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8 Great Reasons to Flip Your Classroom (and 4 of the Wrong Reasons), from Bergmann and Sams

8 Great Reasons to Flip Your Classroom (and 4 of the Wrong Reasons), from Bergmann and Sams

The flip: Classwork at home, homework in class Today, the 48-year-old helps teachers around the world “flip” their classrooms. Last week, he was at Harvard Law School talking about the virtues of flipping. A book he and Sams wrote, “Flip Your Classroom: Reach Every Student in Every Class Every Day,” is coming out in June, and Bergmann is planning the fifth annual conference on Flipped Learning this summer. He and Sams also are launching a nonprofit organization to train teachers in the concept. He is now the lead technology facilitator for the Joseph Sears School in Kenilworth, Ill. Here are excerpts of conversations I had with Bergmann on the phone and by e-mail: Q. In the simplest form, basically, it’s this: What’s normally done in class, the direct instruction piece, the lecture, is done now at home with videos. So it’s homework in school and lesson at home? When you are stuck in the old model, kids would go home and do one of three things. Tell me about the videos. The access issue is big. So what was the next iteration?

User Generated Education The Flipped Classroom: A Pedagogy for Differentiating Instruction and Teaching Essential Skills July 31, 2012 by Scott Sterling Summer is almost over and some educators, when thinking about the upcoming school year, may be considering “flipping their classroom” as a new method for instruction of essential skills. A flipped classroom is one in which the background learning of a particular topic or skill occurs outside of class time - utilizing technological tools like videos and podcasts to teach the essential skills. This leaves class time free to work collaboratively on the higher-order thinking needed to utilize these skills. In other words, class time is now free to spend working with the students because everyone has already received the background instruction that takes up so much time in the traditional classroom. For example, let’s say you are teaching the Pythagorean theorem. The students are instructed to watch the instructional video and then post one question about the theorem on your online classroom message board. For further reading: Related reading :

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Why I Gave Up Flipped Instruction A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it. I have to admit, the flip wasn’t the same economic and political entity then that it is now. And in some ways, I think that matters. Here’s the thing. When I recently re-read the post, I didn’t disagree with anything I’d said. When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. What is the flip? The flipped classroom essentially reverses traditional teaching. When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content included in my senior Biology & Chemistry curricula. My flipped experiments I first encountered the flip in a blog post. My students loved the idea of trying something that very few other students were doing. We began to shift What was my role? The flip faded away As this shift occurred, the flip simply disappeared from our classroom. No.

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