: Episode 4 – Flipped Classroom https://youtu.be/mjjx-FjKUus

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Session 3
a) Video tutorial for SAS curriculum writing reviser: https://youtu.be/z82xi1xz74A
b) Link for instructions on how to use google form:
https://drive.google.com/a/nyit.edu/file/d/19E3KTmdm8sJRxy0DMidomLLJGe-Umsoe/view?usp=sharing
c) Course at a glance documents:
at a glance Math,
at a glance Science,
at a glance ELA,
at a glance Social Studies,
at a glance Spanish
d) Symbaloo.com website: https://www.symbalooedu.com/

Session 4
1. Video “INTRO TO THE FLIPPED CLASSROOM FOR STUDENTS” https://youtu.be/ZzJbA2Y2S5A
2. Video on “Using stations to explore algebraic expressions” https://www.teachingchannel.org/videos/high-
school-algebra-lesson
3. Binumi website https://www.binumi.com/
4. Flipgrid website https://info.flipgrid.com/
5. Mindmeister website: https://www.mindmeister.com/

Session 5:
1. Additional resources for flipping your classroom
a) Centre for teaching Excellence: “In-class Activities and Assessment for the Flipped Classroom”;
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/lecturing-and-
presenting/delivery/class-activities-and-assessment-flipped-classroom
b) Flipped Educator Spotlight (Interview): Stacey Roshan: https://flippedlearning.org/flipped-educator-
spotlight/stacey-roshan/
c)
2. Google survey on professional development session: Link to google form :
https://goo.gl/forms/QzehoxnJeRDg5rPE2

5. Exemplar: The following is an example of a flipped lesson a teacher could design. Prior to class students will view
the following lesson from SAS on Algebra 1 series: Lesson 6 Using elimination to solve systems of equation (CL #
5046 : link to resource)To ensure that students have viewed the lesson, students will print out quiz and submit
through google classroom. The following day teacher will begin class with poll question to ascertain students’
understanding of material. This can be done through TI Navigator, plickers, entrance ticket, or even having
students hold up a sheet of paper with their answer. The teacher will then break students into small groups for a
station activity. The teacher will set up 5 different stations worth of questions. Students need to show their
work on an answer key. Each station will take 10 minutes. Station 1: Solving linear systems by substitution
Station 2: Solving linear systems by elimination (easy level), Station 3: Solving linear systems by elimination
(challenge) , Station 4: Solve your favorite way, Station 5: Review problems

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6. Annotated Bibliography

a) Nwosisi, Christopher, et al. “A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent
of the Course Content.” International Journal of Information and Education Technology, vol. 6, no. 5, 2016,
pp. 348–351., doi:10.7763/ijiet.2016.v6.712.

b) Siegle, Del. “Technology. Differentiating Instruction by Flipping the Classroom” Gifted Child Today, vol. 37, no.
1, 2013, pp. 51–55., doi

c) McCall, Linda Ann H. Ed. D. and Kim, Jackie C. Ed. D., "Web 2.0 Tools in a “Flipped” Classroom:
Meeting the Needs of Diverse Learners" (2014). Georgia Educational Research Association
Conference. http://digitalcommons.georgiasouthern.edu/gera/2014/2014/3

d) LAMB, RICHARD LAWRENCE, “The effect of SAS curriculum pathways on student science
achievement” (2008). Theses and Dissertations at Montana State University (MSU).