Flipping the Classroom to Manage Our New Reality

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Shannon Moore  

Teachers and students alike are struggling to adapt to online, blended, hybrid, hyflex and every other type of learning this new educational landscape has invented. In an effort to maintain sanity, flipping the classroom will provide students a space where choice is maximized and voice is elevated.

Audience: Coaches, Teachers, Technology coordinators/facilitators
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: iOS, Windows, Android
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Jamboard app (if using smartphone)
Google Account
Topic: Distance, online & blended learning
Grade level: 9-12
ISTE Standards: For Educators:
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

Proposal summary

Purpose & objective

Attendees will be able to understand the Flipped Learning Model and how they can implement it in their own classrooms to elevate voice and maximize choice.

Attendees will be able to learn how to effectively package curriculum and lessons in an effort to save the sanity of both teachers and students.

Attendees will understand how to create a hyperslide / hyperdoc and the power these features have in promoting self-regulation and choice.


1. Flipped Learning: Pulse
a. Attendees will participate in a Jamboard activity that gauges their level of understanding as well as collaboratively encourages a discussion around the benefits and challenges of implementing a Flipped Learning Model.

2. Flipped Learning: The What
a. Attendees will be given a basic definition of the Flipped Learning model as well as understand the need for this instructional design by evaluating how Bloom's Taxonomy fits into both the traditional and Flipped Classroom.

3. Flipped Learning: The Why
a. Attendees will be able to experience how COVID has turned education upside down, discuss their own realities to witness that we are, in fact, #BetterTogether, and hear from other educators (via the results of a Twitter poll) as to why it works for them.

4. Flipped Learning: The How
a. Attendees will be given tips and tricks (clickable links with models) to implementing the Flipped Learning Model which include information regarding: hyperdocs / hyperslides, video production, aligning lessons to the 5Cs, effective edtech platforms, and feedback.

Supporting research

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Shannon Moore, Redwood High School

Shannon Moore is a High School English and Speech Teacher & Technology Coach in Visalia, California. She has been teaching for 10 years and loves all things #EdTech. She received her Masters of Education with a Specialization in Best Practices and Single Subject teaching credential from National University and her Bachelors in Communication from Fresno State. She is a Global Google Educator Group (GEG) leader and a Google for Education Certified Educator Level 1 and 2, as well as a Google for Education Certified Trainer. Recently, she has become an Adobe Education Leader and loves integrating creativity into her practice.

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