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Why Flipped Classrooms Are Here to Stay
Published Online: June 12, 2012 First Person By Jonathan Bergmann and Aaron Sams Premium article access courtesy of TeacherMagazine.org. Through much of our respective teaching careers, we had often been frustrated with students not being able to apply the content from our lectures to their work and daily lives. Then one day, after a combined 26 years in classrooms, we had an insight that would change our world. It was a simple observation: The time when students really need educators to be physically present is when they get stuck on homework questions and need individual help. We asked ourselves, "What if we prerecorded our lectures and students viewed the videos as part of their 'homework,' and then we used the class period to help students with the concepts they didn't understand?" How Our Flipped Classrooms Operate We began using the flipped classroom model in 2006, while we were both teaching chemistry at Woodland Park High School in Colorado. Why Teachers Are Flipping Web Only
A Syllabus Tip: Embed Big Questions
April 16, 2012 By: Barbi Honeycutt, PhD in Instructional Design Much has been written about the course syllabus. It’s an important tool for classroom management, for setting the tone, for outlining expectations, and for meeting department and university requirements. Here’s one strategy that will not only encourage your students to read the syllabus, but it will also allow you to stimulate discussion, create curiosity, and assess students’ knowledge on the first day of class. Step 1: After you create your syllabus, go back to and take a closer look at your learning outcomes for the course. Step 2: After you have written at least one discussion question for each of your learning outcomes, think about which sections of your syllabus relate to each of the outcomes. Step 3: After you have embedded all of your discussion questions, you’re ready to share your course syllabus with your students. Dr. Tags: Using the Syllabus, writing an effective syllabus
Four things I wish I'd known about the flipped classroom - Casting Out Nines
I have been spending this week at Lenoir-Rhyne University in Hickory, North Carolina as a plenary speaker and instructional faculty at the Teaching and Learning Institute of the Appalachian College Association. This is the second year in a row I’ve been at the TLI as a plenary speaker and staff member, and I’m honored to have been asked back, and it’s been a great week. I’ll have more to say about the TLI in upcoming posts. For now, though, I wanted to share another thing I did this week, which was to give a talk to the faculty at Ecole Centrale Paris, one of the foremost technical universities in France on the flipped classroom. I was able to be in two places at the same time because the talk to ECP was given via pre-recorded video. The talk was titled, “Four Things I Wish I Had Known About the Flipped Classroom” and is about, well, what it says it’s about. …and here’s the TL;DR for those who don’t want to watch it.
Redesigning Learning in a Flipped Classroom « Educator
Flickr CC, TheAlieness GiselaGiardino²³ A comment I hear frequently after a visit is, “That looked nothing like what I thought it would.” It’s a good place to start a discussion about the total redesign a flipped classroom brings. A major criticism of the flipped classroom is that lecture is given as homework, and homework becomes the new class work. This view is too simplistic and leads to a labyrinth of other misconceptions. The main part of this argument assumes a flipped classroom simply injects video into a traditional teaching format. I think of this like adding more salt to saltines. In order to leverage the power of video, either as instruction or as extension, you have to rethink what class looks like. I do not have a preference where my students learn chemistry. I had to re-think what class looks like when information is available anywhere, any time. Learning about and moving to a flipped classroom requires that you shift your thinking about class time in general.
The 2 most powerful flipped classroom tips I have learned so far
Stealth Flipper’s class, Fall 2012 (blur purposeful) Won’t students skip my class if my lectures are available online? This is a question that comes up often in the world of higher education, where class attendance is usually not compulsory. I was visiting Stealth Flipper’s class, a large enrollment (n=400) Humanities course for non majors, called Introduction to Ancient Rome. Within the first few minutes of arriving, as I had to jockey for a seat, the answer to my question seemed pretty clear. Now, as I think back on this, I ask myself – “So what? Stealth had not always taught a flipped class. Stealth emphasizes that she liked teaching a large class and “even enjoyed lecturing.” So, when Stealth learned lecture capture via Echo360 was available in her classroom, she decided to try to flip her class. 1. In the first implementation of her flip, Stealth used the word “flip” to describe her class to her students. Not so for Stealth Flipper, my new hero. 2. Nine weekly quizzes? It seems not.
Flipping with Kirch
Can All Classroom Lessons be Flipped? | 21st Century Learning and Teaching
The Lecture vs. The Flip | Flip It Consulting
People are starting to ask, “Barbi, what is this ‘flip’ idea you keep talking about? What does it mean?” Well, there are lots of ways to answer that question. Now, I’m not here to bash lecturing. Why does this matter? The benefits of flipping from an instructor-centered design to participant-centered design have been researched extensively. Try flipping one small part of a meeting, a training session, or a class. Flip It Consulting in Raleigh helps trainers, facilitators and educators flip the design of their learning environments to create engaging seminars, workshops, training sessions and classes.
Three Critical Conversations about Flipped Learning
The flipped learning model of instruction has begun to make the transition from an educational buzzword to a normative practice among many university instructors, and with good reason. Flipped learning provides many benefits for both faculty and students. However, instructors who use flipped learning soon find out that a significant amount of work is sometimes necessary to win students over to this way of conducting class. Even when the benefits of flipped learning are made clear to students, some of them will still resist. Most student “complaints” about flipped learning conceal important questions about teaching and learning that are brought to the surface because of the flipped environment. Student comment: “I wish you would just teach the class.” Conversation-starter: Why do we have classes? This issue is often raised once it becomes clear that class time will focus on assimilating information, not transmitting it. Student comment: “I learn best through listening to a lecture.” Dr.
