What three things do you definitely want to keep in your FC session plan and why?

1.       I will keep in the way that I have bought my professional ceramic practice into the teaching, by showing my physical examples of how I have coloured clays, speaking about my personal experience and setting the workshop within my studio during the synchronous teaching. This gives authentic teaching, showing real world scenarios of how the learning can be applied (Biggs, J.; et al., 2022).

2.       I will keep in my technical set up for my online synchronous lesson, by having two camera angles, allowing the students to see me talking directly to them, and then also a view of my making hands, to allow students to see the details of the process. The view of me speaking directly to them gives the students more connection between teacher and student (Stein & Graham, 2020). The camera angle allows for all students to view the process, even if I am teaching a large cohort. This is something I need to consider when I am to teach the same lesson in-person later I the year.

3.       I will keep in my pre-class mini quiz element, in which students are asked a few questions in response to the video that I have prepared for them, solving challenges of uneven pre-lesson preparation. This will test student’s knowledge and embed reflective questions (Gibbs, 1988), allowing them to formulate a plan for the materials that they will need for the synchronous workshop. The mini quiz results will be emailed to me, enabling me to see that the students have taken part in the pre-class flipped task before the lesson. This will allow me to prepare a contingency plan for the day if not many students have participated.

What three things could be good to change, revise or further develop in your plan, and why? How, specifically, do you propose to further develop your plan?

1.       Valuable feedback from Evengi led me to realise that I need to think about how I can link my lesson and add justification using pedagogical theories of the course for the assessment. Reading in week three has supported this change, allowing me to justify my choices.

2.       I feel that I could revise my LOs for the course, making them a bit more specific about what students should be able to do with their learning by the end of the lesson. This is something which I can easily clarify, allowing students to see what they can do with the percentage calculations within their own practice

3.       I have decided to shorted the overall class length and split it into two sessions. After reading scholarship from Stein & Graham, (2020).  I am going to provide bite-sized chunking information and finding out further information about my class cohort, that one of my three students has ADHD, I have made the decision to split the content to be learnt over two days. I feel that by doing this I am having a greater learner-centred approach, which is supported by the ‘Four Pillars of F-L-I-P’ by stating that it shifts learning perceptions to become ‘learner centred’ making their experience more meaningful. Initially I thought that it may contain too much information, and may be too long (at 2.5hrs), so this would solve the problem (making it 1hr long). It would also give the students time to reflect on the first day of learning, giving room for them to have questions and open discussion for the second day, encouraging social learning and a sense of community, a fundamental element for higher levels of cognitive learning (Garrison & Archer, 2000). As an online class, normally my class recruits a large percentage of students from different cultures and languages. I feel that this change to my lesson would also benefit them to achieve their learning outcomes (Stein & Graham, 2020). For this assessment I will record the first day with the flipped element.

References

Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university (5th ed.). McGraw Hill.

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching learning transaction: A framework for adult and higher education. Oxford: Pergamon.

Petkov, E. (2025) EDU721. Week 3. Forum. Share Your Flipped Classroom Plan. [Online] Available at:  https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30029 (accessed 10.06.25)

Gibbs, Graham. 1988. Learning by Doing: A Guide to Teaching and Learning Methods. London: FEU.

Stein, J., & Graham, C. (2020). 'Chapter 7: Blending learning activities online’ in Essentials for blended learning: a standards-based guide. New York; London: Routledge. Pp111 -137