Template IntroductionAttached is the Foundations of Flipped Learning template.

The template contains general information to respond to the broadest request for Flipped Learning professional development. This is a word document so you can work in the document to include the customer’s name and your contact information. Any information that is highlighted needs your attention before you submit the proposal. Either fill in the information needed or delete the comment and text if you choose not to include the information in the proposal.

SchedulingPlease contact Ken Tam at kenneth.tam@pearson.com before you submit this proposal to verify that the appropriate staffing is available for this contract.

CustomizationIf you need to add/delete/change any of the information in the template for a more customized response, Iowa City Proposal Services can help you edit the template to meet your needs. Fill out the appropriate form on Salesforce or contact Mary Beth Rozmus, Proposal Manager, at mary.beth.rozmus@pearson.com or JoAnn Goerdt, Proposal Writer at joann.goerdt@pearson.com or Nicole Schrobilgen, Proposal Coordinator at nicole.schrobilgen@pearson.com .

Proposal for Name of District

Date

Foundations of Flipped LearningProfessional Learning Services

Pearson

VPBD or PDAE Name

Title

Phone Number

Email

Flipped Learning Professional Development | 1

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Executive SummaryThe Flipped Learning™ model shifts instruction from a teacher-centered classroom to a student-centered learning environment. Most of direct instruction in the Flipped classroom is delivered outside the group learning space using video or other modes of delivery. Class time, then, is available for students to engage in hands-on learning, collaborate with their peers, and evaluate their progress while teachers provide one-on-one assistance, guidance, and inspiration. Teachers at all grade levels and subjects are flipping their classroom.

Whether [NAME] is considering flipping one classroom, a school or the whole distict, Pearson proposes Flipped Learning professional learning services to help instructors gain proficiency in the delivery of Flipped Learning instructional methods. Our PD offerings are based on research, implementation expertise, and co-developed with Jonathan Bergmann and Aaron Sams—the recognized pioneers of Flipped Learning, authors of Flip Your Classroom: Reach Every Student in Every Class Every Day, and founders of the Flipped Learning Network (http://www.flippedlearning.org). Research-proven Flipped Learning methods combined with the strong school/district leadership present the strongest way to help modernize current processes and enhance the personalized quality of your instructional practices.

Delivered by Experienced Flipped CoachesOur professional development programs are delivered by experienced, Flipped Learning coaches who are experienced teachers and have implemented Flipped Learning in the classroom. They will help your educators understand how to implement research-based strategies and instructional practices in the Flipped classroom.

Flipped Learning Professional Development | 2

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Meet Our Flipped Learning Pioneers

Flipped Learning Pioneers

Jonathan Bergmann, Author Secretary/treasurer of the Flipped Learning Network

CEO/president of Flipped learning LLC. Former lead Technology Facilitator for the Joseph Sears

School in Kenilworth, IL Presidential Award for Excellence for Math and Science

Teaching in 2002 and was named semi-finalist for the Colorado Teacher of the Year in 2010

Bachelor's degree is in Science Education from Oregon State University and he holds a Master's degree from the University of Colorado at Denver in Instructional Technology

Aaron Sams, Author Chair of the Flipped Learning Network Director of Digital Learning and Director of Admissions at the

Reformed Presbyterian Theological Seminary in Pittsburgh, PA

Awarded the 2009 Presidential Award for Excellence in Math and Science Teaching

B.S. in Biochemistry and an M.A.Ed. both from Biola University

Flipped Learning Professional Development | 3

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Four Pillars of Flipped LearningExperienced educators involved in the not-for-profit Flipped Learning Network, with the support of Pearson Education and researchers at George Mason University, undertook a comprehensive review of relevant research. The results identified four essential elements of Flipped Learning. While there is no “how-to” list associated with the Flipped Learning model, there are several unifying themes identified as the four Pillars of F-L-I-P™, an acronym for Flexible Environment, Learning Culture, Intentional Content, and Professional Educator.

Flexible Environments Flipped classrooms allow for a variety of learning modes; educators often physically rearrange their learning space to accommodate the lesson or unit, which might involve group work or independent study. They create Flexible Environments in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and how students are assessed.

Learning Culture In the traditional teacher-centered model, the teacher is the main source of information. In the Flipped Learning model, there is a deliberate shift from a teacher-centered classroom to a student-centered approach, where in-class time is meant for exploring topics in greater depth and creating richer learning opportunities through various student-centered pedagogies. As a result, students are actively involved in knowledge formation through opportunities to participate in and evaluate their learning in a manner that is personally meaningful.

Flipped Learning Professional Development | 4

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Intentional Content Flipped educators continually think about how they can use the Flipped Learning model to help students gain conceptual understanding, as well as procedural fluency. They evaluate what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery or Socratic methods, depending on grade level and subject matter.

Professional Educators The role of Professional Educators is even more important, and often more demanding, in a Flipped classroom than in a traditional one. During class time, teachers continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their trade, accept constructive criticism, and tolerate controlled classroom chaos. While Professional Educators remain very important, they take on less visibly prominent roles in the Flipped classroom.

Power Your Professional Learning Pathwith Pearson’s Outcomes-Focused Suite ofProfessional ServicesEven with the push for 21st century skills, educators know that technology alone does not impact student achievement. Person’s professional development services focus on teaching with technology, not solely on the technology. Teachers learn how to align digital tools and lessons with standards and objectives to make lessons more effective, with practical ideas for immediate classroom use.

Flipped Learning Professional Development | 5

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Collaborating on a Road Map[NAME], your account executive, will work with you to determine the most effective road map to meet specific training and professional needs. Initial planning will include the following:

Identifying goals and objectives for implementing Flipped Learning

Identifying the current instructional practices, which will serve as a building block for attaining goals

Designing an appropriate training and professional development plan and delivery format

Educators participating in professional development and training from Pearson will be able to deliver research-based, content-rich, effective lessons that are based on best practices. Our experience, deep and broad-reaching support services, and highly-qualified education consultants provide best practices for an effective, efficient implementation process.

The goals of professional development are:

Successful implementation of the flipped classroom

Fidelity of implementation in order to obtain the proven research-based results

Improved teaching practice

Professional growth resulting in long-term benefits

Flipped Learning Professional Development | 6

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

The following graphic illustrates a sample road map for the implementation of Flipped Learning.

Recommended Professional Learning Services

Foundations of Flipped Learning—Blended ModelMethod of Delivery. The blended online course is approximately 18-20 seat-hours in duration—Four self-paced online modules—one all-day onsite training, and two remote mentoring sessions.

Flipped Learning Professional Development | 7

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

The Flipped Learning model uses modern technology to create a sustainable, reproducible, and manageable environment for student-centered learning. With the transfer of foundational knowledge occurring outside of class time, students are asked to take ownership of their own learning. Educators are able to personalize each class and increase time spent with each student. This flipped-mode workshop is based on the pioneering work of Jon Bergmann and Aaron Sams, and built in partnership with the cadre members of the Flipped Learning Network. Participants will learn what flipped learning is, why it works, and how to flip a classroom.

Outcomes

By the end of the training, participants will be able to:

Determine what to flip in a classroom.

Decide where in the learning cycle to incorporate a video lesson.

Develop intentional content

Flip a classroom in a mastery or inquiry-based learning environment.

Target Audience. K-12 Technology Educators, District Facilitators, Coaches, Instructional Technology Specialists, and Coordinators

Key Learning Components, Processes, and Results

How it Works

Flipped Learning Professional Development | 8

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Flipped Learning Training Schedule. Participants experience the Flipped Learning environment to learn how to Flip the classroom.

Flipped Learning Professional Development | 9

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Online Professional Learning Pre-Work. Participants view online, self-paced modules before the onsite training.

Research on Flipped Learning Quantitative and rigorous qualitative research on Flipped Learning is limited, but there is a great deal of research that supports the key elements of the model with respect to instructional strategies for engaging students in their learning. A key feature of the Flipped Learning model is the opportunity to increase active learning opportunities in the classroom by shifting direct instruction outside of the larger group learning space. A significant body of research on active learning strategies supports the effectiveness of these approaches in increasing student learning and achievement (e.g., Prince, 2004).

Results for TeachersA survey of 450 teachers, conducted by ClassroomWindow in conjunction with the Flipped Learning Network (2012), found that teachers who were using Flipped Learning associate it with improved student performance and attitudes and increased job satisfaction. Of the teachers surveyed, 66 percent reported their students’ standardized test scores increased after flipping their classrooms. Eight in 10 perceived an improvement in their students’ attitudes towards learning. Nearly 90 percent reported an improvement in their own job satisfaction, with 46 percent reporting significant improvement.

Flipped Learning Professional Development | 10

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

A comprehensive literature review of the Flipped Learning model, including the most current research, can be found at the following link:

Research on the Flipped Learning model

Flipped Learning Professional Development | 11

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Optional Professional Learning

Job Embedded Services Help Build CapacityAs part of its planning process for Flipped Learning implementation, we recommend considering one or combined forms of the following Pearson’s Job-Embedded Services to help the leadership take advantage of consultative expertise and verify educators translate knowledge gained in the Foundations of Flipped Learning programs and resources into classroom practice. Flipped Learning Coaches will work with district educators to provide personalized coaching, small-group lesson study, and consultative services that build and sustain learning with the flexibility they need to address specific needs.

Build Capacity with Job-Embedded Services. Pearson job-embedded services offer the flexibility to address your specific needs.

Flipped Learning Professional Development | 12

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Coaching and ModelingIn this two-day session, an experienced Pearson Consultant offers intensive support for up to two individual teachers to help schools build capacity.

Day One Activities:

Collaborative lesson planning

Lesson modeling and teacher observation

Teacher debrief

Reflection on implementation

Planning for the following day

Day Two Activities:

Lesson delivery and consultant observation

Teacher debrief

Reflection on implementation

Additional instructional planning

Small Group Lesson StudyIn this one-day session, a group of up to 6 participants collaborates to plan a lesson, observes the implementation of the lesson, and records their observations. After the lesson, participants analyze the effectiveness of the lesson in meeting student needs and work together to plan future lessons using the strategies observed. This lesson study, led by a Pearson Educational Consultant, is designed to be conducted in small groups to afford reflection, collaboration, and deeper understanding of teaching and learning.

Consultative ServicesConsultative services offer a flexible model for schools who want to address particular instructional needs. During the course of a school day, an experienced Pearson Consultant provides expertise and support to teachers, coaches, and/or leaders. Flexible services may include observation, coaching, data analysis, lesson planning, and problem-solving as needed.

SummaryFlipped Learning professional learning services help instructors gain proficiency in the delivery of Flipped Learning instructional methods. Teachers learn instructional strategies for the flipped classroom, spending more time providing one-on-one assistance, guidance, and inspiration while students engage in hands-on learning, collaborate with their peers, and evaluate their progress.

To discuss Flipped Learning professional learning options, contact your Pearson representative, [VPBD name]. Working together, your Pearson team will work with you to Flip your students’ learning experience.

Flipped Learning Professional Development | 13

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

Your Pearson Team

Name Position email Mobile

About PearsonPearson reaches students and changes lives by improving the quality of instruction in all classrooms, enabling states, districts, schools, and teachers to navigate fundamental and dramatic shifts in instructional leadership and classroom practices. We develop and deliver trusted, relevant, research-proven comprehensive services around our innovative and targeted professional development services, instructional solutions and materials, and education technologies. All of our comprehensive services are aligned with and help schools meet the Common Core State Standards. They empower and engage students to help them meet and sustain the highest achievement standards, no matter where they start.

About Flipped Learning NetworkIn early 2012, Jonathan Bergmann and Aaron Sams, authors of Flip Your Classroom: Reach Every Student in Every Class Every Day (2012) started the not-for-profit Flipped Learning Network™ (FLN) to provide educators with the knowledge, skills, and resources to successfully implement the Flipped Learning model. The goals of the organization are to provide professional learning opportunities on Flipped Learning; to conduct, collaborate and disseminate relevant research on Flipped Learning; and to act as the clearinghouse for distributing best/promising practices for current and future “flipped” educators.

Flipped Learning Professional Development | 14

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

How to Order

Send purchase orders to:

Pearson

P.O. Box 2500

Lebanon, IN 46052

FAX: 877-260-2530

Email: k12cs@custhelp.com

Professional Development Summary Sheet

School/District

Address

Contact

Phone FAX

Email

ISBN Topic Format Units Price Total

119351

Foundations of Flipped Learning K–12 (text included: Flip Your Classroom: Reach Every Student in Every Class Every Day, by Jon Bergmann and Aaron Sams)

Blended onsite and

online$7,000

114211 Optional: Classroom Technology Coaching and Modeling (individuals or small teams up to 4)

Onsite10 $2,750

Flipped Learning Professional Development | 15

Name of School/District (Arial 9pt Bold) | Proposal Title (Arial 9pt)

ISBN Topic Format Units Price Total

TOTAL

The maximum number of participants per session is thirty (25) unless otherwise noted. Coaching and Modeling/Technology is not to exceed 4 participants.

VP PDAE

Phone Phone

Email Email

Date  

Session Details: