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What are some common ideas and benefits of flipping your classroom that you gleaned from the videos you watched?  Be sure to cite evidence from all three videos to support your response. (Minimum of 6 sentences)
Please respond by clicking the + sign in the lower right hand corner of the page to create a discussion box. For Title, put your name. In the main body, type your answer.  Add comments and vote for the two posts you find most insightful.

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In the video by Jon Bergman and Aaron Sams, they mention that the point of a flipped classroom is that your actual class time is used for higher order thinking and more engagement. This is something that I have found to be difficult, and I believe that a flipped classroom is just the right answer. In Video 1, they discussed how time can be saved in creating a short video. Additionally the teacher creating the video can use his or her own creative lens in putting the content together. I also liked how Katie had her students to create their own video in order to teach their peers. Finally, in Video 3, he points out that a 40 minute lesson can be condensed to about seven minutes because there are not any interruptions. I also loved the idea of using a short lecture as bellwork, and then transitioning into the hands-on activities.

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In the video by Jon Bergman and Aaron Sams, they mention that the point of a flipped classroom is that your actual class time is used for higher order thinking and more engagement. This is something that I have found to be difficult, and I believe that a flipped classroom is just the right answer. In Video 1, they discussed how time can be saved in creating a short video. Additionally the teacher creating the video can use his or her own creative lens in putting the content together. I also liked how Katie had her students to create their own video in order to teach their peers. Finally, in Video 3, he points out that a 40 minute lesson can be condensed to about seven minutes because there are not any interruptions. I also loved the idea of using a short lecture as bellwork, and then transitioning into the hands-on activities.

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I thought the idea of using a short video as bell work and another short video as a closure was very interesting. My big concern with a flipped classroom is students not doing the work outside of class. Utilizing this method, there may not be any outside work for students to complete. As an instructor, I could also see it useful to have those first few minutes of class to take attendance and get the class activity assembled.

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Some of the ideas that make me interested in a flipped classroom are the time spent in student engagement, reaching the higher order thinking, and the benefit of watching the videos at home. In the video with the diamond shaped Bloom's Taxonomy model, the presenter stated that the applying, analyzing, and evaluating stages would occur more often in a flipped classroom due to the students needing less teaching of the new concept and more practice/ creation using the new concept. In the playposit video of the math teacher, she stated that her first video was 4 minutes long and her normal lectures last for an hour. That would give much more time to interact with students and it allowed her to give those students experiences they never would have had. In the video that mentions who benefits from the videos, it did not just state students, but that their parents and even principals could view the information being presented. For me personally, the school I teach at has a high ELL population. With the parents being able to view the videos it ensures they are using the same academic vocabulary that I am when discussing "homework" with their children.

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In the first video that I watched, I was most impressed by the differentiated portion that was viewed. I often feel as though the students that I interact with daily get lost in the pace of the teacher's lesson. I liked the idea of using videos that students can watch as many times, pause if needed, and even speed up. I like that this gives the students control over there own learning.

The second video I viewed introduced the idea of a Flipped Classroom with no technology. Being a Sped teacher I often do not have technology on a daily basis. With this, students are shown a lecture video that covers the content for the day. Student apply what was shown in the video through an activity. I like this idea of allowing students to collaborate in a meaningful way. This boosts student motivation and engagement.

The third video I video focused on rethinking the idea of a Flipped Classroom. This video broke down the value of the videos that are seen. This portrayed that 50% is based upon creating the video, 40% is uploading them, and 10% is assigning them as homework. The purpose of this is to build accountability and becoming more effi

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In the first video I was impressed with how they demonstrated how all classrooms can be flipped. Giving directions to the students before they come into the classroom can build excitement for the day. It gives the students something to look forward to.

The second video I watched the use of differentiated instruction and reflection. By using the video students can re watch videos and get the information as they need it. Sometimes students didn't understand a concept and are afraid to ask a question, in the flipped classroom they can just rewind and replay the video.

The video also stressed the importance of reflection. When making videos it forces the teacher to re watch and it also enables the teacher to get instant reflection and see from the students point of view. The teacher can the focus on their best practices and improve the practices that need improving.

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The videos shared several different benefits of flipping a classroom.  In the first video I particularly liked the example of putting English mechanics on a video.  I also like the idea of how to decide what to put in your first video.  The instructor said, "Simply ask yourself what do you find yourself repeating over and over in the classroom. " I plan to use the steps of collaboration, applying, creating and publishing in my classroom.  As an English teacher, I will incorporate students in the mechanics videos first.

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Some of the benefits of flipping a classroom is the amount of time that is actually wasted on "lecturing." By making a short video for the students to watch saved 40 minutes in class the students could use for application of what was learned. I liked how not watching the video outside of school wasnt an excuse for class. He basically made the students watch it during class and that students lost out on time spent working with the teacher or others.
I teach physical education and an example of it it the gym was having a video made that showed how to hit a volleyball. I can use this for any skill/sport we are learning. Throwing a ball, catching, shooting, stretching. Students can watch my videos, practice at home or outside of school and then come to class with the knowledge needed. It saves time standing around and get the students more active. I believe having a flipped classroom is a great way from having boring lectures to motivation students to participate in class and interact with others.

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In the first video, Bergmann and Allan highlighted the various ways in which the flipped classroom can be utilized across content areas.  During writing instruction, the flipped classroom can be a crucial key to success.  One of the major challenges of writing instruction is creating the time students desperately need to write; therefore, when students are given instruction beforehand, this creates the freedom and the space necessary to facilitate real discussion and creation during the writing process.  Further, as Gimbar mentioned, the flipped classroom is a solution to the lack of student engagement in the classroom, particularly  among large class sizes.  The flipped classroom offers students the opportunity to learn at their own pace without the boredom or temptation of distraction accompanying whole-group direct instruction.  Finally, Allan offered an alternative to those classrooms who do not have the option of 1:1 student devices or to those teachers who would like another alternative to student devices.  The flipped classroom can be structured so that a condensed lecture, accompanied by pausing and questioning throughout,  is the catalyst for a lesson spent in applying/ analyzing the material learned.

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In the video about the Flipped Classroom doesn't require computers or devices, it was an interesting concept of watching the video together at the beginning and end of class. This gets rid of the problem of students not watching the video on their own. It also allows most of class time for interaction, with the condensed lecture on the video. The video from Katie was also very informative on time spent in class on instruction. It did make me consider time wasted from interruption, or waiting on students to take notes. I liked how the main video broke down different ways that specific subjects can use flipped classes. As a social studies teacher, I can see ways of using it with primary source lessons.

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Haley Glapa

In the video "Flipping the Classroom - No Computers or Internet Required" I found this video eye opening of how to flip within your classroom. It gave great ideas to video our normal 40 minute lecture in a 7-10 minute video. Use the opening of class to show the video and use the majority of class for activities and simulations. 

In the video, "The Flipped Class is for Flipping Anyone" I loved how he showed examples of how it should look. He took different disciplines and highlighted ways to use the flipped classroom in each one.


In the playposit video, Katie gave eye opening information about the length of our lectures. She showed inefficient traditional teaching has become. Flipping your classroom is the best way to insure differentiation is taking place. It aids in remediation, but it also helps advance students to move more quickly. 

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Haley Glapa

In the video "Flipping the Classroom - No Computers or Internet Required" I found this video eye opening of how to flip within your classroom. It gave great ideas to video our normal 40 minute lecture in a 7-10 minute video. Use the opening of class to show the video and use the majority of class for activities and simulations. 

In the video, "The Flipped Class is for Flipping Anyone" I loved how he showed examples of how it should look. He took different disciplines and highlighted ways to use the flipped classroom in each one.


In the playposit video, Katie gave eye opening information about the length of our lectures. She showed inefficient traditional teaching has become. Flipping your classroom is the best way to insure differentiation is taking place. It aids in remediation, but it also helps advance students to move more quickly. 

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I love that the video provided ways to implement a flipped learning approach in almost any subject area. I found it beneficial to hear the tips on how to deliver math and science content through video prior to students coming to class or within the first few moments of class.

I was also impressed with the way a flipped learning classroom would help with differentiation. I believe giving students the chance to take ownership of their learning at their own pace is powerful. I am excited to provide engaging and purposeful lesson to my students using this method.

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EJP
95% of students have internet access.  Putting flipped lessons on video and uploading them to YouTube allows students to access them from any device.  Parents appreciate this type of learning because they are limited in their ability to assist with traditional homework.  Students enjoy the technological approach and the time management opportunities with flipped learning.  While flipped learning works for some teachers, it may not be for everyone.  I found that admonition liberating.  

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EJP
95% of students have internet access.  Putting flipped lessons on video and uploading them to YouTube allows students to access them from any device.  Parents appreciate this type of learning because they are limited in their ability to assist with traditional homework.  Students enjoy the technological approach and the time management opportunities with flipped learning.  While flipped learning works for some teachers, it may not be for everyone.  I found that admonition liberating.  

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I like the idea that students are able to refer to the teacher's video when needed for clarification.  Differentiation would be easier in a flipped classroom. Students would me more engaged in learning.

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The flipped classroom would be beneficial for ESL students. Not all of the students have internet access at home, but small groups could watch the videos in the classroom ,while other groups are working with the teacher or each other. A fli

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I took a lot from the flipped classroom regarding differentiation. I think this would be especially helpful for students who need to work at a slower pace. The way the Katie Gimbar was talking about how if the students needed to go back and watch the videos again in the middle of the lesson, really stuck with me as a way that my students could get some extra support that wasn't necessarily in the form of a teacher or EA. This is especially helpful because we are working with so many kids doing so many things (we might be working on ELA and work skills at the same time with two different groups), that there may not be somebody available at the exact time a student needs help. I also appreciated how Gimbar was able to see how much time she was trying to "fill" during the lecture part of her class when she saw the actual time on her video. This shows me that even if we have to do the videos in the beginning of class, we will still have plenty of time to work with the students on the application of the lesson. Finally, our students need a lot of support with the application of things. It is incredibly helpful to flip the classroom and give them the extra time to go over application versus spending time on the actual lecture as Sams says in his video.

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I think the benefits, especially for ELs are that students can watch the videos again if they don't understand or to go back to review a concept. The ability to slow down and pause would also be a great benefit to my students. Students are able to use class time to focus on applications or things that they are struggling with instead of just introducing new material. They have support when they most need it instead of going home and struggling with assignments. I also think it is a big benefit that it allows more time for students to work together and discuss concepts.

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This inservice was very eye opening for me. I have always stayed away from the flipped classroom, because I knew some students didn't have technology access, and I just assumed they wouldn't do it. However, this training dealt with both of those issue for me. I am excited to be able to spend more time in the classroom working with my students and expanding on ideas, and not just lecturing. I also love the idea of students learning at their own pace. They can pause videos, or watch them at double speed. They get to control the pace. I also think the flipped classroom will provide wonderful resources for the struggling student to go back to missed content, as well as the enriched student to move beyond a basic level of understanding during class time.

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I am testing your pd

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In the video, "Benefits of Flipping the Classroom", he introduces the idea that students can learn at their own pace. This would save time in the classroom as a whole class. What takes an entire class period for all, may only take 7 to 10 minutes at home through a video.

In the video with Katie Gimbar, she states she did not realize how her classroom was not efficient and how time had been waisted. By using the flipped classroom she is saving time in her classroom where she can work with the students who need extra assistance. The students who were ready to move on and create, they would be able to do so. This is true differentiation. The videos are also modeling for the students. She has a class of 37 for her algebra classes and she is able to meet each students needs. As a reflection, I can see using this to help with a class that contains 1/3 principal's list, an ESL student, and 2 students who are at basic. This would help individualize learning in my classroom.

Dr. Lodge McCammon discusses the importance of how one presents the reason a flipped classroom is a great choice. Creating the videos helps hold teachers accountable, but it also helps build relationships with parents and students. Students and their parents can watch videos and learn at anytime the content that a teacher is teaching at any time.

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In the first video, it was good to hear all the ways flipping a classroom can benefit different types of classrooms. If students watch the lecture at home, and are able to spend the bulk of class time applying what they have learned, it gives them an opportunity to develop their higher-order thinking skills.

In the video with Katie Gimbar, it really hit home how much time I spend standing in front of my classes lecturing, and how flipping my classroom can fix that. It was also nice to hear that flipping your classroom can be just as effective for a large class (37?!) as it can for a smaller class.

I feel as though the third video I watched was the most beneficial for me. Dr. McCammon was discussing how you can take the need for watching a flipped classroom video at home out of the equation completely. That has been my biggest trepidation in flipping my class, but creating a video that is watched as my anticipatory set would solve that issue. Then, revisiting the video at the end of the application process could serve as a review or reflection.

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In the first video, Mr. Bergmann and Aaron Sims provided a variety of examples for every classroom. Many of the ideas suggested could be used across disciplines.  As a CTE educator, I loved the idea of demonstrating skills via video and allowing for increased lab experiences in class.

The first video with Katie was amazing.  She showed how the concepts she was teaching could be condensed into a short video clip when you take out the class disruptions.  She also showed how she was able to then differentiate the material and group students to meet their needs.  This also allowed for students to create and model their learning once they had mastered the material.

I found the last video with Dr. McCammon to be very interesting. He talked about how the creation of content videos help teachers reflect and improve their instruction.  By posting the videos, teachers are accountable for the material and transparet. It provides a place for students and parents to view the content being taught and makes it available to students ondemand. The video portion of flipped learning should focus 90% on the concepts above an only 10% on if the students will watch the video.

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The first video emphasized how the flipped classroom allows for more time to create, evaluate and analyze through in class activities.  This higher order skills enrich and enhance our students' learning.

The next video that I watched was really exciting because it showed how you can use the flipped model without students accessing the internet at home or doing homework.  It made me realize that this is something I do with mini lessons, and creating these videos would enhance that process.  Students can also use the videos for remediation and differentiated paces.

The third video that I chose focused on the creation and distribution of the lesson videos using youtube or another platform.  It emphasized that this ensures accountability for teachers and students.

I have to say that creating these short lecture videos has been difficult for me to do this year.  I've made a few, and I'm always pressed for time or don't feel like the videos are "perfect".   I want to try it more after watching these videos.

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The first video explains how the flipped classroom is set up where the students can watch a video showing instruction at their home and then do more engaging activities and projects with the teacher in the classroom. The second video showed how a teacher could do a short video of instruction (saving time from disruprtions) and then use the class time for projects and practicing skills that were taught. The last video talked more about the use of videos to get the students more engaged and how it can self pace instruction for those who may need to slow down the instruction to gain more understanding.

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The first video, with Bergman and Sams addressed different ways that one could flip the classroom, regardless of subject. I found this to be helpful because it gave some real ways to adjust for a flipped classroom.

In the playposit video with Katie, I loved how she included some videos with students educating their classmates. She also really highlighted the key factor of consistency, so that parents and students alike know what to expect when they are doing work at home.

Finally, in the third video, Dr. McCammon speaks to one of my biggest concerns with flipped learning--lack of internet or computer at home. I feel like that is often a concern with teachers and giving some concrete ways to adjust the idea of flipped learning helps highlight some ways to actually implement the work of a flipped classroom.

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In the first video, I really liked the idea of putting practice problems only in a video for students to work through the modeled problems. This would definitely help those who struggle to do multi-step equations or processes.
The second video with Dr. Lodge was excellent,  I liked doing the in-class or whole group flip, where questions could be put through the video. Then going over it again at closure.
In the playposit video (my favorite flipping resource) Katie really surprised me with the simplicity of her videos. I liked that she was visible in each one. I might change mine up so they can see me. I also liked how she differentiated each group from those who required more practice, to the high achievers who could then teach others.

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One of the most interesting things I found from the first video was how Bergman and Sams addressed flipping an English classroom.  They focused on using the videos more for writing (grammar and usage) than reading.  While I agree that writing concepts can easily be flipped, many teachers would love to hear about how to flip reading as well. It was also interesting to see what the authors thought would work in different classrooms, especially in the arts.

The second video had the most useful information for me, as I was curious about how to flip a classroom without using the Internet / videos for homework.   The way he described it reminds me of the workshop method, but I like the idea of a pre-taped lesson to prevent interruptions and keep the teaching short.  I always found myself going over the suggested 10-minute time limit for a mini-lesson when teaching "live."  A video lesson would also eliminate any technical errors that eat up class time and get the students off track.  Last, using an in-class flipped approach still gives you the "bang for your buck," but eliminates the problem if a student chooses not to complete the homework or has technical difficulties one night.

The third video didn't really help me personally, as I already believe a flipped classroom approach could work, but I did like how he stressed the importance of a teacher creating his / her own content as the main benefit for trying a flipped approach, as it allows for reflection and flexibility.

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One of the biggest take aways that I found from the first video  was that this will allow for more engagement with our students and more differentiation.  I liked the idea of switching your group time from a lecture/model stand point to the entire class time being hands on.

In the playposit video, I loved the fact that students are getting engaged and making videos and becoming the teacher, as well.
I use a lot of technology in my classroom and even my elementary students are making powerpoints to teach the class on different topics.  They loved it.  I love the thought at allowing them to make videos to "teach" their peers.

In the last video, they discuss the concern of home resources when it comes to internet.  This would be my biggest concern.  I wonder if allowing those students to watch those videos the day before with EAs?

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In the first video by Jon Bergman and Aaron Sams, "The Flipped Classroom", they share various ways to "flip" in different content areas.  It is very valuable to see that this is an ingenious way for teachers to get their time back and to be able to "facilitate" student learning. They shared how students would be able to receive direct instruction at home, at their own pace. The next day, they will be able to apply and create their understanding of the content. Teachers are then free to address students' needs.
In the PlayPosit with Katie, she encouraged teachers to flip in the name of differentiation. A great deal of her time was spent trying to keep students engaged and focused on the lesson. Many of her students didn't "need" what she was teaching on that day at that time. By creating multiple videos, her students were able to move ahead or review what they needed to learn. This causes students to be more reflective about their learning and gives them an opportunity to learn at their own pace.
In the third video, the presenter discusses the benefits of a flipped classroom. The teacher just has to put in minimal time through the creation of a 2-4 minute video and students can create so much following the lesson. You will be able to create activities where the students can move, create their own video, and collaborate through just flipping one lesson!

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When I started teaching, I wanted to give blended learning a try. However, I was not confident in how well it would work in my classroom. I teach math, and I have struggled to find a useful example of blended learning in the math classroom. After watching the first video, I now see how effective flipping my classroom can be. I often find myself frustrated with myself because I cannot seem to reach all of my students. What I liked about the first video is that flipping the classroom allows students to work on their math skills at their own pace. This keeps those students engaged and learning no matter what stage of understanding they are in. For my second video, I watched the PlayPosit with Katie. This video was the perfect math example that I have been searching for. What I took away from her video is just how repetitive and drug out an in class lecture can be. When she showed that her first video she recorded was only 4:33 long, I started thinking about how ineffective my classroom time actually is. I love how she refers to herself as the facilitator of the classroom because she is basically assisting and making sure the students are staying on track. Flipping the classroom really makes the students take ownership of their own learning. The last video I watched was No Internet? No Problem. What I took from this video is that you can flip your classroom and still do everything in class. Instead of spending the majority of class time on the lecture, you can show a short video lesson and still spend the bulk of your time on activities that will deepen student understanding. Even though everything is done in class, the students still have access to the videos so they can watch again if they need more support.

Overall, flipping my classroom will truly help me make the most out of the time I get with my students.

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In the first video it was helpful to see the ways flipped learning can be incorporated into any classroom. I teach math and while the math section was helpful, what was is more beneficial to me is the use flipped learning as a differentiation tool giving students the ability to fast forward, rewind, and pause as needed.

What struck me the most in Video 1, was Katie taking and hour lecture and condensing it into a 4:33 video. The amount of time flipped learning can free up over the course of a year in mind boggling. I understand her struggle of spending valuable time just trying to get students to stay on task. Even in a class of 37 students she was able to do small groups. I like the idea of having one group working on practice problems, another group could be collaborating together, and the possibility of an enrichment group. Those students are unfortunately a group that is often ignored.

My biggest concern when going into this was the what if? What if the students don't have access to internet? What if they don't watch the videos? I like how Video 3 addressed that you can still used the flipped model and do it completely during class time.

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In the first video,  I like the idea of students being able to work at their own pace.  Students being able to replay or slow down information, I can see be very useful. It was also beneficial to me to see that it can be implemented to any classroom. In the PlayPosit video, I liked to see how engaged the students can be within the classroom. Giving time to be creative, ask questions, and talk among each other.
In the third video, I liked the idea of creating a video to shorten content time to allow for more time on activities. It would cut back greatly on interruptions, allowing for the students to listen first and then learn. Still a concern I have is for students who do not have access to technology and student actually watching before attending class.

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Some of the benefits that I learned from the videos are the following.
After watching video two, I learned through the breakdowns how to better utilize the block of time that you are given with children. Often times we have the notion that, there just isn't enough time in the day. Through the breakdown it outlines how to maximize the time in order to spend the bulk of your interactions helping students to creatively analyze and apply the concepts that you are learning.
I also took from the videos that another large benefit from a flipped classroom is the minimized interruptions. It is, without fail, that you either have a classroom distractions or student distraction during whole group/lecture that is hard to avoid. By integrating a flipped classroom, you can make short videos without these items that allow the instruction to flow quickly and efficiently.
The videos are also continually there for support of students who need it. The concept has great benefits overall, and I am excited to see how I can maximize this practice within my own classroom.

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As a special education teacher, I found the Flipped Classroom concept very interesting. This will give students an opportunity to replay and slow down the information given. I was impressed with the first video I watched because it broke down the benefits of students controlling the pace of the instruction. This is very important when working with special education students because the all have very specific needs that are all very different. The second video discussed the problem of students not having access to technology at home. I do have multiple students who do not have access at home, so having the option to utilize this in class can take care of this issue. The fact that this can be a very flexible is very appealing. The third video broke down the creation of the videos, upload them and then assign them. This concept makes a lot of sense and I would be willing utilize it in the near future.

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I enjoyed Video 3, in which he discusses the idea of letting students watch the video of direct instruction in the beginning of class, as an introduction to a concept, and then watching the video again at the end of class to provide closure to the concept. As a first grade teacher, I love the idea of letting my students spend the majority of class time with hands-on manipulatives and getting a chance to really apply and engage in the lesson, as opposed to sitting and listening and responding to me. I love the idea of having my students watch me teach the knowledge in a video and then actually working with the concept for the majority of the lesson. This also relates back to the introductory video, in which they discuss letting students apply their knowledge in class with their peers and teacher, while learning the mechanics and content at their own pace at home.

In the 5th video, I loved seeing how flipped learning is more about the teacher perfecting his or her craft and allowing students, colleagues, and administrators to view their techniques at their own pace and as many times as they need. It is about helping students in a flexible manor. The least important aspect of flipped learning is the video being seen as homework. It is more about allowing classroom time to be used in a more efficient way, allowing teachers to deepen their instruction and allow more time for engagement and hands-on learning. This also relates back to the introductory video, in which they discuss how every subject can have "how-to" videos at home, and then the actual doing of the activity in the classroom with the teacher's assistance.

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In the videos I liked how they all showed how flipping the class room will allow students actual time to perform tasks instead of just listening to the teacher lecture.
In the first video, they gave examples how many different subjects could be flipped all resulting in students getting hands on experience during actual class time.
In my second video I watch the example by Katie of what implementing a flipped classroom did for her algebra classes. I was very surprised by how much time is wasted with lecture because of the interruptions. By going to video, she was able to present the information very quickly but the students would be able to review it as much as they wanted.  I think this really helped the students who were bored during lecture because they already understood the subject. The flipped classroom enables them to get more in-depth learnings on the subjects.
In the third video I watched, it talked about how you could use the flipped scenario even if your students don't have internet access outside the classroom. By having the video, you could show it at the beginning of class and then the bulk of the class could be spent applying the lesson.

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As Aaron and Jon said, the flipped classroom model is intriguing because it really can be used in any subject area. I am a former science teacher and current wellness instructor, so I have experience in different classroom environments. In terms of teaching physical skills such as striking or catching, I believe the suggestion that Aaron made of creating a video teaching and demonstrating how to perform these skills gives the students much needed in class time to practice and perfect the movements. On the other hand, being a science teacher in a traditional classroom environment lends itself to what Dr. McCammon explained in his unique flipped classroom approach. Splitting the instructional time into ten minute increments at the beginning and end of the class does give students ample time to apply the material specifically while constructing experiments. I also agree with McCammon's opinion that using the flipped classroom model provides for accountability and honesty as an educator. Any video we post can be viewed by students, teachers, and other educators, therefore it will always be imperative that we be responsible for presenting content in a understandable and precise way.

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In the first video, it is mentioned that the point of a flipped classroom is that your actual class time is used for higher order thinking and more engagement. I would love to do this, but trying to make videos for all the students in the school (which I teach) would be very difficult, especially when you don't see them everyday. I can definitely see how it would be beneficial and may try to do it for one grade level to start. In Video 1, they discussed how time can be saved in creating a short video. There would be no interruptions while creating the video. It was neat to hear how peers created their own videos in order to teach each other. Finally, in Video 3, he points out that a 40 minute lesson can be cut down to about seven minutes because there are not any interruptions. That is truly mind blowing. It would have to work that way, since my classes are so short.

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In the first video, Bergmann and Sams show how flipped learning can be applied in just about any classroom. Whether you teach a core subject or an elective, there is bound to be something that students can learn through a video outside of class. This is a benefit because it saves so much time in the classroom that would have been used to explain how-to instructions, draw out timelines of US History, or introduce different types of poetry. They also explain how the videos can be used by students to fit their learning needs, whether it be to speed up or slow down the process, pause, take notes, etc. The second video shows that flipped learning can still be used even when there is no technology access outside of school (Video 3 by Dr. McCammon). He shows that the classroom "timeline" is adjusted to accommodate activity and application, rather than instruction. From the third video (Video 5 by Dr. McCammon), I learned that flipped learning is not only beneficial to the students in their learning, but to the teacher and the student's surrounding support system. By creating my own videos, I am learning from myself and can receive feedback from anyone that may watch them. By having video lessons, students can learn anytime, anywhere. Their parents/guardians can watch with them and learn too.

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The common theme in all 3 videos is that a flipped classroom shortens the amount of time spent on direct instruction. Students can watch and rewatch a video as necessary to understand the material being presented. By having the students do this in advance, teachers can spend more time working with students in small group settings on activities that use more higher order thinking. They also emphasize how teaching the same lesson multiple times a day is exhausting for a teacher, and this couldn't be more true. I also very much appreciate the idea of being able to differentiate instruction. Basically, by having the direct instruction shortened and done individually, more time is available in the classroom to do the things teachers really wish we had time to do.

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I liked in the first video seeing how the flipped classroom can be applicable in different classroom settings. English classrooms would be able to post videos of the mechanics of writing and spent more time in class actually working on them. Science classes would have so much more time for labs by eliminating the lecture time. I also was impressed by the PE example. Students could watch the activity and then come into PE and go do it.
The 2nd video I watched was the first one listed. I enjoyed watching as the instructor showed how the 90 videos she had recorded helped her be more effective in the math classroom. Being on demand for students instead of repeating the same thing over and over again. I liked the 4 minute example that she used when she realized that she had been wasting so much time in the classroom.
The last video I watched was the last video.This video was Rethinking the Flipped Classroom. 50% of the time should be on creating the videos. Focusing on reflection and improvement and flexibility and efficiency. 40% on uploading them to Youtube. This would give you transparency and accountability. This would make you on demand for the world really. The final 10% would be assigning the videos for homework to make classtime more effecient

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I watched video regarding flipped classroom without technology. I found this beneficial due to the fact that many our student do not have access to a computer. I believe the flipped classroom will allow for more beneficial teaching time in the classroom. With the students doing prep work at home, time in the classroom will be spent on the more rigorous topics. It is also important to realize that flipped classroom is not always the appropriate format for a lesson. It is an excellent way to differentiate learning in the classroom. It provides
opportunity for a different way of learning.

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The first video interest me because of the benefits of a Flipped classroom due to differential discussion. The majority of the classroom format is "hands on," group work. It also allow students to control the rate in which the receive the knowledge and understanding by being able to slow down, re watch certain parts of the video. The 2 video showed how convert a traditional classroom to a flipped classroom . The flipped classroom will replace the 10 min traditional warm up and the reflection with lecture and downloaded video. The 40 min traditional lecture would be replaced by group activities. This works perfect for my classroom . I am a Theatre teaching and a lot of my curriculum deals with hands on work (monologues, scenes, presentations.) The last video discussed how a flipped classroom is not just making videos homework for students. 50% is the instructor developing lecture videos and downloaded videos. This will ensure that the instructor knows his strengths and weakness towards the subject he is instructing. 40% ins downloading the videos. This make the instructor accountable to the students, administration and the World.

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In the first video by Jon and Aaron i liked how they made the flipped classroom applicable to any Subject in school. When they started giving examples of every subject being flipped i was intrigued ESPECIALLY the one on Physical Education. I watched a youtube video with guy that had a NC state shirt on. His approach was interesting because he was not focused on having the student do the homework at home watching videos. The man stated thats only 10 percent of flipped classroom. Instead he stated that the 50 percent of flipped classroom is watching yourself and getting better individually as a teacher and 40 percent putting your work on youtube for accountability and getting better with media. I enjoyed his because i can see that there are more than 1 approach with a flipped classroom. The play-posit one i watched was okay. It was kinda boring with the person just using his hand to move little pieceis of paper back and forth and then he asked us to name the style instead of flipped classroom? Didnt understand that part but the other two was a BIG thumbs up!

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I liked the first video and how it explained how flipped models can be used for every subject area- even PE! As an English teacher, I'm still a little iffy about how I could use this model daily. I definitely see the benefits of using it when I'm introducing a new style or way to complete an assignment. In the next video, I liked how Katie spoke on the way that using these videos would be beneficial to students by giving them the info in a 7 minute time span. That way, they can view again if needed, but I don't have to waste 40 minutes of my class time going back over things if they don't get it the first time. For the 3rd video, I watched how you can do an in- class flip and students without internet at home can still benefit from the flipped model.

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I loved the comparison of the traditional breakdown of a 60 minute class to a 60 minute flipped class!  What a helpful perspective to see where we spend the most important time for our students!  The challenge I have is that we don't even have 60 minute classes.  In our high school, the classes are only 47 minutes long which is a really brief time to work with high school level students on challenging and important ideas!  I wish we would change!

Aside from that, I loved learning about how different subject areas can apply this use of time.  As an English teacher, I find that many examples of education concepts often focus on math and science as subjects.  It is incredibly helpful to hear subject specific ideas and to hear them about other key areas that are not math and science!

Finally, that technology is NOT required to have a flipped classroom is comforting. Despite knowing that 95% of the student population has access to the internet at home, I have some students who do not have phones or individual access to internet devices easily accessible outside of school. I have had to include time to provide video viewing in class and it can feel as if I'm not using the group time well. But, if it provides access to key concepts they would otherwise not have, it is critically important!

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According to Aaron Sams, the mechanics of grammar and writing can be captured on video and used by the student in a flipped classroom to review the material at his or her own pace. It is also useful for remediation purposes because the student can watch the video as many times as it takes to grasp the basic concept. From there, the teacher can use "classroom space" to work with students on the application and analysis of a particular concept. In the next video, Katie talked about how the flipped classroom can make it easier on teachers with regards to time management. She now has more time for engaging activities that puts her students at the center of their own learning. She also reassures teachers with large classrooms. In her experience, she is better able to reach learners in classrooms of up to 37 students. Finally, Dr. McCammon reminds us that repeating things in lectures can be exhausting. The flipped classroom can alleviate some of the pressure that comes with a teacher's insistence on being the "sage on the stage."

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According to Aaron Sams, the mechanics of grammar and writing can be captured on video and used by the student in a flipped classroom to review the material at his or her own pace. It is also useful for remediation purposes because the student can watch the video as many times as it takes to grasp the basic concept. From there, the teacher can use "classroom space" to work with students on the application and analysis of a particular concept. In the next video, Katie talked about how the flipped classroom can make it easier on teachers with regards to time management. She now has more time for engaging activities that puts her students at the center of their own learning. She also reassures teachers with large classrooms. In her experience, she is better able to reach learners in classrooms of up to 37 students. Finally, Dr. McCammon reminds us that repeating things in lectures can be exhausting. The flipped classroom can alleviate some of the pressure that comes with a teacher's insistence on being the "sage on the stage."

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The first video reiterated what has been a constant throughout the videos with Mr. Bergmann -- the use of valuable class time for higher level thinking, not daily lecture. He also addressed what could be brought up as a concern for the learners working and learning at different paces. The video addressing a Flipped Classroom with no internet or computer access was fantastic. If I were back in the classroom, I think this is something I definitely would consider implementing. I can totally see students coming into the classroom and transitioning into a short video so much easier than a lot of other transitions. Again, it is getting back that very valuable time. And finally I finished with the video addressing the Flipped Classroom Pitch. Dr. McCammon reminded us all how exhausting it can be to repeat the same material over and over, and how beneficial a video would be that could be concise and also allow teachers to self-evaluate on their delivery style/methods. I am going to suggest our counseling dept tries this next year for course registration.

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I always want my students to use a historiography mindset with each one of the standards that we cover during instructional time. Most of my time is covered within the traditional setting. The flipped method would bring about so much more time to dive deeper into the analysis and evaluation of so much more. It would reduce the lost time in class to provide background information for each standard, and would allow more time to really push to the higher points to Bloom’s taxonomy.

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As a History teacher, the goal is always to have students work and think like historians. We want our students to interact with historical documents and learn how to analyze them. We also want our students to understand multiple perspectives, question what they find, and draw conclusions based on research. However, our curriculum is often so content heavy that we find ourselves lecturing over and over in order to cover all the material. This leaves almost no time in class to do all the things we know we should be doing. In the traditional history classroom, students spend all their time listening to the teacher and the working on something at home. The flipped model would allow the students to learn the information at home and then spend class time analyzing primary sources, evaluating multiple perspectives, researching, and discussing with their peers and the teacher. I know that lectures often take much longer that we plan because of distractions, unnecessary comments, the need to clarify or say something we already said. Lecture videos would no doubt be much shorter, which would be better for everyone. In one video, the women mentions that her video clips are only 10 minutes long, compared to her usual 40 minute lectures in class. Another video mentions that you can use these shorter, to the point lecture videos in class if students don't have access at home, which would still cut down on lecture time in the classroom. The bottom line is that flipped classrooms mean more time to for students to do what we know they should be doing in school.

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When students watch or listen to lectures at home, and then solve problems and apply the new knowledge in the classroom, they get less frustration with their homework.  When they don't understand a new concept, they can ask questions and get immediate targeted answers. The time spent in the classroom becomes not enough for all the conversations and collaboration that inevitably spur from exploring subjects in a deeper manner.  Student who are absent due to illness, can catch up with their peers faster and easier with the flipped classroom model than with a traditional classroom. In the video with the Blooms Taxonomy model, the presenter stated that the applying, analyzing, and evaluating stages would occur more often in a flipped classroom due to students not needing teaching of the new concept. In the playposit video of the math teacher, she stated that her first video was 4 minutes long when her normal lectures last for an hour.

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One huge benefit that I see from this model is the shift of using class time to actually work with the students and have them engaging in meaningful activities, inquiries, etc. Traditionally, so much time is spent on lecture, notes, etc. that students don't have much time to practice the concept with me, and if they don't truly understand what they are doing, they end up frustrated at home, which in turn frustrates their parents. I also found the video on flipping within the classroom useful because not all students will have access to computers or internet. Most of mine do; however, I liked the idea that if students did not finish/did not complete  a video at home, they can still come in and use the 7-10 minutes at the beginning to begin their class time. Katie also made a good point that as class sizes begin to increase, this method is crucial to differentiating instruction because it gives her time back to engage with specific students that may need more help, as well as allows those students that do understand to move forward.

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It was interesting to hear the perspectives of Jon and Aaron in the first video about using the flipped classroom in a variety of classes. I typically would think it would be most utilized in a Math, English or Science class. However, it really could be used in a physical education class or even an art or computer course as well.

I liked Katie's insight that her lectures could be condensed into a video that was less than five minutes. My mind immediately went to how many hours would go into developing videos for students to watch. However, using raw video lessons could be done in just a short amount of time which would end up saving valuable class time.

Finally, as communicated in a previous video, although about 95% of students now have access to the internet at home, it is not necessary that they have their own devices. That has always been an "excuse" that I have had in the past for not having students complete assignments outside of the classroom that required the use of technology.

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I teach theatre so a lot of the time it is hard for me to imagine applying some of these methods to my classroom since the content is mainly performance based. In the first video when they brought up fine arts it really made me think "what content in my subject could I use this flipped method with". It was then in the last two videos that I saw what I could do. By recording my videos without interruptions like Dr. McCammon said, it helps me get through some of the longer lessons quickly and then leave the classroom time for questions. By posting my videos on youtube, it almost makes the students see me in a different light. Students live on youtube most of the time, so by adding a lesson on there, it won't come across as them having to learn but to watch their teacher on a source they already spend a lot of time on. I think this saves everyone a lot of time and it can help utilize the classroom for what it is intended for.

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Flipped learning is for every type of classroom. As an English teacher, I do not have a (new) content heavy subject, but flipped learning can be perfect for grammar or editing lessons. Dr. Lodge does a great job explaining how flipped learning can work within the class time, accommodating students without internet (and a desire to do homework.) As an educator, I love the idea of filming and making lecture concise. I also find flipped classroom emphasis on activity/application to be exciting. According to Dr. Lodge the biggest problem with flipping the classroom is explaining the pitch. A teacher creating their own unique, custom video lessons helps each educator improve and reflect on their own craft. Additionally, having videos also allows students to view as many times as needed and to adjust to their learning pace. So many problems arise from putting an emphasis on assigning the homework, thus the pitch for the flipped classroom being “off.” This should not be an emphasis, as it is a problem that is easily solved.

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The percentage shared in the first video was very encouraging for teachers who are interested in playing around with flipping their classrooms. 95% of students have access to the technology they would need to be able to complete flipped assignments at home. I guess the video that resonated with me the most was the one about not needing to have the technology or at home assignments to still successfully flip your classroom. I liked that you could start your classroom with a video, have a block of 40 minutes to create, dig deeper, research, etc. and then wrap-up with a final video. That allows ALL students to complete the assignments and not have to worry about whether they have the technology necessary at home or not. The third video I chose had the two presenters giving examples of how flipping the classroom was successful for them specifically. Being in a library setting, I cannot fully push out a flipped classroom, but this PD and information really makes me think it would be fun for our library to team up with a teacher who wanted to try out flipping as an experimental process for a year and we could help create videos about research/writing to go along with the classroom created content. The TED Talk with the real classroom examples was insightful. I really enjoyed seeing the student who had created her own video in Math similar to the videos that the teacher used to flip the classroom.

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In the first video, I liked how they shared how each content area could use flipped learning.  It gave great examples on how to use it and why it would be beneficial.  I also liked how they said even if students didn't watch it at home, they could watch it when they got to class.  It is still beneficial to them and the focus now in the classroom is to get the help you need on the harder application problems instead of doing those at home.
The second video I watched was the Algebra teacher.  She had a video for each lesson and said they last from 4-10 min, which she would have spent 1 hour lecturing her 37 kids in class and half wouldn't being paying attention.  She said having the videos cuts down on her lecture time and she has more time to practice, do projects, and learn hands on how to do problems with her help and they are all engaged instead of bored trying to listen to her lecture.
The third video emphasized that 90% of a flipped classroom is actually making the video and then uploading it to the internet. Those two pieces make you accountable to the students. The piece everyone always has problems with is the students having issues watching the videos which is only 10%, and not to worry about that. They can always watch in class the next day and get caught up.

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I love the idea.  I think this is the new style of teaching.  I think if there is any way we can build excited for a student to come to school ready to learn let’s do it.  I love allowing the students to take ownership of their learning, being able to learn at their own pace, and get help when they are in the classroom.

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I am impressed with how Flipped learning is for all types of classes. It is more efficient for the teacher and the students. I can see how this would benefit different types of learners and different personality types. Students learn different than previous generations and the presentation of the content needs to keep up.  

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I am impressed with how Flipped learning is for all types of classes. It is more efficient for the teacher and the students. I can see how this would benefit different types of learners and different personality types. Students learn different than previous generations and the presentation of the content needs to keep up.  

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Flipping the classroom helps all ability levels. When students can access your teaching or lectures away from the physical classroom, it gives them a sense of ownership in their own learning and they can focus on what their own individual struggles are. You can really enhance the growth mindset with the higher level kids, and for the slower learners, this helps their learning in that they could listen to a lecture or concept you have taught over and over again until it clicked for them, as opposed to them hearing it once in class and if they had a difficult time focusing or they just need to hear/see the same examples more than once, this becomes very effective. The video touching on utilization of flipped classroom without the internet or computers is a great way to meet the needs of all learners. You can both open and close a lesson with your lecture on video, and this cuts down the class time allotted for actually lecturing, allowing for much more time for practice and reinforcement where needed. The video that touched on the effectiveness of a flipped classroom being 90% what the teacher does (how they make the video, what is uploaded) I think goes a long way with the students because it makes it personable for the students and they are watching their actual teacher explain concepts rather than a googled how-to video. They get the same teaching style and tone they would in the traditional class setting but holds them accountable and take ownership of their learning. The other 10% of flipped classroom is problems with accesibility and because of the prominence of technology the possible lack of student access is not to be worried about.

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Flipping the classroom is helpful in several ways.  In the first video, they showed us how each content area can benefit or implement the flipped classroom.  In the second video, I watched Katy and her single take videos.  I thought this was very interesting because originally the thought of creating videos seems very daunting and this made it more realistic.  In the last video Aaron Sams talks about the pitch for the flipped classroom and how the focus should be on the benefits of having the teacher create the video lessons and upload the lessons.  Just these activities bring 90% of the benefits of the flipped classroom.

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I like the idea from the main video of how you can use the time you have in class now to focus on differentiated instruction. In video 1, the amount of time you save by posting videos instead of lecturing in class is astronomical. You know have MUCH more time to work with the kids on problems rather than presenting information. In video 3, I like the idea of having the video content as a "Bellringer" type activity. This would take care of the idea that kids with no internet at home would fall behind. This type of presentation lets you reduce the lecture content from 40 minutes to only 10, while no having a 40 min activity period with students.

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The main video discusses the primary benefit of the flipped classroom, which is to efficiently communicate lesson content so that class time is more readily available for application and other higher order thinking activities. Posting videos of content also allows for differentiation because students can pause, speed up, slow down, or repeat content as needed. I agree with most of what they say about the flipped classroom, especially differentiation, but I just have to say that as an English teacher, hearing that English isn't "content heavy" doesn't sit right. I understand his point, but it's also true that our subject has so much content that we have to use two textbooks. ; )

In another video, the time management of a flipped classroom is compared to that of a traditional classroom. Instead of 75% of the class being used for dissemination of content, the content can be condensed to a video, it can be reviewed in class, and the bulk of class can be used for application of that content.

Finally, the last video demonstrated that most of the objections to the flipped classroom occur when considering the benefit of having the students learn the content as homework. Instead of thinking about that first, we should first consider all of the vast benefits of creating and posting videos. This puts the other objections into perspective and shows that they aren't really valid when weighed against all of the benefits the flipped classroom provides for teachers and students.

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Bergmand and Sams' video really encouraged trying the flipped model in all content areas. The concept of flipped classrooms being versatile gives it more of an edge allowing for more educators to try it for themselves. Being an ELA teacher, hearing the ideas for reading and writing really spoke to me. I do see the lessons based on writing, vocabulary, and grammar easier to integrate. I think that the reading skills are going to be a little more challenging to video in such a away that really impacts their learning.
The Playposit video was also valuable. The students I teach have seemed to really enjoy PlayposIt lessons, so I do believe that they would be open to becoming the teacher at some point. Ownership can   be a motivator to some students and teaching peers can benefit our higher learners.
In Rethinking the Flipped classroom they gave a helpful breakdown of how time should be sent creating a completely flipped classroom. Fifty percent of time should be spent making the video while forty percent of time should be spent on uploading the content. That leaves the teacher with ten percent to be used to figure other ways to use time efficiently.

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I love that I can expand my time working with my students by moving the important, but easy to digest information to a different format. I liked how in the main video they discussed that I could prime the kids for dicussion and primary document time by having them first watch my lecture at their own pace. I worry about those without internet (i have a  student in that position) and I love the idea of the kids all quietly watching the video (with headphones) at the beginning of class and THEN we get into the deeper stuff, all while he is able to access the internet.

I tend to agree with the final video about the real value coming from me the teacher being the one to build the content. I think the kids will feel more connected to the work.

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The first video explained the theory behind flipping a classroom.  I really liked the explanation of Group vs Individual time.  I have used the traditional method for 22 years, therefore, was feeling a it of anxiety with this format.
With the following 2 video's , especially the one with the 8th grade math teacher,  it all began to come together.  I agree that it will be nice to only "teach" the concepts and skills 1 time, via video; allowing students to learn at their own pace by stopping, replaying and watching multiple times if necessary.  I'm excited about using "class time" to facilitate engagement in higher order thinking activities.
Also, for those who don't watch the videos at home, 1 of the videos said to let them use class time to do this as they see their peers engaged in applications that they will then have to do for "homework".

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All three videos emphasized the idea of using class time for more challenging tasks. In the main video it was mentioned that the videos are very useful for differentiated instruction. The presenters also explained how the flipped classroom could be used in each of the core subjects as well as other subjects such as art and PE. In the first video I found it informative how Katie realized that she could present material in under 5 minutes on video but took near a half hour if she did the same lesson during class. I also liked the idea of having students make their own video presentations. In video five it was very informative to see how effective making your own videos was. I also liked how he explained that it shouldn't be emphasized as homework. I have some take aways from each video I will be trying.

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I thought it was helpful that the main video showed examples of how you can flip any subject area including P.E. I also found it very interesting that 95% of students have access to internet.  The next video I watched was the one where Katie, the algebra teacher, shared that since doing flipped lessons, her lecture time could be done in about 10 minutes. A huge time-saver. I also like how much it can cut back on distractions. The last video I watched explained that students did not have to have access to computers or wifi. Students can watch this part at school, as well. It still saves instruction time and allows more time for teacher interaction.

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Dr. McCammon said it best, "It's exhausting". As a math teacher who teaches the same content 6 times a day, hearing that a flipped classroom could lighten my load enticed me. Recording my lecture would allow me to deliver the content just the 1 time, and then dedicate my energy to helping my students analysis and application problems.

I enjoyed watching Bergmand and Sams give examples of how a flipped classroom could be used in any subject area. Using a flipped classroom in a math class really can change the dynamic of the class. It allows students to process and learn the material at their own pace. Meaning that the advanced learns can burn through the "how to" section and get to the more rigorous material while the basic learners can slow the video down, rewatch it, and consume the content at a pace they're comfortable with.

Watching these videos has changed my perspective regarding the flipped classroom. I will definitely be applying it in my own room next fall!