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I tell this story at every training I give. It was October of 2011, and I was trying something new in my Math Analysis classroom. It was a strategy I had seen during walkthroughs of other math teachers' classrooms, and I thought it had great potential (and it does... I just didn't execute it greatly on my first attempt). It was called "expert teacher" and the idea was that I would teach a small group of 8ish students the skill, and then they would go back and teach their small group of 2-3 classmates. Then, I could walk around and support the groups, but not have to try to instruct all of them at one time.

The skill was how to use their graphing calculator to find relative maxima and minima. The majority of my students left that day still confused because their "expert" did not explain it very well. I felt rushed, frustrated, and disappointed, but my optimistic self told my students as they walked out the door, "Still make sure to try those homework problems, and we'll revisit this tomorrow." As soon as they walked out the door, I knew I had to do something. I had gotten a new Aver Document Camera at the beginning of the year that recorded videos straight to my mac, so I put the graphing calculator and some paper under the camera and recorded a quick video that explained the lesson. I posted it on Edmodo and sent it out to my students to watch "if they needed it."

When my students came back the next day, I got really good feedback about how helpful the video was, and how easy it was to understand what they were supposed to learn the previous day. Most of them said, "This was actually really easy." I left that second day with thoughts beginning to form in my mind about what it would look like if my students had watched that video before coming in to the "expert teacher" lesson. Would they have been able to get the differentiated support they needed? Would I have been able to go deeper with the material and gotten to more application or analysis work?

I did some searching online (at the time I was not on Twitter) for "using video in the math classroom" and stumbled across the idea of something called a "flipped classroom". It was in the middle of the first semester, but I proposed the idea to my students based on our experience with the "expert teacher" lesson, and they thought we should give it a try. So, for a couple weeks, I had my students watch a video explaining the basics of the material for two or three of the lessons. Then, when they came into class, they were able to work together and with me in small groups to apply their knowledge and do the practice.

I quickly realized it was a lot harder to "flip" a few lessons a week than to just be "flipping" every day. There was too much confusion on expectations ("was today a video day or a regular day?"), so I jumped 100% in. (I always tell people in trainings that at this point, I had no kids at home... I had more time on my hands and could do this. Not that it's not doable with kids at home, but it is a lot of work...)

After another month, I proposed the idea to my Algebra 1 class as a "trial" - did they want to try what seemed to be working so well in my other class for just one unit? They struggled with doing homework at home, and I knew a good percentage of the students struggled not because of motivation but because they would forget the content or needed support at home that they did not have. I proposed it to them as a way to be able to get help with their homework during class time, and they jumped on board.

It's a long story, but why did I start? Why was I inspired to flip my classroom, resulting in a completely new philosophy of teaching and learning? I wanted to better support all my students, and I didn't feel like I was able to do that consistently or effectively. I wanted to be there to help them and challenge them when they needed it the most, and not just "teach to the middle". I wanted class time to be more about them and less about me, where learning went beyond just being able to solve problems I had modeled for them. I wanted them to have more opportunities to demonstrate TWIRLS (see #flipblogs post #1). Flipping solved a problem that I had in a way that nothing else I had tried could.

What problem does flipping solve for you? If you don't have an answer, then why are you doing it?

If it's because flipping sounds "cool" or "techy" or "modern", then please... STOP.

If you think all it means is having students watch videos at home, then please... STOP (or just don't call that flipping).

If you think it will save you time or make your life easier, then please... STOP.

If you aren't willing to put the time into taking risks and trying new things, reflecting on what is and isn't working in your classroom (including gathering feedback from students), reaching out and collaborating with others to learn best practices and get new ideas, and refining what you are doing in your classroom, then please... STOP.

I realize I only answered the first question for this week's #flipblogs prompt, but I've gone on long enough. (Unless you say my first step was sending videos home with my students. I guess it was. But flipping truly became transformational once I developed the WSQ model and really started trying new things with my class time besides "work on these problems and I'll help you".)

If you want to know more about what my first steps really were, then please check out my 2011-2012 weekly reflections, where you can really see week by week how I started and where I went starting in January of 2012. I think it will be well worth your time.

In addition, you can read more about what has worked for me in flipping my classroom in Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom.

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How my #flipclass journey began #flipblogs - Flipped Learning Network Hub

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I tell this story at every training I give. It was October of 2011, and I was trying something new in my Math Analysis classroom. It was a strategy I had seen during walkthroughs of other math teachers' classrooms, and I thought it had grea...

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Last night's SlackChat focused on the question you see above.

One of the first things we discussed was the idea of teaching students how to watch the videos. Here were some of the responses and resource shared on this topic:

Andrew Swan (@flipping_a_tchr): The first video I assign my students in September is "How to Watch Videos" - https://www.youtube.com/watch?v=OB3Lm2eX054.

Kelly Walsh (@emergingedtech): Thanks @mr.swan - the importance of teaching students HOW to watch a flipped learning video comes up a few times in our Flipped Educator Spotlights too (check them out here: http://flippedlearning.org/category/flipped-educator-spotlight/).

Matthew Moore (@matthew_t_moore): ... I do a origami butterfly instructional video and let students try and do it full speed. Then we do a together version and then I give them the link and let them pause rewind and research as needed in pairs to address the difference between entertainment video and instruction.

Kelly Walsh: Here's Jon Bergmann discussing the difference between *watching* and *interacting*, which an important part of what I mean by "teaching them how": https://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

Carolina Buitrago (@crbuitrago): I also have my own video for my pedagogy and second language students on how to be reflective teachers and how to watch the videos for class using Crystal Kirch's be F.I.T.C.H. Model! https://youtu.be/w5hYMScnGic

Next we touched on preparing parents for the flipped classroom in K-12 by looping them in.

Tiffany Trevenen (@trevy4): I'm thinking I need to find a "flip" or create one to explain to parents and let them experience the difference so they will support the work students might do outside of class - that it isn't just watching a you tube video.

Kelly Walsh: Kathryn Neives discussed this (flipped back to school night) in her spotlight interview: http://flippedlearning.org/flexible_environment/flipping-back-school-night-parents/. Also, this search offers a bunch of posts across the web discussing letter to parents to explain flipped learning, if that helps: https://www.google.com/search?q=letters+explaining+flipped+classroom+to+parents

Then Andrew Swan mentioned that, "Many teachers new to flipping will need to revise (or at least consider) their grading policy ... the need to think about grading and what homework means", which led to some dialogue and resource sharing:

Kelly Walsh: I am a big believer in mastery learning and grading (more here: http://www.emergingedtech.com/2016/04/mastery-learning-grading-changing-outcomes-beyond-flipped-classrom/).

Robert Talbert (@RobertTalbert)*: Re: grading I've been using standards-based and specifications grading for a couple of years now and it goes with flipped learning like peanut butter goes with chocolate. Deliciously.

Kelly Walsh: So I was curious about "specifications grading" - hadn't heard the term, copied some of what you wrote and googled it and bingo! found your G+ community! https://plus.google.com/communities/117099673102877564377.

Robert Talbert: For specs grading, read this too (but for the love of God don't read the comments) https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay. For a deeper dive, Linda (who wrote that article) also wrote a whole book on the subject and it is awesome: https://www.amazon.com/dp/1620362422/ref=cm_sw_r_cp_dp_T1_Gk.DzbNM5PYAG.

This was followed and interweaved with commentary focused on letting students know what to expect, and getting to know them:

Robert Talbert: I was going to say the most important thing to do to set everyone up for success is simply to build relationships with students. Get to know them on a personal level, memorize their names and faces, etc. - builds trust, and once you get a foothold in trust the students are a lot more likely to get on board with your pedagogy.

Things I want students to know after the first week of class:
- That I want them to succeed
- That class is a safe space to make mistakes
- That I have their backs, and they will not be penalized because of the structure of the course
- That the flipped learning environment is for them and for their benefit and they will learn more as a result.

Kelly Walsh: Love "safe place to make mistakes" - so important - learning is DOA if we don't get kids to know that!

Andrew Swan: I share all these goals, but it takes my 13-14 year olds more than a few days to absorb those values....

Robert Talbert: Here is what I put in my syllabi. (This is college-level math but same deal for K-12).

The message there is that it's _always_ active learning and sometimes that happens in class and sometimes outside. But always active.

There were also a few other important comments along the way about being prepared, and considering the availability of tech at home:

Robert Talbert: Flipped learning environments have to be structured, well built, and work well out of the box in order to earn the trust of students. So I'd say _before_ the class starts make sure that everything about the course is designed, built, and ready to go.

E.g. make sure all the tech works seamlessly; if you're using video then make sure they are all good quality and post as many of them in advance as possible, etc.

Tiffany Trevenen: I am concerned about the tech at home. Mainly the data usage for many of my families. I think I may start with a blended environment until I get to know families and what might work outside of the classroom.

Kelly Walsh: one recommendation I often come across for younger grades is to limit the videos (and the length), which can help in numerous ways, but one is also limiting the time they have to be able to get on line.
As we wrapped up, Andrew Swan shared this question, in advance of next week's Twitter-based #flipblogs chat (learn more about the new #flipblogs chat here): So, what did we miss? What else do you think it important when it comes to preparing for a successful flipped learning experience as you start a new term or school year? (please comment below) *Robert Talbert is the author of Come join us on August 8th for our next FlippedLearning SlackChat! Flipped Learning: A Guide for Higher Education Faculty.

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Tips for the Flip: Getting off to a Good Start in a New Year or Term - Flipped Learning Network Hub

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Last night's SlackChat focused on the question you see above. One of the first things we discussed was the idea of teaching students how to watch the videos. Here were some of the responses and resource shared on this topic: Andrew Swan (@flipping_a_tchr): The first video I assign my students in September is "How to Watch Videos" ...

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In the course (an entry level course in Digital Literacy) that I teach at The College of Westchester, I have been using the WSQ method as part of some assignments for a few years, and it has been working out really well.

For those who aren't familiar with the WSQ method, defined by Crystal Kirch, here's the basic idea: assign a video to watch as homework and require the submission of a written summary which includes a question based on the material. It is an elegantly simple idea and it works.

Of course, the content doesn't have to be just one video - it could be more than one, or a mix of video and reading or other content consumption. I suggest avoiding long videos - I usually use one or two that total no more than 20 minutes. Sometimes I combine a short video and a web page or article. Click here to learn more about the WSQ technique.

So, here are the reasons why I love the WSQ technique:

Students are doing their homework: The vast majority of students are completing the assignments, on time. While a similar technique could be used with reading assignments (i.e. require some sort of written feedback), often there is no requirement beyond reading, and you really don't know if they did it or not.

Students are engaging with learning content: It is not easy to 'zone out' while watching the video and still write a decent summary and question. You can usually tell whether or not a student really 'got it' by reading their summaries and the question they ask, or if they didn't and they're just trying to fake it.

It supports a cycle of learning activities: When it comes to getting someone to understand something, I really like the construct, "tell them what you are going to tell them, tell them, then tell them what you told them". When using the WSQ technique, I am always sure to introduce the topic in class ("tell them what you are going to tell them"), watching the video accomplishes the "tell them" step, and then in class when we review the material, that's equivalent to "tell then what you told them". We can then take it one step further by doing some sort of assignment in which they apply what they learned.

Students come to class ready to take a deeper dive into the subject: Having been introduced to the topic by me, and then more thoroughly via the video or other content, students are primed to further explore the topic in the class. The written summaries also provide an opportunity to assess student understanding and dive right into any apparent issues.

It provides opportunities for writing (and writing assessment): I little side benefit of this type of assignment is that students have to write frequently. As you review and critique what they wrote, you have an opportunity to address issues with grammar, spelling, etc., in addition to the points they are making.

Are you using the WSQ technique already? What are your observation about it?

If you aren't using WSQ, go ahead and give it a try!

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5 Reasons Why I Love the WSQ (Watch-Summarize-Question) Method - Flipped Learning Network Hub

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In the course (an entry level course in Emerging Information Technologies) that I am currently teaching at The College of Westchester, I have been using the WSQ method as part of an assignment once a week, and it's been working out very well. For those who aren't familiar with the WSQ method, coined by Crystal ...

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In-Class Activities and Assessment for the Flipped Classroom | Centre for Teaching Excellence

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom.

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Faculty Focus | Higher Ed Teaching & Learning

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May 19

By: Jason Guzman

Silvia Martins, an associate professor in the Department of Epidemiology in Columbia University's Mailman School of Public Health, faced a challenge in her introductory epidemiology course, Principles of Epidemiology. She found that students needed more time to process the weekly lecture material before attending the follow-up seminar sessions with teaching assistants (TAs).

As a recipient of the Provost's Hybrid Learning Course Redesign and Delivery grant, Martins worked with the Center for Teaching and Learning (CTL) to develop a plan that would give students the opportunity to spend more time with lecture content as well as provide TAs with feedback on how students were absorbing the material. Over the course of several semesters Martins redesigned the course using the flipped classroom model and incorporated recorded video lectures and Just-in-Time-Teaching (JiTT) techniques that promote the use of class time for more active learning.

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Anthony R. Sweat, PhD, and Kenneth Alford, PhD

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Blended and Flipped Learning Archives - Faculty Focus | Higher Ed Teaching & Learning

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May 19 By: Jason Guzman Silvia Martins, an associate professor in the Department of Epidemiology in Columbia University's Mailman School of Public Health, faced a challenge in her introductory epidemiology course, Principles of Epidemiology. She found that students needed more time to process the weekly lecture material before attending the follow-up seminar sessions with teaching assistants (TAs).

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Classroom Management Strategies To Take Control Of Noisy Students

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How does flipping work in an elementary classroom? Flipped Classroom Training Program FAQ

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More information about the Flipped Classroom Training Program: http://teacher.fizzedu.org For more information on how to flip your classroom (flipping the classroom) go to: http://fizzedu.org Dr. Lodge McCammon: http://lodgemccammon.com Dr. Lodge McCammon's FIZZ on facebook: https://www.facebook.com/fizz.education

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How Dellview Elementary School uses flipped instruction.

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The Flipped Class: Is Flipping for Everyone?