Revised Lesson Plan for Flipped Classroom

Lecturer’s name:  Alice Walton	Date of session: 01/07/25
Course: Online Intensive: Colouring Clays with Alice Walton Ceramics	Webcast duration: 10mins Class duration:1 hr, 10minutes
Module name: Clay Decoration Techniques	Level: L5
Topic: Colouring Clays, Addition Method
Aims of flipped classroom: -      To introduce the students to the difference between manufactured stains and natural oxides, showing and discussing the positives and negatives of each, giving context to their own creative practices. -      To individually create a 5 colour ‘line-blend’ of their own, relating to their own practice. -      To inspire students to find colour inspiration in different new ways.
Flipped classroom learning outcomes:  Students will be able to… Recognise the difference between stains and oxides. Demonstrate how to mix coloured pigments into clay to use in their own practice. Identify how to use the coloured clay addition technique to scale up for larger projects.  Justify through discussion their reasons for percentage choices.
Background of students: (e.g. numbers, prior educational experience, level, gender balance, students with declared disabilities, students with English as an additional language, cultural background, etc) 4 Students 3 female, 1 male 1 student with ADHD 1 student with dyspraxia All students with English as their first language Intermediate students with prior clay knowledge.
Assumed prior knowledge: Students have their own ceramics practice. Students have access to materials, tools and kiln firing. Students have access to a computer for Microsoft Teams and prior lesson video watching. Students class themselves as intermediate/ Higher education ceramics students to join.
Differentiation: (addressing all learners’ needs) -        Providing a asynchronous webcast for students to pre-watch before class with written transcript for learners who would prefer to read. -        Providing an online mini quiz to allow students to structure their pre-lesson planning. -        Providing synchronous Microsoft teams class so students with different accessibility needs and geographical locations can all attend. -        I will talk whilst visually demonstrating throughout lesson. -        I will refer to how I use coloured clays in my professional practice (my sculptures). -        I will explain key terms to ensure students of different prior knowledge all understand. -        I will have a face camera and also an SLR quality aerial viewing which shows a high-resolution picture whilst making and demonstrating. -        Audio is also broadcast through a high-definition microphone for clear professional listening throughout. -        I will record the synchronous lesson and will email it to each student after for them to watch back in their own time, providing piece of mind if students encounter technical difficulties on the day. -        I provide via email step-by-step worksheets with photos, written description and calculations so students can work at their own pace after the synchronous lesson. -        The online lesson allows students to work from their own workshops in the comfort of their own setting. -        I will speak to individuals and give feedback and one to one support whilst making. -        The chat function and privacy of emailing allows students to speak up and ask questions throughout.
Resources: Materials: Clay - 600g of white clay in its plastic state (White stoneware, white earthenware or porcelain) Colourant - 20g of each coloured stain or oxide of your choice (x 3 colours in total, powder form) Tools: Desk or table to work on. Sensitive scales weighing at least to 1g, better if they weigh to 0.1g of accuracy if possible. Water pot. Paint brush. Pottery knife or scalpel. Rolling pin. Rolling cloth or small wooden board. 11 x Lidded small containers, yoghurt pots or cling film/saran wrap  (approximately 50ml capacity) A mixing tool such as a spoon or wooden modelling tool. Labels or masking tape. Thin marker pen or sharpie. Optional - Cookie cutters or small press mould for test tile making. Optional - latex or nitrile gloves. Note taking material - pen and paper. Hand washing water bowl or sink and towel. Resources Emailed: Microsoft Teams Link to synchronous lesson. 1. Colouring Clays Inspiration (PDF Photos) 2. Webcast video. Coloured percentages explained (5 – 10minute Video). 2. Mini Quiz- Coloured percentages and class preparation. (PDF) 3. Coloured line blend instructions. (PDF) 4. Working out the pecentages line blend. (PDF) 5. Scaling up from your test tiles. (PDF) A recording of the Microsoft Teams lesson after lesson. Online Feedback Form.
In-class and out-of-class formative assessment: (how learning will be recognised in class and/or out of class/online) The asynchronous mini quiz will show whether students have engaged with the webcast, and gauge whether they have understood the information. The students will demonstrate within the synchronous workshop their learning of the colouring clays technique. The online feedback form and photo proof of their finished work will show that they have understood the technique learnt in the workshop. The feedback questions will lead the students to demonstrate their understanding of the LOs.

Time	Content & Lecturer Activity	Student Activity
5 - 10 mins 5mins 5mins 5mins 10mins 35mins 5mins 5mins 5mins	Webcast Video: A video of me explaining the difference between stains and oxides, identifying their application in regards to colouring clay (showing examples). Covering topics of saturation points, amounts, blending colours and how students can make their choice, burnout and firing temperatures. Mini Quiz: An online mini quiz in which answers are emailed to me. Giving me further assumed prior knowledge and a clearer plan for the synchronous lesson. Email All class documentation: Students will be told that these documents will be covered in the workshop, but can be looked at to familiarise themselves if they wish Face-to-face session: Introduction – about my practice Class Aims – Run through these. Class LOs – Run through these. Mention how students are to ask questions (raise hand/ chat box/ private message/ speak up). This is a safe space, no silly questions, we are learning together. PDF 1. Finding Inspiration (Share screen) Question – How do you find inspiration? PDF 2. Coloured percentages (Face view) and (share screen) (Reflecting on pre-lesson task) (Acting as an icebreaker) Question – What colour will each student use? What percentage? Make a note of what students are using If a student hasn’t done the pre-class task, we could allow other students to go first in explaining what they plan to do. Opening up questions about the saturation points. Then we could together discuss what the student who has not done the task could use. If all students have done the task, the same questions could be posed to my making, and my colour for the workshop. PDF 3. Coloured line blend instructions (SLR Hand View) and (Share screen) Weigh out clay Weigh out pigment Pinch pot + Pigment content + water = mix PDF 4. Working out the percentages line blend (Share screen) Briefly look at this document. Students can review in their own time. PDF 5. Scaling up from your test tiles. (Share screen) Briefly look at this document. Explain why we might do this. Students can review in their own time. Reflection (Face view) I ask if students have any further questions. I remind about the feedback form. I ask if students can share photos of their making.	Compulsory: -        Watch webcast video. -        Students take part in Mini-quiz online. -        Students identify which colours they would like to use and what percentages they will use in synchronous learning workshop. -        Students prepare tools, materials from list. Optional: -        Read class documentation. Students listen, they can take notes, but not compulsory. Students watch and listen and ask questions Students take it in turns to discuss what colour they will use and what percentage they will use. Discussion opens if a student has not done the task, or to plan for my demonstration clay. Students weigh out clay Weigh out pigments using scales. Students make along. Students can refer to their worksheet. Students label and wrap their work. Students speak up to ask questions. Students can write in the chat or I can respond anonymously to emailed questions.
Link to assessment and other parts of the course/programme of study: ·       To make notes for any independent study that might link to this session ·       To make notes about any links between this session and the summative assessments for the module/course This is a stand alone class, with no further learning.	Hand in date:
		Post session reflections NB this is to complete after the flipped classroom has been conducted, to help reflect on what happened and make notes for what that might mean for the design and delivery of future sessions. Post Class Activity: mini online feedback form in which results get emailed directly to me. I ask questions which reflect the student’s LOs such as: Did you manage to select a stain or oxide for your colour blends? Y/N Do you feel that you could self-select colours in the future for your personal projects? Y/N. If no, please expand as to what aspect I can explain further to you. Did you find the pace of the lesson manageable? Y/N Please state one thing that you enjoyed about the class. If you could change one thing about the lesson what would it be? How will you implement what you have learnt into your artistic practice? Upload a photo of your coloured clay samples from the workshop I review the students feedback forms and photo evidence of work completed. My post class questions for self-reflection: Did the video prepare the students for the in class workshop? Did the synchronous coloured clay percentages act enough of an icebreaker? Did all students take part in this? Was the pace of the lesson manageable? Did the flipped classroom add value and learning to the class? Did all students take part in the pre-class activity?