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il cocreatore della flipped lesson

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by Terry Heick

Reflection is a natural part of learning.

We all think about new experiences-the camping on the car ride home, the mistakes made in a game, or the emotions felt while finishing a long-term project that's taken months to complete.

Below I've shared 15 strategies for students to reflect on their learning. Modeling the use of each up front can go a long way towards making sure you get the quality of work you'd like to see throughout the year-and students learn more in the process.
15 Reflection Strategies To Help Students Retain What You Just Taught Them 1. Pair-Share
Pair-share is a classic learning strategy where students are paired, and then verbally 'share' something that will help them learn new content, deepen understanding, or review what they already know. It can also be used as a quick and dirty assessment tool, as the conversations generally reflect a level of understanding the teacher can use gauge mastery and plan further instruction.
2. Sentence Stem-based responses
Sentence stems are great because they're like training wheels-or to mix a metaphor, tools to coach students into thinking and speaking in certain patterns. For example, you can implore students to 'think critically,' but if they don't have even the basic phrasing of critical thinking (e.g., 'This is important because...'), critical thinking will be beyond their reach.

You can also see our sentence stems for critical thinking here for other examples (you don't have to buy the materials to see the samples).
3. Layered Text
Layered text is something I've meant to write about for years and never have. A layered text is a digital document that is filled with hyperlinks that communicate, well, just about anything: Questions students have, opportunities for further inquiry, odd references and allusions that reflect the schema students use to make meaning, and so on. (Rap Genius does a version of this.)

By adding 'layers' of meaning to a text through meaningful hyperlinking, students can reflect back on anything, from a pre-assessment journal entry that demonstrated their lack of understanding, to a kind of 'marking up' of what they learned when, and from where.
4. Tweet
140 characters forces students to reflect quick and to the point-great for brief bursts of reflection or hesitant writers who would struggle to write meaningful journal entries or essays. In fact, you can combine twitter with #6 for twitter exit slips.
5. 3-2-1
3-2-1 is a tried-and-true way to frame anything from a pair-share or journal entry (e.g., ask students to write 3 things they think they know, 2 things they know they don't know, and one thing they're certain of about a topic) pre-assessment to a post-assessment (e.g., list three ways your essay reflected mastery of skill X, two ways skill Y still needs improving, and one way you can make your argument stronger in the next five minutes) to a reflection of the post-assessment.

Read more about using the 3-2-1 format for critical thinking.
6. Exit Slips
Whether you call them exit slips or exit tickets, asking students to briefly leave behind some residue of learning-a thought, a definition, a question-is a powerful teaching strategy. In fact, 'exit-slip teaching' literally drives how I use data in the classroom. Asking students to drop some bit of reflection of the learning process on a chair by the door on the way out is a no-brainer.

Some examples?

How did you respond emotionally to something you struggled with today? What did you find most surprising about _____? How did your understanding of _______ change today? What about _____ still confuses you or makes your curious?
7. Write-Around
I love write-arounds-easy ways for students to write asynchronously and collaboratively. And the writing fragments students use don't have to be prose-certain key vocabulary and phrases can help students reflect, but most importantly in a write-around, help students learning from one another as each student is able to read other responses before creating theirs.
8. Sketch
Whether by sketch-notes or doodles, allowing students to draw what they think they know, how they believe their learning has changed, or some kind of metaphorical pathway towards deeper understanding is a great learning strategy for students that tend towards creative expression, and a non-threatening way for struggling students to at least write something down on paper you can use to gauge understand and plan your (their) next step.
9. Podcast
Through podcasting as a reflecting strategy, students will talk about their learning while recording. If you want to keep it 'closed-circuit' (not published), or actually push it to a public audience of some kind depends on the learning and students and privacy issues and so on.

This can also be simply an audio file recorded and uploaded to a private YouTube channel that's shared with teachers or parents.
10. Brainstorming
Brainstorming can be an effective reflection strategy because it disarms issues with other approaches. For hesitant writers, journaling may not work because the writing process could overwhelm the learning. Podcasting may not work for shy students, Pair-Share may not work well if students are paired effectively, and so on.

Brainstorming is much simpler. Students could take an allotted time to write down everything they remember about a topic. Or, they could brainstorm questions they still have (things they're confused or curious about). They could even brainstorm how what what they learned literally connects with what they already know by creating a concept map.
11. Jigsawing
Jigsawing is a grouping strategy where a task, concept, or something 'larger' is broken down into small puzzles pieces, and students in groups analyze the small puzzle piece, then share out to create the puzzle at large. Using this approach for reflection is seamless: Among other approaches, you can prompt students in groups to gather and share questions they have (you could group by readiness/ability, for example) in groups, and then choose one question that they weren't able to answer among themselves with the whole class (anonymously-no one has to know who wrote the question).
12. Prezi
Think of a cross between a sketch, collage, and presentation, and you have a prezi. Engaging-though distracting and overwhelming if the reflection you need is minor-reflection tool that allows students to create an artifact of learning for their digital portfolios.
13. Vlog
This reflection strategy is close to 'Podcasting' and even has something in common with pair-sharing. By reflecting through vlog'ing, students simply talk about their learning to a camera.

This approach would be successful for students that love talking to a camera, but less so for others (who, if they have to talk at all about their learning, may prefer podcasting-or simply recording audio files that are never published.
14. Collage
You could do a normal collage of learning reflections, but a multimedia collage is also possible-maybe a sketchnote with a voiceover recorded as a YouTube video to share as a quick presentation with the class (or absent students).
15. Journaling
The University of Missouri-St Louis offers 3 kinds of journals that demonstrate the different possibilities of the otherwise vanilla-sounding 'journaling.'

1. Personal Journal - Students will write freely about their experience. This is usually done weekly. These personal journals may be submitted periodically to the instructor, or kept as a reference to use at the end of the experience when putting together an academic essay reflecting their experience. (Hatcher 1996)

2. Dialogue Journal - Students submit loose-leaf pages from a dialogue journal bi-weekly (or otherwise at appropriate intervals) for the instructor to read and comment on. While labor intensive for the instructor, this can provide continual feedback to students and prompt new questions for students to consider during the semester. (Goldsmith, 1995)

3. Highlighted Journal - Before students submit the reflective journal, they reread personal entries and, using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class. This makes it easier for the instructor to identify the student to reflect on their experience in light of course content. (Gary Hesser, Augsberg College)
15 Strategies For Students To Reflect On Their Learning; image attribution Flickr user woodleywonderworks

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Strategies To Help Students Retain What You Taught Them

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by Terry Heick Reflection is a natural part of learning. We all think about new experiences-the camping on the car ride home, the mistakes made in a game, or the emotions felt while finishing a long-term project that's taken months to complete. Below I've shared 15 strategies for students to reflect on their learning.

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FLGI Community Blogs - Flipped Learning Global Initiative

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The mission of the Flipped Learning Global Initiative is to coordinate, orchestrate and scale the key elements required to successfully expand flipped learning. FLGI is focused on identifying and developing strategic partnerships, initiatives, projects, best in class vendors, products, and services to introduce and support flipped learning around the globe.

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This post is being cross-published on the Pearson Education Blog

We know how critical the dialogue between the teacher and the student is, and how easily communication can be a breakthrough or a breakdown in the success for the students. The relationship between how the educator conducts class time and homework is a complicated algorithm, depending on precision and reasoning. I've had a blog on flipped learning for quite some time, but recently I asked guest bloggers to offer a range of different voices. One voice we don't often hear from is the student perspective so I asked my daughter, who often co-presents with me, to write a blog from her perspective. Below is her unique take on flipped learning.

What is flipped learning, you may ask? It is where learning is personalized to the student and students takes ownership of their learning. Thus it makes perfect sense to bring in the student perspective to keep the flipped conversation going. So I'd like to introduce my daughter, Kaitie Bergmann. Have a look at what she has to say...

"I found my years in a flipped class environment to be more to me than just a chemistry class. I learned so much more than chemical equations and plate tectonics. I learned how to learn. While I was a student at the Woodland Park High School, in Colorado, I took two flipped classes. I was in honors freshman earth & space science and then my sophomore year I took flipped chemistry. I'm lucky to have a sense of both the flipped and traditional classrooms to see how much I have taken from the experience.

For the first time ever I had the ability to "pause the teacher" while watching the lectures online. Working on my own timetable allowed me to explore learning styles and techniques, and to hone in on the way that I learn best. The tailorability of the flipped classroom was cool as well because I saw my peers learning in their own style (for example, watching the videos at two times the speed when they got it, or conversely watching the videos multiple times) and excelling in the class.

One of the coolest things that came out of the flipped-mastery classroom for me was the ability to step up and take responsibility for my own learning at a pace that worked for me. I got to choose when to listen to a lecture, decide what was the best use of my class time, such conducting a lab, doing a worksheet, asking for help, or working in a small group, and then work towards the weekly stated goals.

Another reason I enjoy the flipped class so much is the stress-free environment it creates. I cannot remember a time when I was stressed out about my flipped chemistry classes. I most definitely have been stressed about other classes that are not taught in the flipped classroom model, and I looked forward to my flipped class. I always knew I could get the help I needed, take the tests multiple times, and I knew what I needed to complete and learn by the end of the week. I see so many students in high school who stress way to much and I think that the flipped classroom can be part of the answer to that overload of homework-related stress.

The bottom line is that I learned in the flipped classroom. And that learning that occurred helped me get through many classes in high school, simply by learning how to learn. I hope that you enjoyed hearing from a student as much as I enjoyed sharing. I'm going to send this back over to my dad for his final thoughts."

And there you have it. Students of every grade level and all subject areas are energized by the concept of flipped learning. I recently presented a webinar called Engaging Struggling Students in a Flipped Classroom along with Aaron Sams, co-author of Flip Your Classroom: Reach Every Student in Every Class Every Day . To learn more about what it means to make the shift to a flipped classroom visit this video from a few year's back for a closer look at Woodland Park High School.

-Jon (educator, author and flipped learning pioneer) and Kaitie Bergmann (high school senior) continue to present on the roles of teacher and student in a flipped classroom and will be speaking in Iceland this spring. Continue the conversation at the Flipped Learning Network Ning , a free Community of Learning with over 11,000 members taking on Flipped Learning. Also a new blended learning course for educators will debut in April. Read more now .

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The Flipped Classroom: A Student's Perspective

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This post is being cross-published on the Pearson Education Blog We know how critical the dialogue between the teacher and the student is, and how easily communication can be a breakthrough or a breakdown in the success for the students. The relationship between how the educator conducts class time and homework is a complicated algorithm, depending on precision and reasoning.

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Since April, I've had the chance to immerse myself in the published literature on flipped learning to a greater degree than usual. I've been trying to read through 2-4 articles a week, doing deep dives on a few of them that grab my attention so I can blog about them. Not all of these are of equal quality, but I'm still impressed by the breadth of what's being published and encouraged by the level of engagement that classroom instructors are having with research on this subject.

However: The more I read these studies, the more I think we have a problem with flipped learning that's making both research and practice muddled and hard to implement. The problem is with the definition of the term "flipped learning".

People are using definitions of flipped learning that are too widely varied, too restrictive, and make too many assumptions for the research to be generalizable and the resulting practice to be replicable. More than this, there is a belief about flipped learning that enables these flawed definitions: The belief that, while a lot of people are doing or at last thinking about flipped learning, very few people are really studying it, and that there is no consensus from either research or practice on which to base further work. This leads to people continually re-inventing the wheel and failing to situate their work in the context of a larger body of work - a body that, as I wrote about before, stretches back to the early 2000's and has been growing exponentially since around 2012. This leads to well-meaning authors using a definition of flipped learning that has serious flaws, which then causes the data that's gathered to be flawed, which leads to flawed practice, which leads to future researchers reading reports on flawed practice, and so on ad infinitum.

Here are the four biggest problems that I am seeing in the definitions or conceptions of flipped learning in published works (or those submitted to be published). As a reviewer, I've adopted the position that if a paper makes any one of these mistakes, I will refuse to green-light it for publication until it's been fixed.

This unnecessary filter on what constitutes a "flipped classroom" excludes many excellent instances of flipped learning such as Lorena Barba's video-less course on numerical methods that ought to be exemplars of flipped learning practice, but are "rejected" simply because of the choice of technology used by the instructors. This is even more ironic because of the outstanding and prolific use of "computer-based individual activities" used in that course. You can have an entire course worth of innovative and well-designed Juptyer notebooks, but if you fail to use video you're not truly flipped? That doesn't make sense.

Let's repeat: You do not need to have videos to have a flipped learning environment. What do you need to have? Keep reading.

Assuming that flipped learning requires lecturing. You'll see this when studies say something like "Flipped learning is a pedagogical practice in which lectures are moved from the class meeting to the students' individual spaces..." (that's my own phrasing). But, who ever said that lectures needed to be given at all? Lecturing might be worthwhile in some instances, but there's an underlying assumption here that lecture MUST happen and the real question is where to put it. Given what we know in 2017 about the effects of active learning environments over lecture environments on student learning, I think we need to be more critical than this. What should we have students doing in their individual spaces? Keep reading.

Assuming that flipped learning requires an in-class face-to-face meeting. Let's go back to that previous made-up example: "Flipped learning is a pedagogical practice in which lectures are moved from the class meeting to the students' individual spaces..." But what if your class is online and doesn't have a "class meeting"? Can such a class be flipped? Yes, yes, and yes. The use of the word "class meeting" - and the underlying assumption that flipped learning environments have to have a face-to-face component - is mostly the result of a pro-F2F bias that most of us have because most of us have not taught online. But having taught online myself, I can see the great potential of flipped learning for these courses - and the danger in leaving them out. We have to get over the mental block about online courses in flipped learning. Online education is growing, and I believe that at some point, soon, most of us will be teaching online on a regular basis. We can choose to include online courses in the flipped learning discussion, or hold on to preconceptions. So how do you include online courses in the discussion? Keep reading.

Assuming that flipped learning is "recent". I haven't kept careful track of this, but it seems that about half the papers I've read on flipped learning start off with an appeal to some notion of "recentness". "There has been a lot of interest lately in the flipped classroom" for example. Another: "The flipped classroom approach is a method that has recently gained popularity". There are two reasons why this notion needs fixing. First, flipped learning is not actually a recent development. Flipped learning has roots that go back centuries in higher education; as an organized, intentional pedagogical strategy it goes back to a burst of activity in higher education in the early 2000's, and then picked up by secondary educators in the early part of this decade, most notably by Jon Bergmann and Aaron Sams. (I write about the history of flipped learning at length in my book.) That's about 15 years of research and classroom practice on this concept - not at all something that "only recently" showed up on the landscape. The second issue stems from the first: If you frame flipped learning (incorrectly) as a "recent development" then it plays into the cynical and false preconception that flipped learning is a fad, or a flavor of the month. The only reason people believe this, other than intellectual laziness, is because we are not highlighting its roots or the depth and breadth of research and practice. Instead we try to create interest about flipped learning by appealing to its supposed newness, rather than its inherent potential for improving student learning. The worst of these offenses is the use of the word "buzz" to describe flipped learning, as in: "There is a considerable amount of buzz in academic circles at all levels, focused around the flipped classroom." Can we not do this, please? "Buzz" is for fads.

So if these assumptions make for a bad definition of flipped learning, what's a good one? In my book, I spent altogether too much time developing what I think is a definition of flipped learning that balances the variety of implementations of flipped learning while maintaining the essence of what makes flipped learning what it is:

Flipped Learning is a pedagogical approach in which first contact with new concepts moves from the group learning space to the individual learning space in the form of structured activity, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

As I explain in the book, this is adapted from the excellent definition found at flippedlearning.org (and don't miss the Four Pillars of FLIP there either). To unpack this a little:

The focus is on "first contact with new concepts". In flippedlearning.org's definition, it says "direct instruction" here, which itself is a generalization of "lecture". So this definition generalizes to any activity that introduces new material to students. It could be lectures recorded to video. Or it could be Jupyter notebooks; or plain old-fashioned reading; or playing a game; or messing around with a demo; or whatever. No assumptions are made about the technology or the pedagogy used.

There's a distinction between "individual space" and "group space". This is carried over from flippedlearning.org and refers, respectively, to the time/space context that the students have to themselves and the time/space context where students are working as a whole class. This is broad enough to include online classes, even asynchronous ones, by not insisting that "group space" means "class meeting". In a face-to-face context, these two do generally mean the same. In an asynchronous online course, though, it could mean the context where students are working as a whole class on a discussion board question.

The individual space first-contact must use a structured activity. That is, it's not just a situation where the professor gives out Chapter 6 to read and says "go read this". This is a situation we'd like to exclude from flipped learning because without structure, the classroom may be flipped but students' learning will go on just as before.

The group space is focused on the environment created and the role of the instructor. This again is verbatim from the flippedlearning.org definition. Again there's a filter here that insists that group space - whether it's face-to-face or online - should be focused on an environment that supports active learning and involves application and creativity, and the instructor provides guidance and support. Notice it leaves room for differentiated instruction; different students could be doing different specific activities in group space, but the type of activities should all be more or less the same, and the environment should support it.

One parting thought: I would very much like for the entire community of people teaching with, thinking about, and researching flipped learning to rally around this definition or the one at flippedlearning.org and use it to guide our research and practice. Why haven't we done so already? I think a big reason is that we work in isolation from each other and we don't always do due diligence in finding out what others have done before we do things ourselves. I've read several articles recently that state something like, "Despite its recent surge in popularity [ugh] there are no studies out there on flipped learning that investigate [insert topic here]", when a simple Google Scholar search turns up a dozen of them. We're not paying enough attention and not plugging ourselves into the larger picture.

Unfortunately this has been going on for a while. In the history of flipped learning, the concept developed out of a surge of activity in three colleges (Harvard, Miami of Ohio, and Cedarville University) in a short span of time in the early 2000's. All three instances resulted in published papers or conference talks. Two of those schools (Miami and Cedarville) are less than an hour's drive apart. And yet, the research I did for the book shows that the professors involved had little to no knowledge of what each other was doing until much later. Even ten years later when Bergmann and Sams published their landmark book, they were unaware of the previously-published works on flipped learning until the book was actually in press. That's not meant as a slight against any of these early innovators. But, had these groups of innovators been more fully in contact with each other, we might be 5-10 years ahead of where we are now. It's far too easy in education to work in silos. My hope is that we'll do a better job of reaching out, connecting, and finding consensus.

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Defining flipped learning: Four mistakes and a suggested standard

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Since April, I've had the chance to immerse myself in the published literature on flipped learning to a greater degree than usual. I've been trying to read through 2-4 articles a week, doing deep dives on a few of them that grab my attention so I can blog about them.