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A guide

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I really enjoyed Mary Beth Hertz's excellent blog published earlier this week, "The Flipped Classroom: Pro and Con" -- one of the most concise and balanced views I've read on the buzz-wordy concept of flipping the classroom. Advocates say that "flipped classrooms" help overburdened teachers differentiate their instruction to reach more learners, provide an avenue into more hands-on and student-driven learning during classtime, and shift the teacher's role from "sage on the stage" to learning coach and facilitator. Critics say it's just a fad, relies too heavily on rote instruction, and doesn't go far enough in making the needed changes for teaching and learning reform. I've rounded up this list of videos so you can learn more about the challenges and benefits of flipped classrooms.

Flipping the Classroom

Watch the first video below, or watch the whole playlist on YouTube.

1. Flipped Classrooms and Video as Homework (02:15)
Flipped-class pioneer Aaron Sams describes how his way of teaching has evolved in this piece, which is probably the most widely-seen video introducing the flipped-class concept. It's sponsored by a tech company, so there *is* a shameless plug at the very end.

2. Flipping the Classroom - Simply Speaking (03:24)
I'm a big fan of these Simply Speaking explainer videos from Penn State's "Teaching and Learning with Technology" group. This one lays a straightforward road map for how to flip a class, with suggestions for activities you can use class time for once you've flipped.

3. Reflections on the Flipped Classroom (06:54)
Refreshingly candid reflections from ed tech star and high school biology teacher Paul Anderson about the challenges he dealt with during his last few years of trying out the flipped-classroom model. He talks about equity and access issues, oversimplification of the concept, and the dangers of thinking that flipping is a silver bullet for "fixing" education.

4. Taking a Risk on At-Risk Kids (03:26)
Compelling portrait of principal Greg Green and Clintondale High School, a Michigan school that flipped every single class on campus and has seen powerful results in their test scores and discipline rates. Also, watch a CNN news report and read a Q&A with Greg. Sponsored by the same tech company as the one above, watch for the product plug!

5. Flipped High School -- The Students' Perspective (02:26)
Curious how the students at the much-talked-about Clintondale High feel about the flipped model? Here, four students riff about how the flip has changed their school and learning experience.

6. Video Lectures - Flipping the Classroom (03:05)
In this nicely done graphic video, a professor from Australia explains why he flipped his classes -- to engage students and deliver academic content in new ways. He does a great job of explaining the benefits of this method in a clear and visually understandable way.

7. EVSC Introduction to the Flipped Classroom (06:13)
High school science teacher Brian Bennett dispels some of the common myths about flipped classrooms. Brian also moderates the Twitter #flipclass chat on Monday nights.

8. Katie Gimbar's Flipped Classroom - Why It Has To Be Me! (03:30)
This middle school math teacher has created a whole series of FAQ videos about flipped class implementation, in collaboration with the FIZZ program at NCSU College of Ed. In this one, she explains why she creates her own video lectures rather than relying on Khan or other outsourced material. Also check out a quirky TEDX from Katie and Dr. Lodge McCammon, the originator of the FIZZ teaching method.

9. Flipped Classroom Introduction (01:12)
This is a nice example of a teacher-made video one educator produced to explain to his incoming students how the flipped-class concept will work in his own classroom. Includes links at the end to a few of the teacher's video lectures.

10. Future Learning: Sal Khan (02:16)
Whether you like his work or not, no discussion of flipped classrooms is complete without Sal Khan, the charismatic founder of the epically popular Khan Academy, which provides content lecture videos. In this piece by GOOD, he talks about the new world of student engagement this model can create.

11. Flipped Classroom -- What Is It? (07:21)
Three earnest high school teachers from Ohio explain on-camera for their curious parents and students what a flipped classroom is, before embarking on a year of trying flipping. One of the teachers had successfully piloted flipping the previous year, and it's nice to hear straight from the source what the flipped experience was like.

12. The Flipped Classroom is Born (01:48)
Watch a local news story from 2007 on Aaron Sams and Jonathan Bergmann, two Colorado high school teachers who are widely credited as the originators of the phrase "flipped classroom." Visit their YouTube Channel Learning4Mastery, where you can find hundreds of videos on the topic.

More Flipped Class Resources

Of course, there are thousands more videos on the subject. The conclusion I came to after watching lots and lots of them was the same as Mary Beth's -- the idea of the "flipped class" can be a useful tool to have in your teaching tool belt, but it's not a panacea. And, despite the current frenzy over the idea, it isn't really a new one -- just one we've strayed from as pressures mount around high-stakes testing. If thinking about "flipping" has made you one of the many teachers who is reflecting on your practice and thinking about moving your classrooms towards student-driven learning, here are some more resources for joining the conversation.

Flipping the Classroom Guides and PD

Articles and Press on Flipping the Classroom

"Flip Your Mind Before Flipping Your Classroom," by Jessie Chuang, Classroom Aid

"New Guide Walks Teachers Through Flipping the Classroom," by Leila Meyer,Transforming Education Through Technology Journal

"The Flipped Class: Myths vs. Reality," by Jon Bergmann, Jerry Overmyer and Brett Wilie, The Daily Riff

"Promise of the 'flipped classroom' eludes poorer school districts," by Sarah Butrymowicz, Hechinger Report

"Personalizing Flipped Engagement," by Will Richardson, Smartblog on Education

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5-Minute Film Festival: Flipped Classrooms | Edutopia

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I really enjoyed Mary Beth Hertz's excellent blog published earlier this week, "The Flipped Classroom: Pro and Con" -- one of the most concise and balanced views I've read on the buzz-wordy concept of flipping the classroom.

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A guide

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Acs chem evaluation

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http://www.jae-online.org/attachments/article/1864/2014-0890-conner.pdf

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A Flipped Organic Chemistry Classroom: What Should it Look Like and Is It Effective? - SoftChalk

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Flipping the Classroom has become increasingly popular in a variety of disciplines. But flipping some subject areas, such as science, is challenging.

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Turn to Your Neighbor: The Official Peer Instruction Blog

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Flipped classrooms sometimes fall flat. In this third and final post, we continue our exploration of why flipped classrooms fail (see Part 1 and Part 2). You will gain diverse perspectives and new strategies from expert practitioners in K-12 and higher education including flipped learning pioneer, Aaron Sams. This post is part of The Neighborhood, a special Turn To Your Neighbor series where we invite innovative educators from around the globe to discuss a variety of education topics. We encourage you to interact with us and contribute your own theories on flip class flops in the comments section or via Twitter.

Aaron Sams, Educator, Author Consultant of Sams Learning Designs and Saint Vincent College. The quickest way to derail a flipped classroom is to assign a video, get frustrated when a large percentage of the class did not view the video, then proceed to lecture the content. By doing so the teacher sends a message to the irresponsible student that the teacher will bail students out when they make bad choices and there is not motivation to make good choices. The teacher sends a message to the responsible student that their work was in vain and there is no motivation to complete the assigned work in the future. Instead, a teacher must have a procedure in place to monitor and deal with students who haven't done their flipped assignment. Follow Aaron @chemicalsams

Crystal Kirch, Digital Learning Coach, Tustin Unified School District. Flipped classrooms fail when teachers do not design and differentiate the classroom learning environment based on student feedback and needs. I believe teachers need to have a method (such as my WSQ method) to hold students accountable for engaging and interacting with the video content and to give them structured processing and reflection time after the video. This helps to ensure students come to class ready to dive deeper and apply their knowledge, as well as gives the teacher information about specific student misconceptions to address during face to face time. Follow Crystal @cystalkirch

Ken Bauer, Associate Professor and Board Member, Tecnológico de Monterrey and Flipped Learning Network. Flipped classrooms fail when there is a mismatch of understanding of responsibilities. In general, students are waiting for faculty to "teach them" and the newly flipped teacher is eager for the students to grab this amazing opportunity to have control. This shift requires time and a building of trust in the learner/mentor relationship. In my experience, some students embrace this easily, the majority take a few months and others will take much longer to embrace this change; learning is a social process and a relationship of trust is essential. Follow Ken @ken_bauer

Helaine W. Marshall, Director of Language Education Programs and Associate Professor of Education and Board Member, LIU Hudson and Flipped Learning Network . One reason for failure stems from the mindset of the educator - that flipped learning is a single concept. As with

any comprehensive approach, flipped learning consists interlocking concepts that work together. Unfortunately, due to misconceptions, or the tendency towards expediency, some educators simply flip the classwork and the homework and call that flipped learning. Or, they may assess the students in traditional ways that do not reflect their mastery of deeper learning, such as standardized tests that favor discrete point evaluation techniques. And so on. Without implementing ALL of the elements of the flipped learning approach, success may prove elusive. Those who pick and choose do so at their peril. Follow Helaine @lainemarsh

Matthew Whitson, Teacher, English 1, Weatherford ISD. In my opinion flipped classrooms fail because of fear. Fear of the unknown factors that may drive or derail learning. Fear that people will not see the model as a legitimate model in spite of the research. As a teaching society we are slow to allow ourselves to relinquish control of that which we hold most dear out of fear. Our sense of control can empower us and give us comfort, but in retaining this control we fail to ask ourselves the question, "What would our society be like if learning really did have no walls and access for all?" Follow Matthew @mwhitsonmroo

Julie Schell, Clinical Assistant Professor, Director, and Board Member, The University of Texas at Austin and Flipped Learning Network. Student resistance is the surest way to kill a flipped classroom dead in the water. When I first started using my favorite flipped method, Peer Instruction, at Columba University a student said to my face, "I am not paying $3,000 to sit in your class and learn from novice peers!" In the worst cases, student resistance shows up in the form of a down right revolt (i.e. students create an anti-you Facebook group or write no confidence letters to your chair). Often, resistance is showcased in horrible end-of -course evaluations that have their own brand of anonymous vitriol. It can also be more subtle and show up as a red herring. In Peer Instruction this often happens when students argue about unimportant details in clicker questions, like typos, to avoid the having to confront their own misconceptions in front of peers. Most humans have an internal drive to feel successful. Our students come to flipped classrooms with the deeply ingrained belief that education means passively sitting at the feet of the most admirable professors soaking up all of their knowledge and that they cannot be successful any other way. Follow Julie @julieschell

Even with these very common bumps, thousands of flipped classrooms around the world succeed. By practicing some of the strategies in these three posts my colleagues and I hope you will avoid the common pitfalls we have all blundered through. When students engage, like those in Professor Mizokami's psychology class in Kyoto Japan, the power of flipped classrooms prevails.

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Flipped classrooms sometimes fall flat. In this third and final post, we continue our exploration of why flipped classrooms fail (see Part 1 and Part 2). You will gain diverse perspectives and new strategies from expert practitioners in K-12 and higher education including flipped learning pioneer, Aaron Sams. This post is part of The Neighborhood, a special Turn To...

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Organic chemistry

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Start at 14:45

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Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do “homework” in the classroom with the teacher available to help.

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Turn to Your Neighbor: The Official Peer Instruction Blog

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In Part 1 of this three part series, I propose one reason why I suspect some flipped classrooms fail while others succeed. [ Go to Part 1: Why Flipped Classrooms Fail] Failure is a broad term and there are many ways a flipped classroom can fail. The type of failure that causes the most tension for me is related to student performance measures, specifically when students do not fare any better on high stakes assessments than they do in traditional classrooms. I can deal with almost all other types of flip class letdowns-such as student resistance or lack of engagement - if students excel. Student success provides a colossal return on my time and energy investments in the classroom. However, when the student performance measure reads "failure" I have to question what I'm doing.

In Part 1, I suggest that one reason for flip class failures on the performance measure is that when students are studying or preparing for high stakes assessments they may not be paying attention, for long enough, to the right things. So the first question I ask myself when I encounter this type of failure is, "how and where am I directing student attention and thinking?" While acknowledging that there are tons of other types of flip class flops, I am going to stick with the student performance measure to explore another key reason why I think flipped classrooms fail.

Reason #2 - Students are not able to apply knowledge in novel situations

On high stakes assessments, especially standardized tests, we typically ask students to demonstrate their ability to apply what they know on questions they have never seen before. To me, this ability to transfer learning across situations and use it to solve novel problems is the holy grail in education. We hope we train students to take what they have learned in the context of our classrooms and apply it to an unfamiliar or new situations off campus. I propose that problems of transfer offer another reason some flipped classrooms fail on the student performance measure.

Application or transfer questions are more than procedural tasks that require plug and chug or rote problem solving. Such questions require students to transfer what they have learned to novel situations and are very common on mid-term and end-of-term exams. They are not as common in homework problems or quizzes. As such, students don't generally have enough practice preparing for the transfer questions that are going to determine their overall course performance.

Transferring learning is a very difficult thing to do. Especially far transfer or transfer between very different contexts.* My favorite example of the complexity of far transfer of learning is demonstrated in the movie The Karate Kid.

To prepare Daniel to compete in an upcoming tournament, Mr. Miyagi has him wax a car using very specific movements. Miyagi varies the context in which Daniel learns the movements with the commands "wax on, wax off," "paint the fence" and "sand the deck."

Daniel is flabbergasted at the ridiculousness of all this and feels he is being abused. Moreover, despite Miyagi telling him that he is Karate training by doing these tasks, Daniel never makes the connection that by practicing "wax on, wax off" he is actually learning to block using his reflexes. Miyagi has to do a big reveal by simulating the connection between the movements in an intense showdown before Daniel gets it (see image to the right).

So, if I am facing a situation where I have invested time and energy in flipping my class and students aren't performing, another question I am going to ask myself is -"have I trained my students effectively to apply what they have learned?"

Two Strategies for Addressing Problems of Transfer

According to Barnett and Ceci (2002), there are two overarching domains of far transfer: the content domain (what is actually transferred), the context domain (when and where something is transferred to and from) and multiple subdomains within. To help address the complexity of designing for and measuring transfer across far or unfamiliar contexts in education, Barnett and Ceci developed the transfer taxonomy displayed in Figure 1.

To help students apply their learning to novel situations and far contexts I recommend embracing a two fold strategy of variability and telling.

Variability: to prepare students to apply their knowledge of a single concept in novel situations, vary students' practice by both content and context. Miyagi employees this strategy, he puts Daniel in a variety of situations using very different content and contexts (car waxing, fence painting, deck sanding) to learn the foundational skill of blocking at a deep level. By exposing students to content and contexts with such variety, you help them strip out what is extraneous and hone in on the deep meaning of the underlying concepts, topics, or skills. But as discussed above, varying the context isn't enough.

Telling: Miyagi is like most of us educators. He carefully and artfully sets up an elegant learning experience and sits back and waits in anticipation for the fireworks to go off. He leaves his student to make the connection that what he is learning in one context can be transferred to another context. He's almost as flabbergasted that Daniel doesn't see the bridge as Daniel is that he is doing Miyagi's yard work. It is critical to teach students how to apply their knowledge to novel situations; that is to do a reveal demonstrating the various connections before the high stakes assessment.

In conclusion, so far I have offered two reasons why I think flipped classrooms fail on the student performance measure:

1) Students aren't paying attention to the right things for long enough (see Part 1 for more on this)
2) Students don't know how to apply their learning in novel situations.

As strategies for addressing these two issues, I suggest asking yourself how and where you are directing students attention and how you are teaching students to apply their knowledge in novel situations. In Part 3, we will broaden this narrow focus on student performance measures by exploring why flipped classrooms fail more generally through the viewpoints of several experts in the field.
Go to Part 1: Why Flipped Classrooms Fail Go to Part 3: Why Flipped Classrooms Fail
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*For a discussion of the different types of transfer, see Barnett and Ceci (2002).

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In Part 1 of this three part series, I propose one reason why I suspect some flipped classrooms fail while others succeed. [Go to Part 1: Why Flipped Classrooms Fail] Failure is a broad term and there are many ways a flipped classroom can fail.

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Flipped learning skepticism: Do students want to have lectures?

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Flipped learning skepticism: Do students want to have lectures?

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Chronicle of Higher Ed

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This article continues a look at some of the skepticisms I've seen about flipped learning and the flipped classroom. Previously, we discussed whether flipped learning means having students learn everything on their own and whether students can even learn on their own in the first place.

This time I want to focus on an issue that was the third point in a good comment from a previous post about flipped learning. In that post, I was reporting about a framework for defining what flipped learning is. The authors of that framework laid out four "pillars of practice" for the flipped classroom, one of which was the creation of a learning culture - student-centered communities of inquiry instead of instructor-centered lectures. The comment on that was:

As far as creating a "learning culture"? Again, this was more possible when I worked at a 4 year school. It is possible to some extent, but in my developmental courses, I am trying to teach both content and thinking strategies. I have to teach students how to think critically before I can create a learning culture... and they fight me every step of the way. They really just want to have me tell them everything so they can study in the traditional way and get an A (or in the case of developmental, a P).

I have a great deal of sympathy with this because my first experience with running a flipped classroom was characterized by conflict. So was the second experience (same class, subsequent year). And even today I still get a nontrivial amount of pushback from students in a flipped classroom setting, usually for the same reasons.

Before I say anything else about this, I want to make two points clear:

1. Student resistance to a particular idea about course design or teaching does not mean that the idea itself is bad. It just means that students are uncomfortable and are trying to figure out what the rules are, and this manifests itself some times in conflict. The issue brought up in the comment, in other words, isn't really a skepticism about flipped learning per se so much as a concern about getting it to work. For those who are skeptical about flipped learning because you're convinced it will never work, keep reading:

2. Student resistance does not have to be permanent even if it's widespread. I've found that students can change their minds about this, and it's not because my students are any smarter or more mature than anybody else's. This isn't about intelligence or maturity but about communication.

Having said that, let's deal with the issue: Students in a flipped classroom are rebelling because they want you to lecture to them and tell how to do everything so that they can earn a top grade in the class. Here are some responses to this issue that one could make. I would caution, though, as I wrote in this post that you should avoid getting into a public debate about your teaching choices - keep it private and one-on-one if possible, using public forums instead to present a positive message and to celebrate student successes.

First: It's interesting that students might have complaints about a lack of lecturing, because many flipped classrooms have tons of lecture in them. For example, my flipped transition-to-proof class has 107 video lectures available for students, and more can be added on demand. Those lectures contain the exact same content as they would have if I were delivering them in class - and they're better, because they've been edited. There is absolutely a lot of lecture going on in that course - just not during class meetings.

So unless you've specifically stuctured the class otherwise, it's simply not the case that you are not giving direct instruction. It's just that direct instruction in the form of a mass-transmitted lecture isn't the focus of the class meeting any more. And why should it be? Which is harder, hearing about something or doing something? And if doing something is harder than hearing, wouldn't students want to do their work with an instructor and a group of friends present to help, rather than hear about it with the instructor present and then be left to their own devices for the doing part? Wouldn't it be better if you were doing the hardest part of the work when I am most likely to be able to help you?

I've found the above to be an effective counter to the student complaint that they are not being shown how to do things. It's not factually true, for starters - but in fact it's usually not even the real issue. Read on.

Second: Students want to earn a top grade in the class. Great! We'd like for them to be successul too. But of course the sticking point is the definition of "success". As instructors, we're looking out for students' success in the long term. Getting an A (or "P", etc.) in the current course is not a success if they forget everything they learned after the final exam and lack the problem-solving skills to move forward in the next class or in their careers.

We can help students understand this point by making our definition of "success" normative in the course - by way of the learning objectives we choose and the kinds of assessments we give.

I've written a lot about learning objectives. While the learning experience is more than just the sum total of the class' learning objectives, it's important to decide carefully what we are going to assess and then make those items clear to students. If you want to have a class with a stronger emphasis on process, then include process-oriented goals in your learning objectives and discuss those objectives with the students - and discuss why they are objectives. It sends a message when student see, on the list of objectives that the upcoming test is covering, a number of objectives that are higher up Bloom's Taxonomy than just making calculations. If students don't see any objectives, then they'll default to what they think those objectives ought to be, which is 100% calculations just like those that were in the homework and the lecture. The instructor has the necessary job of setting the agenda.

Then, having made those learning objectives, it's our job to give assessments that truly measure what we want to see. If you only ever assess basic rote mechanics in a math course, then the course is about rote mechanics - regardless of the instructor's intentions. And by "assessment", I would encourage folks to think of other ways of assessing students besides timed quizzes and tests - methods like clicker questions, Guided Practice assignments, application projects, and so on. If the only assessments we have are tests and quizzes, then students will focus on tests and quizzes and nothing else. Balance is needed if we want more.

Third: There's an interesting thread in this kind of student reaction that combines where students have come from in their mathematical education and where they think they are headed. I said above that the lack of lecturing isn't usually the real issue with students - mainly because there's no factual basis for it. Instead, I think the issue is uncertainty. Students have made it to where they are, mathematically speaking, because they've acclimatized to the lecture model. Changing this model violates their expectations and introduces a lot of uncertainty - and conflict can be a coping mechanism.

There are a couple of things that an instructor could say to a student who is feeling this uncertainty.

If the student is in a remedial mathematics course, you can simply ask: So, you're used to having the instructor show you what to do, and then you do it. How is this working out for you? This isn't snark (or at least it shouldn't be) but rather an honest question about the effectiveness of the teaching method that the student is clinging to.

If the student is in a non-remedial course, you can ask: Let's look beyond this class for a minute and think about what you'd like to be doing five, ten years from now. How does a person who does the same things, become successful? For example, say the student is an engineering major. What does a successful engineer do, and how does she get that way? Or what about a doctor? Or a stay-at-home mom? Or an electrician? If the student doesn't really have a clear idea about the answer to that question, it would be a good exercise to have the student go do some web research or talk to other professors to find out. And once they do have an idea, what ought to be clear is that just having someone tell you what to write on a test isn't enough. And since we want students to be successful, operating a class in such a way isn't enough, either.

This doesn't necessarily eliminate students' uncertainties or discomfort, but it at least puts it in perspective. We want students to be successful. (Do we tell this to students often enough?) And that means equipping them for what life will demand of them, which is not a laundry list of content. That's why the class is designed the way that it is.

I want to encourage anyone in this situation not to give up hope and not to beat a hasty retreat. In fact your students, if they are acting like this, are exactly where you want them. They are primed to learn something about learning, and about the value of learning versus the value of grades. Conflict stinks, but this is a pretty exciting moment if you're an educator.
Image: https://www.flickr.com/photos/sprochello/

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Flipped learning skepticism: Do students want to have lectures?

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This article continues a look at some of the skepticisms I've seen about flipped learning and the flipped classroom. Previously, we discussed whether flipped learning means having students learn everything on their own and whether students can even learn on their own in the first place.

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Academic Article

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Flipping an Agriculture Education methods course

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Flipping an Agriculture Education methods course

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We all need that!

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Strategies to move past common flipped classroom obstacles when getting started.

Editor's Note: This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network.

Flipping your classroom is a great way to move from "sage on the stage" to "guide on the side." But that shift can also bring about a number of other complications. For instance:

What if students can't access the internet at home?

What if students simply don't know how to watch an educational video?

What if students blow it off and don't watch the content at all?

What if you don't feel confident at making videos?

What if you don't even know where to start?

The answers to these questions are in the video above.

Meanwhile, the rest of this post will delve into one of these questions in more detail: What happens if students don't know how to watch an educational video?

Watching vs. Interacting

To answer this question, there is a word that I would like to take out of the vocabulary of flipped classroom teachers. That word is watch -- as in: "Students are supposed to watch a video at home and then come to class prepared to learn." Watch is such a passive word. Students watch a Batman movie, they watch a TV show like The Voice, but we don't want students to watch flipped class videos.

Rather . . .

We want them to interact with the video content. There is research which states that passive learning (even learning with video) doesn't help students achieve more. Here are a few practical ways that you can bring some interactivity into your flipped class videos.

Low Tech

1. Set up an advanced organizer for students to use as they interact with the video.

2. Tell them to pause the video and do something like solve a problem, predict an outcome, or write down an interesting question. [Hint: If you tell them to pause the video, make sure that you pause your presentation for a few seconds, giving them time to hit the pause button.]

High Tech

1. Create a Google Form that the students will use to answer questions. Here's our video on how to do this:

2. Use the built-in quizzing feature in your school's Learning Management System.

3. Use some free tools like eduCanon or Zaption, which will pause the video at teacher-selected times and insert pop-up questions. Afterward, the teacher knows who watched the video, how long they watched the video, if they skipped any parts of the video, and how well they did on each question.

4. Use a questioning app such as Verso, which has students interact with each other on learning objects such as flipped videos.

5. Build your video using one of these tools, which provide analytics of student responses:

So let's take the word watch out of our vocabulary, and start telling people that we are having students interact with content before class.

Please share with us other ways that you encourage students to interact with your flipped class videos.

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Strategies to move past common flipped classroom obstacles when getting started. Editor's Note: This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network. Flipping your classroom is a great way to move from "sage on the stage" to "guide on the side."

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Flipped learning skepticism: Do students want to have lectures?

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Flipped learning skepticism: Do students want to have lectures?

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Apps for math

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Finding the right math app to support struggling students can be a challenge. I've created this list of 15 free mobile apps for math practice to help guide teachers in the right direction as they search for tools to support their students. You might decide to bring these into stations or recommend to families for extra practice at home.

Viewed thousands of times - this presentation includes some of the apps ( and more) listed below:

Geoboard: Use this app to teach shapes, relationships, perimeter, area and more. Great for taking screenshots and annotating in an app like Explain Everything or Seesaw. (also works on a web browser)

ShowMe: Students can explain their thinking as they create mini movies about solving math problems. It's a great way to "get in their head" and listen to student thinking.

Number Pieces: These virtual base ten blocks let students move pieces across the screen. This app is great for supporting students with addition, subtraction, place value and fractions. (also works on a web browser)

cross posted at classtechtips.com Monica Burns is a fifth grade teacher in a 1:1 iPad classroom. Visit her website at classtechtips.com for creative education technology tips and technology lesson plans aligned to the Common Core Standards.

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Class Tech Tips: 15 Free Mobile Apps for Math Practice

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Finding the right math app to support struggling students can be a challenge. I've created this list of 15 free mobile apps for math practice to help guide teachers in the right direction as they search for tools to support their students.

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Advice...

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Seventeen months ago, I made my first flipped learning video. And then, unexpectedly, it happened: I crossed the century mark. That is to say, I made my hundredth video. What have I learned along the road between one and one hundred?

It's not about the video.

I've said this before, but can't repeat it enough: Teachers who embrace flipped learning need to think like architects, not video producers. It's tempting to become enamored by content creation -- after all, you want the lesson to hold visual appeal. But it's a mistake to become overly invested in your video's "wow factor" at the expense of instructional integrity. The critical component of flipped learning occurs in the classroom itself -- how teachers pivot from the video's baseline content to deeper, more expansive targets and make room for students to investigate, evaluate, and apply new knowledge in creative ways.

And then there's the issue of coverage. Looking back, my first attempts at video creation misfired. Lessons stretched up to ten minutes. My visuals either overcrowded the content or stood sheepishly beside it. Over time, I honed my message, my delivery, and my coverage areas. Most of my "next generation" videos run between two and five minutes, the digital sweet spot. Ironically, the more I focused on learning outcomes, the better my videos became.

Don't forget the data.

In the early days, I released video content to students through my YouTube channel and trusted that they would watch assigned lessons in time for class. Talk about a shot in the dark! The number of YouTube views couldn't tell me whether one of my students actually tuned in, and it certainly didn't reveal what students actually learned (or didn't). So about three weeks into my flipped learning foray, I turned to Educanon, an award-winning hosting and delivery platform that helped me unlock a treasure trove of data. Using its intuitive interface, I began to embed quiz questions within the lesson (with forced stops that prompted answers), and that helped me track student progress. The data trail gave me insight into student learning and oversight of the learning process -- how to structure a child's learning plan based on his or her responses to questions during the video. Possessing this information is vital to designing a right-sized learning experience when students return to class.

Flip outside the box.

Flipped learning is a powerful tool for classroom learning, but why stop there? The possibilities can be endless. This year, I flipped Back-to-School Night by releasing a video preview of classroom procedures to parents several days before we met (in some ways similar to my class procedures video that I sent to my students a few days before the first day of school). The flipped format allowed parents to chew over the information and generate questions and concerns ahead of time. When they arrived, I created a parking lot for them to leave individual questions for follow-up (Post-It notes on a white board works well), which preempted that doomsday scenario where one domineering parent hijacks the entire evening with a personal rant. By clearing technical details off the deck, we spent more time engaged in nobler discussions about educational philosophy, social-emotional learning, and long-term goals. There are lots of other ways for teachers and administrators to flip outside the box, including:

Faculty meetings: Communicate all that administrivia ahead of time and use the space for deeper conversations about teaching and learning.

Parent-teacher conferences: Prepare learner profiles that offer evidence of student learning and skill-development (Ourboox provides a free, simple platform for making beautiful e-books), then dive into a detailed performance analysis in the conference space.

Informational sessions: Whether it's news about the athletics program or the school uniform, try moving the technical details online (using a screencast platform like Screenr or Screencast-O-Matic to show visuals), and then host a forum at the school where students can run drills with the new coach or see a fashion show of the new uniform. The live events, which can be bundled around existing back-to-school engagements, are great showcasing opportunities that make the drab details pop.

Plan backward and give notice.

No matter how amazing we think our lessons might be, they will never compete with after-school basketball practice, piano lessons, tennis clinic, or the host of other extra-curriculars that students enjoy. I learned early on to give significant lead time for students to watch lessons, releasing new content about 3-4 days prior to the in-class application. This forced me to plan backward from a target date and stick to a fairly regimented creation schedule. That made for lots of long nights, but ultimately held me accountable to a delivery system that honored the busy lives of kids outside of school. I also made sure to keep parents in the loop about upcoming new content and due dates through Remind, a communication service that alerts parents to classroom currents. Students can't be expected to apply knowledge that they never learned!

Good teaching is still number one.

Now more than ever, it's clear to me that good technology will never replace good teaching. In fact, professional teaching is one of the pillars of flipped learning, a testament to the role that teachers play in helping students define, discern, and discuss new knowledge as it flows across the information highway. In two years of flipping my classroom, I've become more attuned to the habits and hallmarks of effective instruction. That's not to say that educators need to embrace flipped learning as pedagogical salvation, but that the process of planning for and executing a flipped learning experience requires vast amounts of rigor, foresight, deep instructional knowledge, creativity, and risk-taking. For teachers, flipped learning is exhilarating and exasperating all at once -- not because it replaces the act of teaching, but because it releases its most essential parts.

Crossing into triple digits, I feel like I'm just starting to appreciate the possibilities of this model. One thing's for sure -- unless it's designed for better outcomes, flipped learning is just plain upside down. But done right, I believe that it can turn the educational system on its head.

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100 Videos and Counting: Lessons From a Flipped Classroom | Edutopia

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Seventeen months ago, I made my first flipped learning video. And then, unexpectedly, it happened: I crossed the century mark. That is to say, I made my hundredth video. What have I learned along the road between one and one hundred?

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What not to do - Part II

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Flipped Classroom | November 2013 Digital Edition

9 Video Tips for a Better Flipped Classroom

Early adopters share how schools can find success with teachers and students alike--even when the technology seems as topsy-turvy as the lessons.

In 2007, when Colorado high school teachers Jonathan Bergmann and Aaron Sams began experimenting with recording their lectures in order to spend class time on deeper face-to-face learning with students, they probably didn't foresee the major movement that would grow up around what came to be called the flipped classroom.

But six years later, the growth in interest remains exponential, suggesting this is far more than a fad. Just since January 2012, the number of active members on the Flipped Learning Network's Ning site has grown from 2,500 to more than 15,000. Members have formed more than 50 related topic groups. The nonprofit network, cofounded by Bergmann and Sams, also provides professional development seminars and conferences, and, according to Executive Director Kari Arfstrom, is "filling a gap in the education organization world catering to this growing need for information about flipped learning."

Today, it seems, there is no one correct way to flip the classroom, and approaches vary both by subject and educational philosophy. But no matter what the underlying philosophy, creating, curating, and maintaining a trove of video resources is central to success. To help educators who are new to flipping the classroom, T.H.E. Journal recently asked several experienced educators to offer their video-related best practices.

1) Devise a flipped strategy. Bergmann, who along with Sams coauthored the book Flip Your Classroom: Reach Every Student in Every Class Every Day, says that teachers must start by asking themselves a series of questions about technology and pedagogy:

* Will teachers make their own videos, curate others' material, or a combination of the two?There are plenty of good, short videos from websites such as TED-Ed and Khan Academy, and curation sites such as Sophia allow you to bring in videos, add PDFs, and use Google Forms to ask questions. One teacher recently told Bergmann that he could spend hours looking for the perfect video online or spend the same amount of time creating one of his own. "It really depends on whether you have the knowledge of how to do that," Bergmann says. "We need to have professional development for teachers to learn how to create videos."

* What video-creation software should teachers use? Bergmann recommends that teachers start out simple, with a basic tool, but move to more feature-rich (and perhaps more expensive) applications as they get comfortable.

* Bergmann believes that by far the most important question to address is this: What will teachers do with class time if they are not lecturing as much (or at all)? It may seem obvious that classroom activities will change, but no one is going to lay out a roadmap. "The important thing is to keep the lower-order things on Bloom's taxonomy to the videos and the higher-order things in class," Bergmann says. "That classroom time is the most valuable time we have with students."

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9 Video Tips for a Better Flipped Classroom -- THE Journal

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Flipped Classroom | November 2013 Digital Edition Early adopters share how schools can find success with teachers and students alike--even when the technology seems as topsy-turvy as the lessons.

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Three evolving thoughts about flipped learning

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Three evolving thoughts about flipped learning

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Chronicle of Higher Ed

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While specifications grading continues to unfold in class, I'm also still using and refining the flipped learning model. Recently I had time to reflect on how I'm implementing flipped learning in my classes, and I noticed that some of my thoughts on flipped learning have evolved over the last few years, including some breaks from things I've written here on the blog. Here are three of those thoughts that stood out for me.

What I used to think: Pre-class activity in a flipped learning model is about mastering content-oriented instructional objectives.

What I think now: Pre-class activity is for generating questions.

I attended a talk by Jeremy Strayer last year, and he said something that stuck with me: that the purpose of pre-class work in the flipped classroom is to "launch" the in-class activity. In flipped learning we certainly want students to pick up fluency with basic content and learning objectives prior to class. But I think Jeremy's point is that content delivery shouldn't be the primary purpose of pre-class work. Rather, it should be to prime the student intellectually to engage in whatever high-level tasks we have devised for the in-class meeting.

This point was echoed in this study from Stanford which suggests that while the flipped learning model in itself is an improvement over a standard lecture-oriented model, there are even stronger learning gains among student when their pre-class work consists of open-ended explorations of concepts that precede a more text-based study of those concepts. The Stanford study suggests that "flipping the flipped classroom" in this way is the best approach.

So based on all of this, I've started learning away from "content delivery" as the main purpose of pre-class work and toward the notion of question generation. For example, when we get around to studying Eulerian paths in the discrete structures course, the pre-class activity will go like this:

Run this script as many times as you need, changing the 10 and the 20 to adjust the number of nodes and edges if necessary, until you get TRUE for the is_eulerian output. What do you notice about the numbers in the degree sequence list? What's different about this degree sequence from the degree sequence for a graph that isn't Eulerian?

In this way, students may not have mastered a smaller list of basic learning objectives than they used to, but they are coming to class more invested in the main idea of the section (the fact that a graph has an Eulerian path if and only if it has exactly two vertices of odd degree) and with their antennae up, so to speak.

Here's another evolving thought:

What I used to think: Students in a flipped classroom need to have some graded measure of accountability when they arrive at class (an entrance quiz, etc.) to ensure that they do the pre-class work.

What I think now: Accountability doesn't have to look like a quiz.

I used to take it for granted that in order to get students to do any sort of work, I needed to attach a grade to it. My mind changed on that last semester in the first-semester discrete structures class I was teaching.

I was giving entrance quizzes that covered the basic learning objectives from Guided Practice, pretty much one of these every class day, just as I had done with almost all previous flipped classes. But I began to notice that the quizzing was causing more problems than it solves. Students were telling me - both directly through their comments and indirectly through body language - that they were tired of being quizzed all the time.

So I decided to try something radical: Don't give them a quiz at all. Just let them do the Guided Practice and let that be that. What surprised me was that not only did the completion rates for Guided Practice not get worse, the students' comprehension of basic ideas improved, and their work in class improved as well. And we had more time in class for the high-level work inherent in a flipped class meeting.

This may not work for all student demographics, but I also have to say these students were mostly freshmen and sophomores, and not all intrinsically motivated by the material. And reducing the quizzing improved their work, at least to my eye.

So in my classes now, there is accountability but without graded quizzes. It really looks more like responsibility than accountability. I've been sticking to a simple message that students are adults - and preparing for a class is an adult responsibility that they are expected to perform; giving them detailed guidelines and lots of help in getting prepared; and spelling out what failure to prepare does to their learning. If students show up unprepared, we move on as if they had prepared - no exceptions. The "accountability" consists in holding hard boundaries on what we will and will not do in class.

And so far, I've had no problems with students showing up unprepared. Maybe some do show up unprepared, but they've been able to participate and learn anyway. (I have clicker question data to prove it.)

I think this, along with my shift to specs grading, signals a more general shift in my teaching toward the concept of andragogy as opposed to pedagogy - treating students as responsible adults rather than as children who need constant supervision and rule-setting. I have more to say about that later.

Finally, a third evolving thought:

What I used to think: The in-class instruction in a flipped class should focus primarily on active student work with little to no lecture.

What I think now: The in-class instruction should focus on two things: Answering questions, and engaging students in high-level tasks - and lecture can play an important role in both.

This post from Kris Shaffer left me in thought for days, especially his thoughts about the "geographical flip" versus the "timing flip" and his preference for the latter, which is also rooted in that Stanford study I linked earlier. Kris does something here which I wish more of us would do, which is to transcend the shopworn "lecture sucks" narrative and instead try to craft the best pedagogy that combines the most effective uses of several modalities.

I've found myself being much more amenable to lecture in class these days. I plan those lectures: They are short, surgically targeted at the most common misconceptions or aimed at specific student questions that were voiced during the pre-class assignment.

One of my colleagues once told me that he loved teaching because as a mathematician, he loves difficult problems, and teaching is a problem whose solutions generate even more and harder problems. I enjoy this aspect of teaching too, along with the continuous evolution of thought that it requires.
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Three evolving thoughts about flipped learning

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While specifications grading continues to unfold in class, I'm also still using and refining the flipped learning model. Recently I had time to reflect on how I'm implementing flipped learning in my classes, and I noticed that some of my thoughts on flipped learning have evolved over the last few years, including some breaks from things I've written here on the blog.

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One person's complaints about flipped classrooms

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One person's complaints about flipped classrooms

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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. Yet my brief love affair with the flip has ended. It simply didn't produce the tranformative learning experience I knew I wanted for my students .

When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. And the flip's gradual disappearance from our learning space hasn't been a conscious decision: it's simply a casualty of our progression from a teacher-centred classroom to a student-centred one.

What is the flip?

The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs. Lectures are viewed at home by students, via videos or podcasts (found online or created by the teacher), and class time is devoted to assignments or projects based on this knowledge. In theory, this sounds terrific.

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. So many times in the past I had thought what many science teachers must think: "I'd love to do more hands-on activities, but we have to get through the content first." The flipped classroom might offer a solution.

My flipped experiments

I first encountered the flip in a blog post. At the time, it was a relatively new idea (at least in the K12 world). There weren't any websites or books devoted to it. And while the particular post I read was actually expounding the virtues of traditional teaching vs. the flip, I thought, "Flipping could actually work."

My students loved the idea of trying something that very few other students were doing. Some of my students even benefited from watching and re-watching videos. Even so, we used it sparingly. We never moved to an entirely flipped classroom that required my students to watch lecture after lecture, day after day, by video. Even so, when we did "flip," it felt more like we were juggling the traditional lecture around than moving forward into a new learning paradigm.

We began to shift

As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.

What was my role? I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.

The flip faded away

As this new way of learning played out over time, my students found they didn't need me to locate or create videos for them. Instead, they learned how to learn, and they were able to find their own resources. For me, this was a much more important skill than following my directions or using the resources I told them to use.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

Lest anyone think we were able to do this because we learn in a high-tech school, that's not the case. We weren't a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn't have a device, so other students shared. We made it work and everyone learned.

The flip is gone for good

While I may not have intentionally removed the flip from my classroom, I would never resurrect it. Here's why:

1) I dislike the idea of giving my students homework. Really? Yes. Students spend over five hours a day engaged in academic pursuits. I think that is enough. Recently I've been reading Alfie Kohn's book The Homework Myth. He has mined the research on homework thoroughly, and - overwhelmingly - it shows that homework has no long-term impact on academic achievement. That's likely shocking to some teachers.

But beyond this, I think there's more to life than being engaged in academics. Students need to participate in a variety of pursuits - sports, music, drama, meaningful jobs - to fully develop all of their talents and discover areas of interest. Furthermore, students need to spend time with their families. What right do I have impinge on this?

2) A lecture by video is still a lecture. This summer I had the opportunity to speak with a superintendent from a division outside of my own. He was curious about the flipped classroom. We were with a group of educators and he asked if anyone present had used it. Since I was the teacher with the most experience with it, I spoke about what it looked like in our classroom. Mostly I talked about inquiry learning and student choice.

At the end, he looked at me and said, "So the videos - did you make your own, or use ones that someone else had made?" My immediate thought was, "you don't get it." I was candid: "If you think it's only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning."

Of course, the reality is that many if not most teachers who opt for the flipped classroom strategy are not pursuing a student-centred approach to teaching and learning. The traditional model of learning is simply being reversed, instead of being reinvented. The lecture (live or on video) is still front and center.

Learning isn't simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed. When we shifted to a student-centred classroom, my students took control of their learning, and I quit lecturing. I haven't lectured in almost two years.

3) I want my students to own their learning. It's been stated that "At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points." To me, this isn't giving students control over their education, although it may be creating new markets for content-oriented videos and related materials.

In our classroom, we sit down with the curriculum, and students actually see what the outcomes and objectives are. We then have a dialogue about what my students' learning might look like. They have a choice over what order they are going to work on outcomes, how they are going to learn and reach those outcomes, and how they are going to show me what they have learned.

As my students worked with me to invent our own version of student-centred learning, we realized that the three questions every student in our classroom had to answer were: What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra - our framework for learning. This is what it means to give students "control over their education."

4) My students need to be able to find and critically evaluate their own resources. Consequently, if I'm continuously handing them resources, they are not going to learn this skill. It's more important for my students to learn to learn than to absorb the content in any video I might make and hand to them, with most of the thinking already done for them.

What did our classroom become instead?

Last year in my Chemistry class, our last unit was on Stoichiometry, which, essentially, is chemistry math. We had approximately 10 concepts to learn in 8 weeks. Each concept built upon the other, so there was a specific route we had to follow for it to make sense. Beyond that, how we got there was completely open.

I told my students we had 10 concepts to learn in 8 weeks. They could work at their own pace, with whatever resources they chose, but in the end, we all needed to be done in 8 weeks when the semester ended. On the first day we all started in the same place. I had provided a rudimentary outline of the concepts we needed to study on our wiki (which we'd been using all semester to create our own digital textbook). My students chose the resources that helped them learn best. Throughout the 8 weeks, students sent me the ones they considered "best of the best," and they were added to our online textbook. And it really was "ours."

What happened over the coming days is that my students fanned out. Some shot ahead because they found the initial concepts quite easy. Others needed to hunker down to really grasp them. My students differentiated their own instruction. They worked at their own pace, since they chose their own resources. They could do extra work at home if they felt it necessary.

I talked to every student every day. I could look at their work, have them articulate their thinking process, and see where they were struggling. I could spend time helping those who really needed it. The thing I find about Chemistry is that many students lack the background knowledge to begin to make the neural connections that are essential for understanding it. Some students experience a great deal of cognitive dissonance, and when they do, we talk about that in the context of their brain development.

To work through the concepts, some chose on-line stoichiometry sites, others preferred pencil and paper, and still others constructed models of their thinking. One student decided to use a traditional textbook. The students who needed to talk through their thinking could do so with their peers or with me.

Essentially, they needed to construct theories as to how stoichiometry works, rather than watching a video and memorizing the equation. As Alfie Kohn states, a learning environment that promotes constructing knowledge "treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out."

That's how most people learn best, learning things from the inside out, and I don't think lecture videos promote this.

Was it chaotic?

No. The thing that I didn't expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn't work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.

For the first time, none of my students were left behind. Everyone learned Chemistry. Everyone received credit for the class. And my students became more adept at research, thinking, collaborating, problem solving, and reflecting on their own learning. Everyone finished on time.

It's not about fads - it's about ownership

I've learned that inquiry & PBL learning can be incredibly powerful in the hands of students. I would never teach any other way again.

When students own their learning, then deep, authentic, transformative things happen in a classroom. It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.

For me, the question really is: who owns the learning in your classroom?

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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.

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Article from North Carolina Flipped Classroom Project-College

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Article from North Carolina Flipped Classroom Project-College

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https://www.insidehighered.com/news/2016/08/17/flipped-classroom-project-north-carolina-greensboro-produces-promising-results

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Quality, cost, access -- pick two.

That's the traditional view of higher education's "iron triangle" -- that trying to adjust for one of the three main factors of a college education will influence the other two. For example, cutting costs might increase access to students who were previously unable to afford an education, but quality might suffer as a result.

The University of North Carolina at Greensboro is the latest institution to challenge that axiom. Over the last two academic years, the university has been involved in a project where faculty members redesigned four courses according to design principles they named CRAFT (the acronym is short for Create and curate content, Replace lectures with Active, and Flipped, Team-based learning). The project targeted general education requirements and courses with high rates of students withdrawing or earning a D, F or an incomplete.

Results and survey responses show that students in most of the redesigned courses received higher grades than did students in lecture courses, and that they preferred and felt more engaged by the new format. At the same time, the flipped model meant the university was able to enroll more students in those courses. The faculty members teaching the courses, meanwhile, said their workload remained stable -- at least after they had finished developing the courses -- and that they would want to teach again using the new model.

"I'm effectively teaching more students than I was before, but it's taking less of their time ... and the workflow is neutral for me because I'm spending the same amount of time in the classroom," said Wade Maki, a senior lecturer in philosophy at the university who led the project. "You can move the needle on access and affordability with this. And we need to do that."

Maki's redesigned course, Ethical Issues in Business, is a typical example of how he and the three other faculty members, none of whom are on the tenure track, flipped their courses.

Before, the course enrolled about 40 students who met three times a week for 50 minutes. Maki said his lectures would take up a total of two of those three sessions. Now, students meet face-to-face only once a week, focusing on group quizzes, presentations and other forms of active learning. Outside of class, they watch short lecture videos and complete quizzes and other exercises on their own time.

Since the class only meets once a week, Maki was able to increase enrollment to about 90. Yet only one-third of the class meets at a time, effectively shrinking class sizes.

Maki acknowledged that the project needs to be replicated by faculty members teaching other courses and at other institutions to test the validity of the results. He described the project as the "Oregon Trail" of this take on flipping the classroom -- a risky, pioneering venture that could have easily ended in failure.

"If we fired the first shot in a revolution, great," Maki said. "Hopefully others will give it a try and show us how to do it even better."

The university's findings also come with some caveats. For example, the claim that faculty members didn't have to put in more work only holds up when taking a long-term view. The instructors spent the fall 2014 semester learning how to shoot and edit video and run classrooms that revolved around classroom activities, not lectures, and the spring 2015 semester creating lecture videos and assignments. But those time investments were more or less start-up costs. Once the redesigned courses launched, the faculty members spent no more time preparing for them than they did for lecture courses -- in some cases, they even saved time by only preparing for one session taught three times.

The same goes for cost. The university might one day be able to achieve savings by flipping more courses and being able to enroll more students. Perhaps those savings could be passed on in the form of lower tuition rates. At the moment, students save time by not meeting as often face-to-face (though in some of the courses, students did save money on textbooks by using the online lecture videos and assignments instead).

Student outcomes show a more immediate positive impact. In three of the four courses, students in the redesigned courses earned higher grades than students in traditional courses did. In one course, exam results rose by about four points on a 100-point scale; in another, the share of students earning an A or a B increased to 56 percent from 40 percent. In two of the courses, the share of students who earned a D or an F fell by about 50 percent.

Undergraduate student researchers in the Wabash-Provost Scholars Program at North Carolina A&T State University in November 2015 conducted a dozen focus groups with more than 100 students at Greensboro (as well as one with the four faculty members involved in the project) to gauge their feelings about the redesigned courses.

Among students, reactions were generally positive, though some said they prefer lectures and working on their own. Most students said they found the redesigned courses more engaging than the lecture courses, that they appreciated the flexibility of meeting only once a week and that they benefited from working in groups. Since they knew the face-to-face sessions would involve discussions, presentations and quizzes, many students said they felt an obligation to keep up with the assigned readings. That same obligation made many students report that they felt more connected with their peers, though some argued that team-based learning made them feel less connected with the instructor.

The faculty members, from their perspective, said the smaller class sizes made them feel closer to their students. They said they were surprised by their students' willingness to try a new format. Although some of them admitted to missing lecturing, they said the redesigned courses were "more energizing," and that they would continue using the model -- perhaps with some small tweaks.

A report on the project, including summaries of the focus groups, can be found here. Maki invited anyone interested in flipping their courses to test the same model.

"We have shown the model didn't fail, which we expected it might," Maki said. "Now we have to get others on board."

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Flipped classroom project at North Carolina-Greensboro produces promising results

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Quality, cost, access -- pick two. That's the traditional view of higher education's "iron triangle" -- that trying to adjust for one of the three main factors of a college education will influence the other two. For example, cutting costs might increase access to students who were previously unable to afford an education, but quality might suffer as a result.

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What not to do

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Turn to Your Neighbor: The Official Peer Instruction Blog

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As a champion of the popular flipped learning method developed by Eric Mazur, this phrase always hits me hard when I hear it from fellow educators. And I do hear it.

Over the years, I've run into many different accounts of experiments in innovative teaching and flipped classrooms, not just Peer Instruction, gone awry. I have heard many refrains about clickers, "I tried clickers and it was a disaster." About flipped learning with videos, "I tried it but my students didn't watch the videos." And even about the student engagement all-star, project-based learning: "I gave it a shot but my students perform better when I lecture."

Of course, there are sundry reasons why one venture toward innovative teaching succeeds and another stumbles. I don't claim to have the one answer or a lock on the perfect explanation. In this 3-part series, I will offer possibilities to consider if your teaching improvement efforts have come up shorter than you expected starting with reason #1 why I think flipped classrooms fail.

Reason #1 Not targeting students' attention

One big measure of success in a flipped classroom is how well students perform on high stakes assessments. I believe one reason flipped classrooms fail in this way has to do with neglecting to adequately target students' attention to the things they need to perform well on those high stakes assessments before they take them [Authors note: Added for clarification on 2/11/16].

People only learn and retain what they pay attention to and think about. If students aren't performing well on assessments, one question to ask yourself is, "what are they paying attention to when they are preparing for those assessments?" The critical follow up to that is, "how am I directing students to hit the target...or the things I want them to learn and to be able to do?"

These targets are known as learning outcomes or goals. Many of us list learning outcomes on our syllabi and consider them when we write assessments. If we have time, we think about them when we select content and design lessons or assignments. Yet, generally, we direct students' attention to content by telling them what to read (or watch), assigning related homework, talking about it during class, and then revisiting the topic only once through a test question or essay assignment.

The most powerful way to direct students' attention is through that last strategy - assessment. However, that is the most infrequent thing we do - test students. And when we do test students, most of us do so only to measure learning, not to drive it.

Test-based learning, also known retrieval practice, is better way to direct students' attention to the bulls eye. Retrieval is the act of trying to call something to mind and then successfully doing so.

Let's try it: I am going to give you a retrieval cue and then you will call that information to mind.

What was the name of your first grade teacher?

Mine was Mrs. Brown. The act of successfully pulling that information from my mind is retrieval. The mental work to generate your teacher's name is qualitatively different from reading the name on a piece of paper or looking it up on the Internet. And the exercise of retrieving content in an effort to learn it is called retrieval practice.

The trick to helping students' learn, retain what they learn for the long-term, and even apply what they learn in novel contexts is to ask them questions that require retrieval of the key concepts that constitute your learning outcomes. You can do this in a variety ways - in quizzes, flashcards, clickers or other classroom response systems, immediate feedback assessment scratch offs, one minute papers, or any of the 50 Classroom Assessment Techniques by Angelo and Cross.

Warning: When designing retrieval questions, don't get lured into asking things you don't really care if your students remember or not. These are items around or outside the black ring of the dartboard, not totally unrelated but not critical. Sometimes we like to check to see if students have done their reading and we use verbatim questions as a stick, or to see if we can catch them not doing their work. Verbatim questions are ok, but only if they guide students to things you want them to learn.

For example, if we have assigned Pride and Prejudice as a reading we might ask students to identify Collins' profession to determine if they did the work. He is in the clergy and you would have to read the text or watch the movie to get that and probably pay a little bit of attention. But his profession is tangential to the key themes of the novel. Successful retrieval is powerful, so be careful not to misdirect attention with unimportant verbatim questions.

Conclusion

I have to admit that it is demoralizing and painful to put intensive time and effort (always at the expense of other things that need your attention) into teaching improvement only to find no difference in how your students perform or experience your courses. Many students and teachers I talk to about student success suggest that aligning preferred learning styles is the answer.

Forget designing instruction based on students' learning styles, an approach that has all but been debunked by the cognitive science research community. One reason flipped classrooms fail is because we don't direct students' attention effectively. If students don't think about or pay attention to the right things, they won't learn the right things. Direct their attention carefully and purposefully to get the pay off you are looking for.

Parts 2 and 3 of this series will explore additional pitfalls that may explain why some flipped classrooms fail despite our best intentions.

[ Go to Part 2 of Why Flipped Classrooms Fail here]

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"I tried Peer Instruction and it didn't work." As a champion of the popular flipped learning method developed by Eric Mazur, this phrase always hits me hard when I hear it from fellow educators. And I do hear it. Over the years, I've run into many different accounts of experiments in innovative teaching and flipped...

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Faculty Focus | Higher Ed Teaching & Learning

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We recently asked a group of teaching assistants, "How do you think today's college classroom is different than when you were an undergraduate student? What is the most significant change you've noticed?"

The number one answer? Technology.

This is not a surprise. What's most interesting is that many of these graduate students were undergraduates just a few years ago, yet they still see technology as the most significant change in the college classroom. Why? Shouldn't our students be used to it by now? Shouldn't we? Either technology is changing so rapidly that we always see it as "new," or we're still struggling to integrate technology effectively and seamlessly into the learning experience. Or maybe it's both.

Many have argued that education seems to be 'the last frontier' for technological disruption (Blin & Munro, 2008; Christensen, C., Aaron, & Clark, 2002; Christensen, 2002; Magid, L., 2013). Is it because the culture of education is resistant to change? Are we waiting for research to show how this change influences learning? Are we receiving the support we need to implement technology effectively? Are we concerned about the automatization of education? Do we struggle to use today's technology because most of it wasn't available when we were students? Are we seeing technology as a barrier between the students and us?

The answer to these questions is most likely some degree of "Yes." We know the challenges and benefits of teaching and learning with technology. But we also know there's something special about the learning experiences we share with our students in the face-to-face classroom. The face-to-face learning experience just can't be replicated, yet many of us keep trying to recreate it with technology.

But maybe that's the wrong approach. Perhaps we shouldn't try to "replicate" those face-to-face learning experiences. Instead, we should try to find the technological tools that allow us to adapt the strategies we use in our face-to-face classes to engage with and connect to our students in the online environment, just in a different way.

One way to address this is to apply the flipped philosophy to the online classroom. The flipped classroom model can help us design more interactive and engaging online learning experiences, and online classes can help us expand on what it means to flip. Certainly there is something to learn by combining these two conversations.

During the past two years, the flipped classroom has been defined as reversing what happens "in" and "out" of the classroom. Some scholars define the flip even more specifically as reversing homework and lectures where students watch videos of lectures for homework "out of class" and then engage in problem-solving and analysis "in class".

But what happens when we apply this flipped model to an online class? The "in" class and "out of class" terminology doesn't work. In the online class, what exactly is "class time" and what is "before class time"? If the definition of the flipped classroom always distinguishes between "in class" and "out of class", how can we apply the flipped approach to an online class? This is why we need to expand the definition of the flip.

In our work, we continue to push the conversations toward more comprehensive definitions of the flip. At its core, the flip means shifting the focus from the instructor to the students. You can do this by inverting the design of the course so students engage in activities, apply concepts, and focus on higher-level learning outcomes (Honeycutt & Garrett, 2013). Using this definition, the flip moves away from being defined as only something that happens in class vs. out of class. Instead, we focus on what students are doing to construct knowledge, connect with others, and engage in higher levels of critical thinking and analysis. This applies to both the online and face-to-face environment. The real flip is not about where activities take place-it's about flipping the focus from you to your students.

Using this expanded definition, what flipped strategies could we integrate into an online class? Here are three flipped strategies to start the conversation:

1. Create a scavenger hunt. During the first week of class, create a scavenger hunt with your course web site. Ask students to locate important information, announcements, and deadlines. Offer an incentive for the first one to submit the completed scavenger hunt activity. Incentives may include the first choice on presentation topics, the chance to drop a low quiz grade, or the opportunity to gain an extra credit point on the final project.

Why it works: Students are actively locating information and constructing their own mental models of the course rather than just reading the course web site or listening to a video as you describe the structure and organization of the course.

2. Create a hashtag just for your course. Encourage students to use this hashtag if they find course-related items in different social media spaces or elsewhere on the web. Make sure the hashtag is unique to your course. Consider reviewing the posts and then sharing an item a week with the entire class.

Why it works: Students are actively contributing to the conversation by sharing resources and information they find rather than just reviewing the content you have collected.

3. Develop a low stakes assignment to encourage self-reflection and analysis. Ask students to reflect on their own learning styles or personality in the online environment before beginning the semester. Encouraging students to think about this actively might help them to prepare for the online environment as they analyze their strengths, weaknesses, challenges, etc. Supplement this activity by making it a private forum requirement, then post a global response to students afterward with suggestions on how to succeed in the online environment.

Why it works: Students are asked to analyze and evaluate their strengths and weaknesses in regards to a course, activity, or assignment. This can help build students' capacity to advance towards higher levels of critical thinking.

These are flipped strategies because they shift the focus from the instructor to the students; they encourage active participation from students rather than passive observation; and, they engage students on a higher level by encouraging creativity and evaluation rather than basic knowledge recall. Most importantly, they all work in an online environment.

Whether a course is entirely face-to-face, entirely online, or a blend of the two, we can create student-centered learning experiences in our online environments by finding "flippable" moments in the digital space. Along the way we may discover that technology can encourage engagement and learning in ways the face-to-face classroom can't. When we teach with technology, and when our students learn using technology, it doesn't have to reduce engagement. We have the power to do the opposite.
Now it's your turn, what flipped strategies have you tried in your online classes to encourage increased student engagement? Please share in the comment box.
Resources:
Blin, F. & Munro, M, (2008). Why hasn't technology disrupted academics' teaching practices? Understanding resistance to change through the lens of activity theory. Computers and Education. Vol. 50, Issue 2. pp. 475-490.

Christensen, C. (2002). Improving higher education through disruption. Forum Futures. Available online: http://www.educause.edu/ir/library/pdf/ffp0201s.pdf

Christensen, C., Aaron, S., & Clark, W. (2002). Disruption in education. In M. Devlin, R. Larson, & J. Meyerson (Eds.). The internet and the university: forum 2001. Available online from Educause: https://www.educause.edu/ir/library/pdf/ffpiu013.pdf

Honeycutt, B. & Garrett, J. (September 2013). The flipped approach to a learner-centered class. (whitepaper). Magna Publications.

Honeycutt, B. & Glova, S. (2013). 101 Ways to Flip Your Online Class. Flip It Consulting & Reify Media. Raleigh, NC.

Magid, L. (February 26, 2013). Can technology disrupt education? Forbes. Available online:
http://www.forbes.com/sites/larrymagid/2013/02/26/can-technology-disrupt-education/
Dr. Barbi Honeycutt is the founder of Flip It Consulting and the director of graduate professional development and teaching programs at North Carolina State University. Sarah Glova is a lecturer in the Professional Writing Program at North Carolina State University.

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We recently asked a group of teaching assistants, "How do you think today's college classroom is different than when you were an undergraduate student? What is the most significant change you've noticed?" The number one answer? Technology. This is not a surprise.

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Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and (Mazur, 2009); In essence, "flipping the classroom" means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

In terms of Bloom's revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which "first exposure" occurs via lecture in class, with students assimilating knowledge through homework; thus the term "flipped classroom."

What is it?

Flipped Classroom

The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.

To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work (writing, problems, etc.) prior to class. The students receive productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students' work. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.

Inverted Classroom

Maureen Lage, Glenn Platt, and Michael Treglia described a similar approach as the inverted classroom, and reported its application in an introductory economics course in 2000. Lage, Platt, and Treglia initiated their experiment in response to the observation that the traditional lecture format is incompatible with some learning styles. ¹ To make their course more compatible with their students' varied learning styles, they designed an inverted classroom in which they provided students with a variety of tools to gain first exposure to material outside of class: textbook readings, lecture videos, Powerpoint presentations with voice-over, and printable Powerpoint slides.

To help ensure student preparation for class, students were expected to complete worksheets that were periodically but randomly collected and graded. Class time was then spent on activities that encouraged students to process and apply economics principles, ranging from mini-lectures in response to student questions to economic experiments to small group discussions of application problems. Both student and instructor response to the approach was positive, with instructors noting that students appeared more motivated than when the course was taught in a traditional format.

Peer Instruction

Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction (2001). Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction (PI) model requires that students gain first exposure prior to class, and uses assignments (in this case, quizzes) to help ensure that students come to class prepared. Class time is structured around alternating mini-lectures and conceptual questions. Importantly, the conceptual questions are not posed informally and answered by student volunteers as in traditional lectures; instead, all students must answer the conceptual question, often via "clickers", or handheld personal response systems, that allow students to answer anonymously and that allow the instructor to see (and display) the class data immediately. If a large fraction of the class (usually between 30 and 65%) answers incorrectly, then students reconsider the question in small groups while instructors circulate to promote productive discussions. After discussion, students answer the conceptual question again. The instructor provides feedback, explaining the correct answer and following up with related questions if appropriate. The cycle is then repeated with another topic, with each cycle typically taking 13-15 minutes.

Does it work?

Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as "heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors" (Hake p. 65) for 4458 students in 48 courses. He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

Carl Wieman and colleagues have also published evidence that flipping the classroom can produce significant learning gains (Deslauriers et al., 2011). Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was "flipped," with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class. During the experiment, student engagement increased in the experimental section (from 45 +/- 5% to 85 +/- 5% as assessed by four trained observers) but did not change in the control section. At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the "flipped" classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.

Theoretical basis

How People Learn, the seminal work from John Bransford, Ann Brown, and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that

"To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application" (p. 16).

By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding, thereby supporting Bransford and colleagues' third major conclusion:

"A 'metacognitive' approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them" (p. 18).

Although students' thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

What are the key elements of the flipped classroom?

1. Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class (see an example here). These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT's OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn't have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments.

2. Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their preparation....and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

3. Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they're struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual "clicker" questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

Where can I learn more?

CFT Director Derek Bruff has a good blog post on flipping the classroom with some great embedded references. Find it here: http://derekbruff.org/?p=901.

References

Berrett D (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and results. American Journal of Physics 69: 970-977.

DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science 332: 862-864.

Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.

Hake R (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.

Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education 31: 30-43.

Mazur E (2009). Farewell, Lecture? Science 323: 50-51.

Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall.

Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 103-119.

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
Footnote:
¹ Although there is widespread belief that matching students' preferred "learning styles" to instructional formats promotes learning, a 2008 review by Pashler and colleagues finds no evidence that this strategy promotes learning.
Cite this guide:
Brame, C., (2013). Flipping the classroom. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle...

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When a Flip Pioneer Hands off his Video Lectures

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When a Flip Pioneer Hands off his Video Lectures

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Chronicle of Higher Ed

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Technology

George Frey

In a way, there are two Norman Nemrows. There's the real-life professor who spent much of his career teaching accounting students at Brigham Young University. And there's the one I'll call Video Norm, the instructor immortalized in lectures on accounting that he began recording nearly 15 years ago.

For more than a decade, students at BYU learned from both Norms. About half of the class sessions for his introductory-accounting course were "software days," when students watched an hour or two of video lectures on their computers anywhere they wanted and then completed quizzes online. The other class periods were "enhancement lectures," in which students-as many as 800 at a time-gathered in a classroom and did group work led by the actual Mr. Nemrow.

Back when it started, in 2000, this method of reducing in-person classes and replacing them with videos and tutorials was an innovation, but today it is a buzzword: the flipped classroom.

A few years ago, the living, breathing Norman Nemrow retired from the university. And that's when things got interesting, or at least more complicated, because students at BYU still learn from Video Norm.

In fact, every student taking introductory accounting at the university watches the video lectures, some 3,000 students each year. And the in-person sessions? They're now led by another accounting professor, Melissa Larson, who has been thrust into the novel role of doing everything a traditional professor does except the lecturing. The tough question-and one of the biggest for the future of the flipped model-is whether other professors will be willing or able to become sidekicks to slick video productions.

Ms. Larson gets high marks on student evaluations for leading group work in the large classroom sessions and answering questions by email. But Video Norm remains the star.

That was clear when Mr. Nemrow showed up, in person, at the end of the fall semester to give a guest lecture for the introductory course. You'd think a Hollywood actor had come to campus. Students showed up early to take selfies with the professor they had spent so many hours watching on video.

"We got front-row seats," said Celeste Harris, a junior in the course. "We said, we have to see what this guy is like in real life."

How did Mr. Nemrow compare with the digital version? "He's a little older than when he recorded the videos," Ms. Harris noted, "but it was actually one of the best lectures I've heard." It was inspirational, she said, because Mr. Nemrow recounted the story of this unusual accounting course, which has become a kind of legend on the campus.

From Business to Teaching

Mr. Nemrow started out as a businessman. He worked at a consulting firm in California, then helped start a real-estate-investment firm. But he was drawn to the classroom. For years he taught accounting on the side, first as an adjunct at California State University at Fullerton, then full time at Pepperdine University.

Around the time he turned 30, he sold his business and decided to retire early. He didn't want to do nothing, but he no longer had to work for money, he says, even with a wife and five small children.

"I didn't really have a burning desire to create another business," he says. He took some art classes. He played a lot of golf. "For a couple of years I was trying to kind of find myself," he recalls. "I decided what I really wanted to do is probably teach."

So he called up the dean of the business school at his alma mater, Brigham Young, and asked if there was a teaching spot for him. He had a master's degree but not a Ph.D., and at first the answer was no. "When I told him I was willing to do it as a volunteer, his attitude changed," Mr. Nemrow recounts, with a laugh. "He let me teach the intro course for a year."

BYU hired Mr. Nemrow as a full-time professor. He donated his salary to the university, he says. A devout Mormon, he saw the work as a way to give back to the church. In his mind, that left his teaching in the category of volunteer work. "I wanted to have complete and total freedom, and I didn't want to make a commitment to how long I'd be there."

After several years of teaching the introductory course, he says, he began to get tired of repeating himself and answering the same questions. He considered writing a textbook and even drafted a couple of chapters. "But I thought to myself, this isn't as effective as when I'm explaining it in person."

So, in 1998, he approached the university's fledgling instructional-technology group and pitched his idea to reformat his course around a series of videos and computerized homework assignments. "They were worried about getting funding, so I just put up the money myself," about $50,000, he says.

After two years of development and some lobbying to persuade the accounting faculty to let him try his flipped experiment, Video Norm was born.

Mr. Nemrow says the software increased the number of students he could teach at one time, while reducing the time it took him to do it. And he says his surveys showed that 93 percent of his students reported learning more effectively from the flipped format than from a traditional one. Both his inner businessman and his inner philanthropist thought: This is going to be big.

Hitting the Road

Mr. Nemrow believed that his system was simply better than the old way, and he thought that once other accounting professors saw it, they'd immediately adopt his videos and software rather than the textbook-and-lecture method.

He started a company, Business Learning Software Inc., to manage and update the videos and the delivery technology. True to his desire to keep his teaching like volunteer work, he says, he donates any profits to charities. Because the software and videos were developed at BYU, the university owns them and gets a portion of any revenue from their sale. And he made all of the videos for his intro course available free online.

Mr. Nemrow traveled to accounting departments and academic conferences around the country, evangelizing his teaching approach and his software. But, to his surprise, he found few takers.

"When I talked to faculty, their eyeballs got big, but it wasn't excitement-they were scared to death," he says. Only a handful of professors tried it, but "all the rest of them saw it as threatening to their careers, and to the way they were teaching."

Mark H. Taylor was one of the few professors immediately excited by the idea. And his experience shows that professors were right to worry about their roles' changing. At the time, Mr. Taylor was at Creighton University, and he tried the flipped approach in a course with 40 introductory-accounting students.

"The students at Creighton did not bond to me, they bonded to him," he says, meaning to Video Norm. "I wasn't really doing the instructing."

The experiment itself was a success, Mr. Taylor says. The students benefited from being able to rewind the lectures and review anything they didn't initially understand. They also liked that they could play the lectures at double speed (something students at BYU typically do as well).

But he says he missed the feeling of connection with his students: "It was more of a pride thing on my part than any real problem with using these videos. I think some professors, including myself, love that lecture time." And in the flipped model, he felt, students were less willing to come to his office and ask questions.

'It's a Bit Tricky'

That was in 2007. Today Mr. Taylor is chairman of the accounting department at Case Western Reserve University, and he's thinking of trying the flipped approach again, believing that the flexibility the videos give students outweighs his own feelings.

The chair of the School of Accountancy at BYU, Jeff Wilks, agrees that flipping a classroom with someone else's materials isn't for everyone: "It takes a certain kind of professor to be in front of this big of a class and not be bugged by the fact that a lot of the teaching is going on outside the class by someone who isn't you."

Ms. Larson, the classroom professor at BYU, says her changed role has taken some getting used to, and requires her to maintain a deep familiarity with Video Norm. "It is a bit tricky, because you have to watch Norm's stuff and you have to bridge it" in classroom demonstrations.

But if Ms. Larson feels like a supporting cast member at times, she says she may soon move into a starring role, if a planned update of the lectures goes forward: "I'll be the face on the new ones." Already she is recording what she refers to as "pencasts," short videos of her working through each homework problem, which students can watch if they get stuck.

"Some people say they feel like they had two professors," Ms. Larson says.
College 2.0 covers how new technologies are changing colleges. Please send ideas to jeff.young@chronicle.com or @jryoung on Twitter.
But Mr. Nemrow is the figure who has become larger than life. One year BYU students designed T-shirts emblazoned with his face and the words "Norm is Watching." "I rarely go anywhere in Utah where I am not recognized by former students," he says. "They usually want to thank me for the software and talk about the course and life in general."

He understands the concerns of professors who prefer teaching the basic concepts themselves. "To be perfectly honest," he admits, "I probably would have had trouble turning my students over to a product like mine made by someone else."

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When a Flipped-Classroom Pioneer Hands Off His Video Lectures, This Is What Happens

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Technology In a way, there are two Norman Nemrows. There's the real-life professor who spent much of his career teaching accounting students at Brigham Young University. And there's the one I'll call Video Norm, the instructor immortalized in lectures on accounting that he began recording nearly 15 years ago.

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How to...

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Outside of Class:
Directions to Games and Activities
Readings of Scripts
Important Terms and Vocabulary
Video Clips of Performances
Incorporation of More Theatre History
Examples of Other Students’ Work
Reflections
Quizzes and Tests

During Class:
Acting Exercises
Improv Game
Rehearsal
PERFORMANCES

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This is for you, Mike Anderson!

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beginner's Guide to Flipping the Classroom

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beginner's Guide to Flipping the Classroom

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When a Flip Pioneer Hands Off His Video Lectures

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When a Flip Pioneer Hands Off His Video Lectures

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Apps for flipping...

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Best Apps and Websites for the Flipped Classroom | Common Sense Education

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Help students brush up on key content at home so that they come to class eager to clarify, explore, and use what they've learned. Explore this Best Apps and Websites for the Flipped Classroom Top Picks list of 33 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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Faculty Focus | Higher Ed Teaching & Learning

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In this ongoing series focused on flipped and active-learning classrooms, we're taking a deeper look into how to create successful learning experiences for students. We've examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let's focus on the challenge of managing the in-person learning environment.

When you think about flipping a lesson or a class, you must, on some level, embrace the messiness of a dynamic learning environment.

By design, flipped classrooms and active-learning environments are dynamic. There are so many moving pieces. Students might be working in pairs or groups. They are most likely moving through the course material at different paces. The classroom is noisier than usual because students are talking, interacting, and working on tasks together. Some students are looking up resources online, while others are reviewing their notes. A few students may be on their phones choosing not to participate. You are probably moving around the room as you try to speak with as many students as possible. You might rush from one group to another based on how many hands are raised. Several students may decide to walk up to you to ask their questions rather than wait for you to make it to their table.

This "messy" type of learning environment can be challenging for both students and faculty. For some, it may seem too chaotic and disorganized, causing anxiety and frustration. For others, this is exactly the type of excitement and energy they need to learn and thrive.

When you think about flipping a lesson or a class, you must, on some level, embrace the messiness of a dynamic learning environment. But that does not mean you lose control or let chaos rule your classroom. In fact, because there are so many variables in the flipped classroom, you need to be even more organized, and put systems in place to help you and your students focus on the learning. Here are three strategies to help you manage the in-class learning environment and stay organized:

Create a system to organize the paperwork. Even in this digital world, there always seems to be paperwork. Worksheets, outlines, papers, quizzes, index cards, and notes from excused absences can quickly get out of control, especially if you teach a large class. One of my colleagues developed an in-and-out folder system that works really well to help her manage her paperwork and communicate with 180 students across two classes. She places students in semester-long groups and gives each group a colored pocket folder. She asks the students to create a name for their group and write each group member's name on the front cover of the folder. Then she asks students to label the right pocket "IN" and the left pocket "OUT." When students turn in a piece of paper, they place it in the "IN" pocket. After the instructor reviews it, she places the piece of paper in the "OUT" pocket for students to pick up and take out.

At the beginning of every class, the first member of the group to arrive picks up the folder, takes it to the group, and distributes the paperwork. At the end of class, each group member turns in any paperwork, and one student gives the folder to the instructor. If someone is absent, the paperwork stays in the folder until the student returns to class. If something is confidential between the student and the instructor, the student places it in a sealed envelope or folds and staples it, so others cannot see it. What makes this folder system effective is that it's simple, it reduces the sheer amount of individual sheets of paper you carry when you leave class (12 folders is better than 90 pieces of paper!), and students are involved in the process of keeping things organized.

Download the free report "Blended and Flipped: Exploring New Models for Effective Teaching & Learning." Get your copy now "

Develop ways to focus your energy. This idea comes from Jon Bergmann's blog (Bergmann, 2016). Bergmann is a teacher and flipped classroom advocate. Recently, he shared a great idea he learned from an anatomy teacher who attended one of his workshops. The teacher gives each group one green cup, one yellow cup, and one red cup to place on their tables during class time. When the group is working and they don't need help from the instructor, they place the green cup on the table. If students are working and they have a question, but it's not urgent, they place the yellow cup on the table. If the group places a red cup on the table, then they have a question that requires immediate attention. This type of strategy helps you focus your energy, so you're not running around and feeling overwhelmed trying to speak to every group and possibly interrupting their work process.

Use templates. When I lead faculty development workshops, I always provide templates for lesson plans, brainstorming processes, and assessments to give participants a place to start. The process of creating a template clarifies your expectations and sharpens your focus on what's most important. Templates allow you to communicate with your students, clarify expectations, and provide structure to the learning experience. Think beyond rubrics. Use a template to structure group discussions. Create a template to help students outline the chapter as they read. Develop a worksheet template. Try developing a template for your slides. Give your students a template for all writing assignments. Create templates for emails, so you can copy and paste your responses to the types of questions you're asked most frequently. Templates can save time and allow you to focus on content rather than layout or design. Templates also offer some predictability for students, which can be helpful and reassuring in dynamic learning environments.

Now it's your turn! Let's keep the conversation going. What strategies do you use to manage all the moving pieces in your active learning classroom? How do you stay organized in the midst of all the activity in your flipped classroom?

Bergmann, J. (March 20, 2016). Mastery simplified: Five tips to make mastery a reality. Flipped Learning Blog. Online at: http://jonbergmann.com/mastery-simplified-five-tips-to-make-mastery-a-reality/

Felder, R. & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), p. 43-47, Taylor and Francis Group.

Honeycutt, B. (2013). Five ways to address student resistance in the flipped classroom. Fractus Learning. Online at: http://www.fractuslearning.com/2013/07/01/student-resistance-flipped-classroom/
Barbi Honeycutt is the owner of FLIP It Consulting in Raleigh, N.C. and an adjunct assistant professor at NC State University. For more strategies, download the free whitepaper "10 Strategies to Encourage Students to DO the Pre-Class Work in Flipped and Active Learning Classrooms." Connect on Twitter @BarbiHoneycutt or the FLIP It blog.
© Magna Publications. All rights reserved.

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Managing In-Class Learning Experiences in Flipped Classrooms

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In this ongoing series focused on flipped and active-learning classrooms, we're taking a deeper look into how to create successful learning experiences for students. We've examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities.

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ascd.org.mar13.vol7.num06

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Turn to Your Neighbor: The Official Peer Instruction Blog

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This is a question that comes up often in the world of higher education, where class attendance is usually not compulsory. One fine day early Fall of 2012, I took this question with me on my walk from my office in the University of Texas at Austin tower to one of the largest auditoriums on campus.

I was visiting Stealth Flipper's class, a large enrollment (n=400) Humanities course for non majors, called Introduction to Ancient Rome. Stealth put all pre-recorded lectures online for students and required them to watch three to four, 20 minute lectures per week. In class, Stealth used several innovative strategies, such as mini lectures, clicker questions, guided large class discussion, and Peer Instruction.

Within the first few minutes of arriving, as I had to jockey for a seat, the answer to my question seemed pretty clear. I wrote the following statement in my notebook: "Yes! Students will attend even when the lectures are online!" and I took the above snapshot as proof.

Now, as I think back on this, I ask myself - "So what? Is attendance really a measure of how well a course is going?"

Stealth had not always taught a flipped class. Indeed, she originally taught Intro to Ancient Rome more traditionally - by assigning readings, lecturing, and "trying to push the class to think deeply about the complexities of the content," she says on her blog, Teaching without Pants.

Stealth emphasizes that she liked teaching a large class and "even enjoyed lecturing." That said, she also felt that something just did not sit quite right with her and the traditional approach: "I hated the feeling that I was in cahoots with my students-I'd make the class entertaining and not too demanding and they'd humor me by cramming a bunch of facts (from a study guide I handed out) and then purging them on the midterms. I knew they weren't really learning, but didn't know what else to do. I also realized that I was going to become bored very quickly with giving the same lectures every fall."

So, when Stealth learned lecture capture via Echo360 was available in her classroom, she decided to try to flip her class. I have been eagerly following Stealth's flip quest for almost a year. Through a ton of trial and error, she's come up with two game changing tips that I think everyone considering flipping their classroom should know.

1. Don't tell students you are "flipping" or "experimenting"

In the first implementation of her flip, Stealth used the word "flip" to describe her class to her students. Everything in the literature says to spend time upfront describing exactly what you are doing as a means of meeting the inherent student resistance that will come when you try flipping for the first time.

"I told the students that they were in a 'flipped' class and tried to make them partners in creating the learning environment" she says.

When I heard about what happened next, it caught me like a deer in headlights. I was stunned and had no idea how to help.

Students in Stealth's class started a Facebook Page with a thread titled "I hate the flipped class." This thread was not only active, it had quite a bit of disturbing content. Apparently, students did not complain about the content or the teacher but their dissatisfaction with the "flipped class" was vocal and aggressive. Comments included plans to blast the class in the end of course evaluations and that students were not paying to go to a top university to watch their teacher on a video or to talk to their peers in class.

Such student resistance can be a huge turn off for instructors who are spending an inordinate amount of care, time, energy, and emotion toward creating a better learning experience for their students. Albeit small, an uprising of vocal, angry, dissenting students can be enough to send some teachers packing their flipped-class suitcases back to the land of lecture for good. I've seen it happen myself, at Harvard, and heard about it elsewhere.

Not so for Stealth Flipper, my new hero.

In several conversations over the past year, Stealth told me that in reading between the lines, she felt students actually had some valid concerns. Instead of chalking it up to the flip class itself and abandoning ship, she sifted through their comments, took them seriously and listened carefully.

Through this exercise she got an idea that would change the trajectory of her flip and her teaching.

She discovered that her students seemed to be latching onto the word "flip." She made several tweaks to her flip approach, but the most interesting to me is that the following semester she did not decide to give up on the flip class. Rather, she decided to give up on using the word flip. "I haven't used the word flipped or flip once in the course or in talking with my students," she recently told me-hence the moniker, Stealth Flipper.

According to Stealth, this tweak has worked brilliantly. "Student resistance hasn't just lessened, it has entirely disappeared," she says. Students now come to her office and report how much they enjoy how she teaches, whereas in the fall, they would come in and complain about their "flip class."

So, she must have just made the class easier, and that's why they liked better, right? On the contrary, she made it harder and added many more formal assessments.

2. Don't teach in new ways and assess in old ways, add frequent low stakes assessments

The other tip that changed the flipped game for Stealth was her approach to assessment. In her first implementation, she used the same approach to assessment that she had in her traditional class. Students had three midterm exams and a final exam. In her second implementation, however, she added nine weekly quizzes plus a portfolio project in addition to three midterms. She administered the quizzes with Scantrons.
Nine weekly quizzes? WHAT? Certainly this would cause a revolt?
It seems not. Students have indicated that the quizzes have motivated them to change their approach to learning - ie. not cram before the midterm. This is also reflected in their viewing patterns. Figure 1 shows Stealth's students' lecture-video viewing patterns for both semesters in the week before the second midterm. Observe that in the first implementation (Fall 2012) there was a huge spike in views in the week before the exam, which was not the case for the students in the stealth flip class (Spring 2013)...they were watching all along.

Engagement and less student resistance is not the only outcome that Stealth is realizing through these two tweaks. She has also observed a gain in the average on the first two midterms, as demonstrated in Figure 2. One thing to note is that the exam in the stealth flipped class was significantly harder than Fall 2012 exam.

As Stealth says, "there's such a difference in the spring class. I think these two points are important because they counter a couple of orthodoxies-that you should tell students they are in a flipped class to encourage buy in; and that you can't do low stakes assessment in a large intro class because the logistics are too messy. " For a more detailed version of how she runs class based on these two ideas click here.

In closing, my original question about whether students will attend class if I put all my lectures online seems trivial. Who cares? The real question is will they learn to learn better and will they show greater success in so doing. It seems with these two key yet simple tweaks, they just might.

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The 2 most powerful flipped classroom tips I have learned so far

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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. One fine day early Fall of 2012, I took this question with me on my walk from my office in the University of...

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Flipping classroom !

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Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and (Mazur, 2009); In essence, "flipping the classroom" means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

In terms of Bloom's revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which "first exposure" occurs via lecture in class, with students assimilating knowledge through homework; thus the term "flipped classroom."

What is it?

Flipped Classroom

The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.

To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work (writing, problems, etc.) prior to class. The students receive productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students' work. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.

Inverted Classroom

Maureen Lage, Glenn Platt, and Michael Treglia described a similar approach as the inverted classroom, and reported its application in an introductory economics course in 2000. Lage, Platt, and Treglia initiated their experiment in response to the observation that the traditional lecture format is incompatible with some learning styles. ¹ To make their course more compatible with their students' varied learning styles, they designed an inverted classroom in which they provided students with a variety of tools to gain first exposure to material outside of class: textbook readings, lecture videos, Powerpoint presentations with voice-over, and printable Powerpoint slides.

To help ensure student preparation for class, students were expected to complete worksheets that were periodically but randomly collected and graded. Class time was then spent on activities that encouraged students to process and apply economics principles, ranging from mini-lectures in response to student questions to economic experiments to small group discussions of application problems. Both student and instructor response to the approach was positive, with instructors noting that students appeared more motivated than when the course was taught in a traditional format.

Peer Instruction

Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction (2001). Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction (PI) model requires that students gain first exposure prior to class, and uses assignments (in this case, quizzes) to help ensure that students come to class prepared. Class time is structured around alternating mini-lectures and conceptual questions. Importantly, the conceptual questions are not posed informally and answered by student volunteers as in traditional lectures; instead, all students must answer the conceptual question, often via "clickers", or handheld personal response systems, that allow students to answer anonymously and that allow the instructor to see (and display) the class data immediately. If a large fraction of the class (usually between 30 and 65%) answers incorrectly, then students reconsider the question in small groups while instructors circulate to promote productive discussions. After discussion, students answer the conceptual question again. The instructor provides feedback, explaining the correct answer and following up with related questions if appropriate. The cycle is then repeated with another topic, with each cycle typically taking 13-15 minutes.

Does it work?

Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as "heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors" (Hake p. 65) for 4458 students in 48 courses. He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

Carl Wieman and colleagues have also published evidence that flipping the classroom can produce significant learning gains (Deslauriers et al., 2011). Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was "flipped," with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class. During the experiment, student engagement increased in the experimental section (from 45 +/- 5% to 85 +/- 5% as assessed by four trained observers) but did not change in the control section. At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the "flipped" classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.

Theoretical basis

How People Learn, the seminal work from John Bransford, Ann Brown, and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that

"To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application" (p. 16).

By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding, thereby supporting Bransford and colleagues' third major conclusion:

"A 'metacognitive' approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them" (p. 18).

Although students' thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

What are the key elements of the flipped classroom?

1. Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class (see an example here). These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT's OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn't have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments.

2. Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their preparation....and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

3. Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they're struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual "clicker" questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

Where can I learn more?

CFT Director Derek Bruff has a good blog post on flipping the classroom with some great embedded references. Find it here: http://derekbruff.org/?p=901.

References

Berrett D (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and results. American Journal of Physics 69: 970-977.

DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science 332: 862-864.

Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.

Hake R (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.

Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education 31: 30-43.

Mazur E (2009). Farewell, Lecture? Science 323: 50-51.

Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall.

Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 103-119.

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
Footnote:
¹ Although there is widespread belief that matching students' preferred "learning styles" to instructional formats promotes learning, a 2008 review by Pashler and colleagues finds no evidence that this strategy promotes learning.
Cite this guide:
Brame, C., (2013). Flipping the classroom. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle...

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https://www.knewton.com/infographics/flipped-classroom/

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Faculty Focus | Higher Ed Teaching & Learning

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Flipped learning environments offer unique opportunities for student learning, as well as some unique challenges. By moving direct instruction from the class group space to the individual students' learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course. Likewise, because students are individually responsible for learning the basics of new material, they gain regular experience with employing self-regulated learning strategies they would not have in an unflipped environment.

But because initial engagement with new material is done independently as a preparation for class time rather than as its focus, many things could go wrong. If students do the assigned pre-class work but don't acquire enough fluency with the basics-or if they simply don't do it at all-then the in-class experience could be somewhere between lethargic and disastrous. How can an instructor in a flipped learning environment avoid this and instead have consistently engaging and productive learning experiences for students in both the individual and group spaces?

A key to achieving this kind of environment is assessment. Because flipped learning is more decentralized and personalized than a traditional course design, the challenge is to have assessments that provide reliable, actionable information about student learning in the various phases of flipped learning that is as up to the minute as possible. Armed with this knowledge about student learning, instructors can provide just the right amount of support at just the right time, anytime.

Join Robert Talbert for Assessment Strategies for Flipped Learning Experience. During the seminar, he explains many of the assessment options available in the flipped classroom and how to use them for the best results. Learn More "

Here are four strategies for flipped learning assessment that can help provide this kind of support.

1. Start with good learning objectives. The basic principle of backward design states that we should start by determining the learning outcomes we wish from students, determine what constitutes acceptable evidence that students have attained these, and then design specific ways of gathering that evidence. Before any good assessment can happen, we need good learning goals. When designing a flipped course or unit, careful and clear enumeration of learning outcomes will give a framework for learning activities and help students know what they need to know and where it fits in the overall scheme of the course.

2. Employ a "frequent and small" approach. In an ideal world, there would be a device that connects directly into students' brains that would give a continuous stream of full-spectrum data about student learning and engagement. No such device exists yet, so the next best thing is to give assessments that are short, frequent, and informative that collect these data for us. For example, classroom response systems can be used effectively to gather in-the-moment data about student learning. Short metacognitive activities, such as one-minute papers, can give a bigger picture. And don't forget that assessment doesn't necessarily mean quizzing or grading. Sometimes simply having students talk through a procedure while you observe them can give you mountains of "data" about how they are doing.

3. Use "preformative" assessment. In addition to the usual categories of formativeand summative assessments, flipped learning environments have a special third kind of assessment that I call "preformative." This refers to assessments given while students are learning new material independently, before any group interaction has taken place. Preformative assessment gives a reliable idea of what students have learned before the all-important group space activities you have planned. Preformative assessments can serve not only as data-gathering opportunities but also as learning experiences. For example, in the Guided Practice model of pre-class activities (Talbert, 2014) students practice self-regulated learning strategies in acquiring fluency with new material while at the same time giving the instructor data about their attainment of basic learning objectives, in a format that is lightweight, risk-free, and welcoming to initial failures.

4. Act on, and share, the data you collect. The purpose of assessment is to glean information that will improve student learning. When assessment data come in-from a reading assignment, a clicker question, a one-minute paper, and so on-ask: What does it mean, and how can this help? In this way, the instructor takes on the role of "resident data scientist" in his or her class, converting data into information and communicating that information to his or her clients (the students) with a view toward their attaining their goals.

It is helpful to remember that the word "assessment" comes from the Latin term ad sedere, meaning "to sit down beside." When we assess, it should be as if we are pulling up a chair next to individual students, getting down on their level, and putting ourselves in their corner to give them information that will help them succeed. In a flipped learning environment, the structure of the class puts students in a position to learn in improved ways, but it's assessment that opens the way to success.

Reference:
Talbert, R. "The Inverted Calculus Course: Using Guided Practice to Build Self-Regulation." Web log post. "Casting Out Nines." Chronicle of Higher Education, 4 March 2014. Web. 20 July 2015. http://bit.ly/1kWlBoT

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Four Assessment Strategies for the Flipped Learning Environment

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Flipped learning environments offer unique opportunities for student learning, as well as some unique challenges. By moving direct instruction from the class group space to the individual students' learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course.

# data[].attributes.attachment_link.readable_text
Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and (Mazur, 2009); In essence, "flipping the classroom" means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

In terms of Bloom's revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which "first exposure" occurs via lecture in class, with students assimilating knowledge through homework; thus the term "flipped classroom."

What is it?

Flipped Classroom

The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.

To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work (writing, problems, etc.) prior to class. The students receive productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students' work. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.

Inverted Classroom

Maureen Lage, Glenn Platt, and Michael Treglia described a similar approach as the inverted classroom, and reported its application in an introductory economics course in 2000. Lage, Platt, and Treglia initiated their experiment in response to the observation that the traditional lecture format is incompatible with some learning styles. ¹ To make their course more compatible with their students' varied learning styles, they designed an inverted classroom in which they provided students with a variety of tools to gain first exposure to material outside of class: textbook readings, lecture videos, Powerpoint presentations with voice-over, and printable Powerpoint slides.

To help ensure student preparation for class, students were expected to complete worksheets that were periodically but randomly collected and graded. Class time was then spent on activities that encouraged students to process and apply economics principles, ranging from mini-lectures in response to student questions to economic experiments to small group discussions of application problems. Both student and instructor response to the approach was positive, with instructors noting that students appeared more motivated than when the course was taught in a traditional format.

Peer Instruction

Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction (2001). Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction (PI) model requires that students gain first exposure prior to class, and uses assignments (in this case, quizzes) to help ensure that students come to class prepared. Class time is structured around alternating mini-lectures and conceptual questions. Importantly, the conceptual questions are not posed informally and answered by student volunteers as in traditional lectures; instead, all students must answer the conceptual question, often via "clickers", or handheld personal response systems, that allow students to answer anonymously and that allow the instructor to see (and display) the class data immediately. If a large fraction of the class (usually between 30 and 65%) answers incorrectly, then students reconsider the question in small groups while instructors circulate to promote productive discussions. After discussion, students answer the conceptual question again. The instructor provides feedback, explaining the correct answer and following up with related questions if appropriate. The cycle is then repeated with another topic, with each cycle typically taking 13-15 minutes.

Does it work?

Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as "heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors" (Hake p. 65) for 4458 students in 48 courses. He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

Carl Wieman and colleagues have also published evidence that flipping the classroom can produce significant learning gains (Deslauriers et al., 2011). Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was "flipped," with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class. During the experiment, student engagement increased in the experimental section (from 45 +/- 5% to 85 +/- 5% as assessed by four trained observers) but did not change in the control section. At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41 +/- 1% in the control classroom and 74 +/- 1% in the "flipped" classroom, with an effect size of 2.5 standard deviations. Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.

Theoretical basis

How People Learn, the seminal work from John Bransford, Ann Brown, and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that

"To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application" (p. 16).

By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding, thereby supporting Bransford and colleagues' third major conclusion:

"A 'metacognitive' approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them" (p. 18).

Although students' thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

What are the key elements of the flipped classroom?

1. Provide an opportunity for students to gain first exposure prior to class.

The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class (see an example here). These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT's OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn't have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments.

2. Provide an incentive for students to prepare for class.

In all the examples cited above, students completed a task associated with their preparation....and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

3. Provide a mechanism to assess student understanding.

The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they're struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding.

4. Provide in-class activities that focus on higher level cognitive activities.

If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual "clicker" questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

Where can I learn more?

CFT Director Derek Bruff has a good blog post on flipping the classroom with some great embedded references. Find it here: http://derekbruff.org/?p=901.

References

Berrett D (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience and results. American Journal of Physics 69: 970-977.

DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science 332: 862-864.

Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.

Hake R (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.

Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education 31: 30-43.

Mazur E (2009). Farewell, Lecture? Science 323: 50-51.

Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall.

Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 103-119.

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
Footnote:
¹ Although there is widespread belief that matching students' preferred "learning styles" to instructional formats promotes learning, a 2008 review by Pashler and colleagues finds no evidence that this strategy promotes learning.
Cite this guide:
Brame, C., (2013). Flipping the classroom. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle...

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https://blog.peerinstruction.net/2013/04/16/the-2-most-powerful-flipped-classroom-tips-i-have-learned-so-far/

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Faculty Focus | Higher Ed Teaching & Learning

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A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives. This particular podcast focused on how to "create margins" in life to reduce stress and avoid burnout. Quoting Dr. Richard Swenson's work, Hyatt defines a margin as "the space between our load and our limits. It is the amount allowed beyond that which is needed. . . . Margin is the gap between rest and exhaustion. . . . Margin is the opposite of overload."

As I listened to this podcast, I realized that the idea of creating margins also applies to the flipped classroom. I often hear comments like "The flipped classroom takes too much time," "I don't have time to devise so many new teaching strategies," "It takes too much time to record and edit videos," "I don't have time to cover everything on the syllabus," or "I don't have time to redesign all of my courses." I also hear "I tried to flip my class, but it was exhausting; so I quit."

If these comments sound familiar, it might be helpful to create margins in your flipped classroom. Here are five recommendations for building margins into a flipped learning experience that will be successful for you and your students:

Recommendation #1: Find flippable moments.
Faculty interested in the flipped classroom get really excited about the flipped classroom. They get so excited they want to flip everything! They flip every lesson, every assignment, every project. And they burn out. The first way to save time is to step back from a course and identify its flippable moments; this will help you choose what, when, and how to flip. You will know where to focus your time and energy so you and your students can avoid feeling overwhelmed.

Recommendation #2: Make small changes.
Once you identify the flippable moments in a course, focus on a specific lesson. Flip one lesson. Start by reviewing your learning outcomes for clarity and purpose. Then try one flipped strategy during the lesson. If you're just beginning, start with a simple, two-minute "think, pair, share" to see how it feels. Flipped classrooms don't have to be all or nothing; you can flip parts of a lecture or an assignment and leave the rest unchanged.

Recommendation #3: Build margins into the lesson plan.
Once you look at which lessons to flip, build margins into the actual lesson plans. Where can you find white space in a lesson? For example, if it takes you five minutes to solve a problem in a lesson, plan for your students to take 10 minutes. If you are trying out new technology in a lesson, plan for it not to work the first time. If you are introducing a new activity, allot enough time to explain the process three times. Building these types of margins into your lesson plan will help you stay in control and avoid getting overly stressed in a dynamic learning environment.

Download the free report "Blended and Flipped: Exploring New Models for Effective Teaching & Learning." Get your copy now "

Recommendation #4: Rethink how your time is defined.
If you're thinking, I don't have time to plan activities for the flipped classroom, I challenge you to rethink how your time is defined. Yes, it takes time to plan activities for the flipped classroom, but it also takes time to prepare a lecture. In the flipped classroom, your time is spent walking around, talking with students, and being actively passive.

Recommendation #5: Do less, accomplish more.
In his podcast, Michael Hyatt said, "Do less, accomplish more." This is probably the best way to describe the power of the flipped classroom. Sometimes we think we have to "cover" everything on a syllabus. We have to assign more homework, require more reading, add more writing, work more problems, and give more examples. Such overload is the opposite of margin. When it comes to the flipped classroom model, you don't have to use a new flipped approach every single day for every single class. Not every assignment needs redesigning. You don't have to use games if games aren't your thing. Don't force the strategies. Do whatever works for you and your teaching style. By flipping only what needs flipping, by stepping back and doing less, your students will accomplish more.

Let's keep the conversation going. How do you manage classroom time? What advice can you offer other faculty who are starting to think about planning flipped and active learning experiences? How do you build margins into your teaching?

Read the previous articles in this flipped classroom series:
Five Ways to Motivate Unprepared Students in the Flipped Classroom Three Focusing Activities to Engage Students in the First Five Minutes of Class
Managing In-Class Learning Experiences in Flipped Classrooms

Hyatt, M. (June 25, 2012). How to create more margin in your life. Podcast. Hosted by Michael Hyatt. Available online at http://michaelhyatt.com/more-margin.html
Barbi Honeycutt is the owner of FLIP It Consulting in Raleigh, N.C. and an adjunct assistant professor at NC State University. She is the author of 101 Ways to FLIP! and FLIP the First Five Minutes of Class: 50 Focusing Activities to Engage Your Students. Connect on Twitter @BarbiHoneycutt and on the FLIP It blog.
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Five Time-Saving Strategies for the Flipped Classroom

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A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives. This particular podcast focused on how to "create margins" in life to reduce stress and avoid burnout.

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Don't poke your eyes out, Mike.

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Hawkes Mathematics Blog on Flipped Classroom Ideas

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Hawkes Mathematics Blog on Flipped Classroom Ideas

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It's one of the most discussed topics in higher education today: the flipped classroom, which reverses the typical lecture and practice components of a course. We examine four commonly held misconceptions to set the record straight:

1. A common misconception about the flipped classroom is that it completely eliminates the in-class lecture and relocates all instruction to occur online. While it's true that the instructor will be recording and sharing lecture content to be viewed ahead of class time, in-class discussion remains equally important.

In fact, modified lectures during class time become less of a one-way street and more of an active discussion under the flipped approach. During this time, the instructor can answer questions that students have about the material, reinforce key points, and make real-world connections with current events before moving on to hands-on activities and group work.

2. The conversation surrounding flipped classrooms tends to focus on the creation or use of instructional videos. However, there is a wide variety of ways to present materials outside of the classroom thanks to modern technology, such as podcasts, interactive practice problems, photo libraries, guided readings, case studies, slideshows, simulations, and educational games.

What students are assigned outside of the classroom is only half of the story; devoting class time to the application of concepts through practice, collaborative discussion, and projects is central to the flipped learning philosophy.

3. The role of the instructor under the flipped classroom can often become even more essential than under a traditional approach. Content coverage becomes a responsibility shared with the student, allowing the instructor to become more of a coach, expert resource, and discussion leader while continuing to assess student progress and achievement. By repurposing class time to act as a workshop rather than a lecture period, instructors are more able to identify errors in thinking and correct them before test time.

4. While a significant up-front time investment may be necessary to create or find new formats for presentations of material and design new in-class experiences, flipping the classroom can actually reduce prep work in the long term.

Once materials are created, they can be reused across multiple sections and semesters, and even minor updates to content likely won't require starting from scratch. Further, the Internet offers a vast and diverse array of free and high-quality resources, such as Kahn Academy's video library, that can be utilized in a flipped course to deliver content.

Recording lectures can be as simple as using a USB microphone and speaking over a presentation, such as a PowerPoint previously created for in-class use. Many computers and laptops have built-in webcams, which can easily record video content. Online apps, such as Blendspace, provide a simple, interactive platform to create and publish content.

Howard Community College in Columbia, MD, developed a flipped approach to developmental mathematics by utilizing a variety of teaching methods, including video lessons, one-on-one lab tutoring, and both electronic and pencil-and-paper assignments and quizzes. Watch the recorded webinar!

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It's one of the most discussed topics in higher education today: the flipped classroom, which reverses the typical lecture and practice components of a course. We examine four commonly held misconceptions to set the record straight: A common misconception about the flipped classroom is that it completely eliminates the in-class lecture and relocates all instruction to occur online.

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Tech-Enabled Learning | Feature

6 Expert Tips for Flipping the Classroom

Three leaders in flipped classroom instruction share their best practices for creating a classroom experience guaranteed to inspire lifelong learning.

Illustration by Peter Hoey

"If you were to step into one of my classrooms, you'd think I was teaching a kindergarten class, not a physics class," laughs Harvard University (MA) professor Eric Mazur. "Not because the students are children, but because of the chaos and how oblivious the students are to my presence."

Such pandemonium is a good thing, insists Mazur, an early adopter of the flipped classroom model that has become all the rage at colleges and universities across the country. "That's how we all learn: by actively engaging in the material rather than sitting in a classroom and writing down the words said by the professor."

In a flipped classroom, professors assign pre-class homework consisting of brief, recorded lectures and presentations, digital readings with collaborative annotation capabilities, and discussion board participation. This frees up classroom time to promote active learning through collaborative, project-based learning using simple display and sharing tools.

"The flipped classroom has become increasingly popular lately because there are so many new technologies that make out-of-classroom content creation a little bit easier," notes Chris Millet, assistant director of Education Technology Services at Penn State University. "And there are drop-dead-simple technologies that keep the flow of idea generation and exchange moving inside the classroom to support active learning."

While technology facilitates flipped instruction, it takes both planning and experimentation to perfect the model. CT asked three experienced classroom flippers for their tips and best practices.

1) Use existing technology to ease faculty and students into a flipped mindset. "The technology needs to support really easy creation of the material, and allow for easy access by the students," explains Millet, citing lecture capture as a good starting point. "A lot of lecture capture technologies support things like searching within slides, bookmarking, annotations, and collaboration within the platform, so I think that's a really good baseline technology to support a lot of the pedagogy that we talk about with flipped classrooms.

"I've been spearheading our lecture capture initiative here at Penn State," he continues. "Our strategy for lecture capture was to get faculty using these tools to record instructional content as a way to get their feet wet, and then use that as the first step toward encouraging them to record content outside the classroom for flipped instruction."

Faculty use the same distribution method with lecture capture that they'd use to distribute pre-class instructional materials to students, notes Millet, so both faculty and students are already familiar with the technology. "It's all integrated into the LMS, so it's really easy for the students to know where to get that pre-class content, since they've already been accessing recorded lectures from the traditional classroom."

2) Be up front with your expectations. "Students come in with a specific mental model of how a classroom ought to work that is quite ingrained," remarks Robert Talbert, a professor of mathematics at Grand Valley State University (MI) who's in his first year of teaching in the flipped model for his Communications in Mathematics course. "It starts with the professor telling them what to do, and it ends with the professor telling them what to do. When you invert that situation and make them active participants, it really takes a long time, a lot of repetition, and a lot of marketing to get students to buy into this."

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6 Expert Tips for Flipping the Classroom -- Campus Technology

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Tech-Enabled Learning | Feature Three leaders in flipped classroom instruction share their best practices for creating a classroom experience guaranteed to inspire lifelong learning. Illustration by Peter Hoey "If you were to step into one of my classrooms, you'd think I was teaching a kindergarten class, not a physics class," laughs Harvard University (MA) professor Eric Mazur.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.