7 keys of The Flipped Classroom

The Flipped Class : Myths Vs. Reality - The traditional definition of a flipped class is: Where videos take the place of direct instruction
  • This then allows students to get individual time in class to work with their teacher on key learning activities.
  • It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
The Flipped Classroom IS:
  • A means to INCREASE interaction and personalized contact time between students and teachers.
  • An environment where students take responsibility for their own learning.
  • A classroom where the teacher is not the "sage on the stage", but the "guide on the side".
  • A blending of direct instruction with constructivist learning.
  • A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.
  • A class where content is permanently archived for review or remediation.
  • A class where all students are engaged in their learning.
  • A place where all students can get a personalized education.
The Flip : Why I love it, How I Use it - When teachers use the flip in the classroom. Teachers can make a controversial statment. Not only that, but if teachers can use judiciously, in the right the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.

Advancing the Flip: Developments in Reverse Instruction: This post by Jonathan Martin on the award winning Connected Principles Blog is ripe with references, in addition to sharing insights into classroom flips performed by instructors at his educational institution and others. He also shares and quotes from a variety of other educator’s postings about reverse instruction. The Flipped Classroom Model: A Full Picture: Jackie Gerstein breaks the flipped classroom into 4 distinct phases and discusses them in this thorough article, providing a lot of resources for support and further exploration. Gerstein’s article has a strong emphasis on experiential, hands-on learning activities. One of the slides in an included SlideShare presentation states, “I believe my role is a tour guide of learning possibilities – providing students with a menu of these possibilities”. The author clearly feels that the flipped classroom lends itself to this approach. Flip your classroom through reverse instruction: This post opens with the question, “Have you ever experienced the unique and rare moment when, after doing something the same way for years and years, you have an epiphany and wonder, ‘why am I doing it this way?’” The article goes on to discuss this instructor’s experiences implementing reverse instruction in a high school Anatomy & Physiology class. The Flipped Classroom: Instructional designer Chris Faulkner states, “if significant learning opportunities are capitalized on during class time, this could truly change learning and solve the problem, at least temporarily, of engaging students with material outside of the classroom.” In his article, he discusses pros and cons of the flipped classroom model. Reverse Instruction: More from Instructor Shelly Wright, who explains in this post that reverse instruction is no panacea, but that it can clearly have its benefits. She concludes this article with the statement, “I no longer have a classroom; I have a collaborative problem solving studio. How great is that?”. . There is a wealth of experienced, constructive knowledge shared in this content. If you wish to learn about what the flipped classroom is and what it isn’t, or just better understand how teachers have used this new-age model, then read on. Another phrase that is synonymous with “flipping the classroom” is “reverse instruction”, and this term is used in some of these resources The Flipped Class: Myths Vs. Reality: In this 3 part series of articles, a variety of teachers who have used the model do a wonderful job of clearing up misconceptions and sharing lessons learned. These articles offer a lot of informed insight into what to do and what not to do when flipping the course content delivery and instruction model. The Flip: Why I Love It, How I Use It: Shelley Wright (in an article publihsed by Tina Barseghian) explains, “I love the flip. I do. And I realize by saying this I’m making a controversial statement. I believe if used judiciously, in the right context, the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.” Advancing the Flip: Developments in Reverse Instruction: This post by Jonathan Martin on the award winning Connected Principles Blog is ripe with references, in addition to sharing insights into classroom flips performed by instructors at his educational institution and others. He also shares and quotes from a variety of other educator’s postings about reverse instruction. The Flipped Classroom Model: A Full Picture: Jackie Gerstein breaks the flipped classroom into 4 distinct phases and discusses them in this thorough article, providing a lot of resources for support and further exploration. Gerstein’s article has a strong emphasis on experiential, hands-on learning activities. One of the slides in an included SlideShare presentation states, “I believe my role is a tour guide of learning possibilities – providing students with a menu of these possibilities”. The author clearly feels that the flipped classroom lends itself to this approach. Flip your classroom through reverse instruction: This post opens with the question, “Have you ever experienced the unique and rare moment when, after doing something the same way for years and years, you have an epiphany and wonder, ‘why am I doing it this way?’” The article goes on to discuss this instructor’s experiences implementing reverse instruction in a high school Anatomy & Physiology class. The Flipped Classroom: Instructional designer Chris Faulkner states, “if significant learning opportunities are capitalized on during class time, this could truly change learning and solve the problem, at least temporarily, of engaging students with material outside of the classroom.” In his article, he discusses pros and cons of the flipped classroom model. Reverse Instruction: More from Instructor Shelly Wright, who explains in this post that reverse instruction is no panacea, but that it can clearly have its benefits. She concludes this article with the statement, “I no longer have a classroom; I have a collaborative problem solving studio. How great is that?”.

The Flipped Class ; Myths Vs. Reality

- A variety of teachers who have used the model do a wonderful job of clearing up misconceptions and sharing lessons learned. These articles offer a lot of informed insight into what to do and what not to do when flipping the course content delivery and instruction model.
The Flip : Why I love it, How I use it - “I love the flip. I do. And I realize by saying this I’m making a controversial statement. I believe if used judiciously, in the right context, the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.”
Advancing the Flip : Developments in Reverse I nstruction This post by Jonathan Martin on the award winning Connected Principles Blog is ripe with references, in addition to sharing insights into classroom flips performed by instructors at his educational institution and others. He also shares and quotes from a variety of other educator’s postings about reverse instruction. The Flipped Classroom Model: A Full Picture: Jackie Gerstein breaks the flipped classroom into 4 distinct phases and discusses them in this thorough article, providing a lot of resources for support and further exploration. Gerstein’s article has a strong emphasis on experiential, hands-on learning activities. One of the slides in an included SlideShare presentation states, “I believe my role is a tour guide of learning possibilities – providing students with a menu of these possibilities”. The author clearly feels that the flipped classroom lends itself to this approach. Flip your classroom through reverse instruction: This post opens with the question, “Have you ever experienced the unique and rare moment when, after doing something the same way for years and years, you have an epiphany and wonder, ‘why am I doing it this way?’” The article goes on to discuss this instructor’s experiences implementing reverse instruction in a high school Anatomy & Physiology class. The Flipped Classroom: Instructional designer Chris Faulkner states, “if significant learning opportunities are capitalized on during class time, this could truly change learning and solve the problem, at least temporarily, of engaging students with material outside of the classroom.” In his article, he discusses pros and cons of the flipped classroom model. Reverse Instruction: More from Instructor Shelly Wright, who explains in this post that reverse instruction is no panacea, but that it can clearly have its benefits. She concludes this article with the statement, “I no longer have a classroom; I have a collaborative problem solving studio. How great is that?”.