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Flip Tip: Store on-demand flipped classroom videos in a video management system then copy and paste embed code for your videos into your LMS. Students can easily find and watch their asynchronous learning resources in the same place they go for all course-related communication and content — simply by pressing play.

1. Flipped Classroomslcsd Educational Technology Resources Definition
2. Flipped Classroomslcsd Educational Technology Resources Examples
3. Flipped Classroomslcsd Educational Technology Resources Technology
4. Flipped Classroomslcsd Educational Technology Resources Internships

Flip Education: Turning Teaching Upside Down. The development of technology is gradually entering into school reality. The desire to convert this trend into tangible benefits is a key determinant of many experiments and innovations in education today. One such project is the flipped classroom – a method well recognized around the world. Educational Technology and The Flipped Classroom useful and sounds a great idea. Linda Crampton (author) from British Columbia, Canada on February 04, 2013: Thanks for the visit and the comment, StellaSee. Yes, there are both good and bad points about flipped teaching. The soap bubbles experiment was interesting!

The Flipped Classroom has jumped onto the education radar in recent years as a way to potentially alter pedagogical and instructional practices by utilizing emerging technologies.

In its simplest form, the flipped classroom is a model of learning where students watch content-related videos on their own time, freeing up classroom time for questions and discussion, group work, experiments, and hands-on and other experiential activities. The time spent on lecturing and lessons is literally “flipped” with the time spent on homework and projects. A lot of discussions have occurred, presentations have been made, and blog posts have been written about the flipped classroom: how to implement it; its potential to change educational outcomes and/or why it may not; it’s “fad” status; how it favors students of privilege; and so on.

A broad range of ideas regarding the flipped classroom can be viewed through our list of selected articles (see below) from the Teach 100 ranking of educational blogs.

If the flipped classroom is to become more than the educational flavor of the month, the following things should be considered:

• The flipped classroom takes advantage of modern technologies. Technology, including content-focused video, is providing educators with the opportunity to change and enhance their instructional practices.

• Administrators, curriculum developers, instructional designers, and educators should examine, reflect upon, and discuss how technology has and is changing the nature of teaching, learning, work, and play. This, in turn, should lead to evolutionary and revolutionary changes in the way instruction is provided, and in which learning occurs and is demonstrated in the classroom setting.

• The flipped classroom gives teachers and students opportunities for their face-to-face time to be engaging, enriching, and exciting. The content that, in the past, was provided via lecture during class time can now be reviewed by students on their own time and at their own pace. Watching video lectures doesn’t necessarily have to take place at home; it can also be done during class time, study periods, or during after school programs.

• The terminology related to the flipped classroom needs to fade as educators begin to transform their classrooms to be student-focused and cognitively sound (based on what we know about the brain and learning), with differentiated curricula based on student interests, learning preferences, and ability levels. Technological advancements can enable these processes to occur, and should eventually be looked on as just good pedagogy, not a new-fangled approach to education.

If you're looking to learn more about the flipped classroom approach, check out these selected articles from Teach100 bloggers:

1. 'The Flipped Classroom: The Full Picture' by User-Generated Education
2. 'Top Ed-Tech Trends of 2012: The Flipped Classroom' by Inside Higher Education
3. 'Five Ways to Flip Your Classroom With The New York Times' by The Learning Network
4. 'What's A Flipped Classroom?' by Edudemic
5. 'The Flipped Classroom: Pro and Con' by Edutopia
6. 'Flipping Your Classroom With Free Web Tools' by Free Technology for Teachers
7. 'Can the Flipped Classroom Benefit Low-Income Students?' by Mindshift
8. 'Understanding the Flipped Classroom' by Faculty Focus
9. '‘Flipping’ classrooms: Does it make sense?' by The Answer Sheet
10. 'A New Approach to Teaching? The Flipped Classroom' by Finding Common Ground
11. 'We need to produce learners, not just students' by The Chronicle of Higher Education
12. 'Flipped Learning Continues to Change Classrooms Nationwide' by Education News
13. 'The Ultimate Guide to the Flipped Classroom' byTeachThought
14. 'The ‘flipped classroom’ [WEBINAR]' by Dangerously Irrelevant
15. 'TED-Ed: Lessons (videos) worth sharing' by iLearn Technology
16. 'The Best Posts On The “Flipped Classroom” Idea' by Larry Ferlazzo's Websites Of The Day
17. 'Flipping the Classroom' by Tech & Learning
18. 'The “Flipped” Classroom and Transforming Education' by The Principal of Change
19. 'Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes' by Emerging EdTech
20. 'The Flipped Classroom: Students Assessing Teachers' by Teachers’ Leader Network
21. 'Flipped Classroom: Students Assessing Teachers' by SmartBlog on Education
22. 'Five Questions to Ask Before Flipping a Lesson' by edSurge
23. 'Foundations of Flipping' by Kleinspiration
24. 'Promise of the ‘flipped classroom’ eludes poorer school district' by The Hechinger Report
25. 'Why The Flipped Classroom Is More Than Just Video' by Fractus Learning
26. 'How the Flipped Classroom Turned Me into a Better Student' by Getting Smart
27. 'The Truly Flipped Classroom' by A Principal’s Reflection
28. 'Flipped Classroom: Beyond the Videos' by Catlin Tucker, Blended Learning & Technology in the Classroom
29. 'Educators Answer Questions About the Flipped' by The Quick & the Ed
30. 'How to Reach Struggling Students: Once You Flip, You’ll never go Back' by Flipped Learning
31. 'Flipping out? What you need to know about the Flipped Classroom' by GradHacker
32. 'Flipping The Classroom… A Goldmine of Research and Resources To Keep You On Your Feet' by 21st Century Educational Technology and Learning
33. 'Flipped Classroom -- my thoughts on it, some other ideas, & infographic' by Educational Technology Guy
34. 'Flipping For Your Faculty...It's Easier Than Videos' by Blogging About the Web 2.0 Connected Classroom
35. 'Does Flipping Your Classroom Increase Homework Time?' by ASCD In-Service
36. 'Changing Gears 2012: rejecting the 'flip' by SpeEdChange
37. 'The Flipped Classroom: Getting Started' by Copy/Paste

For the complete daily ranking of the best educational blogs on the web, visit the Teach100. To learn more about the Teach 100, or to work with Teach.com, email Teach100@teach.com.

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What is a flipped classroom?

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A flipped classroom is an instructional strategy. “Flipping” a classroom entails switching up the usual model through which students encounter new knowledge. In a flipped classroom, students have required reading or lecture videos before the class meets, and then class time is used for discussions, problem-solving, or other kinds of active learning that will help them actualize and assimilate this new knowledge. To frame this model using Bloom’s revised taxonomy (2001), the “flipped” classroom has students undertake the lower levels of cognitive work (gaining knowledge) on their own beyond class time, and then has them focus on the higher levels of cognitive work (applications, analyses, evaluations, etc.) during class time, where they can take advantage of scaffolding support from peers and the instructor.

See also: How to create an online course

Here are some first steps for teachers considering “flipped” classrooms:

Step 1: Consider whether the “flipped” model makes sense for a particular course, taking the following questions into account:

• Do certain class sessions already have an in-class activity planned? Is this activity one that often takes time to complete, and that requires students to apply the knowledge or skills that they’ve just learned?
• Does the class involve concepts that students often struggle to understand, and often need the teacher’s help with? Based on past assignment grades, which concepts are these?

Step 2: Think about how students in a particular class or subject matter could benefit from engaging in applied learning that incorporates peer and instructor feedback. Here the most crucial issue is for teachers to consider how class meeting time could be used: students need to be engaged and challenged by the material, and the teacher’s own subject matter expertise should be put to use. There is no one best way to plan an active, collaborative learning experience – in the end, everything comes down to finding the approach that works best for a particular group of students learning particular course content! Here are a few approaches:

• Peer instruction
• Team based learning
• Problem based learning
• Inquiry based learning
• Case based learning

Step 3: Spell out the connections between the different sides of the “flipped” model: what students gain “first exposure” to before class, and then the homework-like applications that then take place during class time.

Teachers can consider the following questions as they begin designing their own flipped classrooms:

• What should students be understanding and learning how to do, by completing this portion of the course?
• How do these learning activities fit into the larger overall picture of the course?
  Which parts of a current homework assignment would be done better if students had practice and help applying its concepts? Are there any in-class learning activities that are being rushed for lack of time during class?
• What kinds of practice do students need in order to successfully complete larger assignments on their own? Will students be able to make connections between the in-class activities and the larger assignment?

In this “flipped” model where students read or watch lectures before class and engage hands-on with concepts during class time, the work that students do after class is more flexible than it would be for the traditional model – teachers can decide how they think their particular students would best retain new knowledge. For instance, teachers can assign students to finish the activities they started during class time, to complete more challenging readings about the topic, to practice more on their own, or many other activities. (When planning, though, teachers should also bear in mind that students will be completing this after-class work at the same time as the lectures or reading to prepare for the next class session. Because of this overlap, managing workloads becomes especially important for a “flipped” classroom.)

Step 4: Adapt class materials so that students can acquire the course content ahead of class. Running a “flipped” classroom means that students must come to class prepared, since otherwise they can’t benefit from the day’s active learning, so teachers should consider their options for pre-class work carefully. Students may be asked to make use of one or more of the following options:

Flipped Classroomslcsd Educational Technology Resources Definition

• Required readings (introductory chapters, applicable articles, etc.)
• Video and/or audio materials accessible online (recorded lectures, simulations, etc.)

A simple start is best, since students will be used to a traditional classroom model and may take time to get use to reading or lecturing first, and then homework-like activities during class time. Teachers should start out by using existing resources – their own, or reputable online content – instead of creating new materials from scratch. Teachers should also:

• Make sure students realize they are accountable for the pre-class readings or lectures
• Give students some way to ask questions about these reading or lectures, before the in-class activities

Flipped Classroomslcsd Educational Technology Resources Examples

Step 5: Plan ways to extend the active learning experience beyond the classroom, either through individual work or additional collaborations. Think about how students’ new knowledge and skills from a “flipped” class can play into the larger design of the course – are they building on new concepts with each subsequent class, are they working on the pieces of a larger project, etc.? These questions become especially important since students may think they have gained mastery with the in-class work alone, which is rarely enough to meet all learning outcomes.

Flipped Classroomslcsd Educational Technology Resources Technology

Teachers might consider one or more of the following options to help students reinforce their new knowledge and skills:

• Using online forums (discussion boards, social media, etc.) to continue discussions begun during class time
• Assigning additional problem sets or assessments to give students practice on their own. Such additional work can be made available on learning management systems (LMS) and graded online so that students get feedback quickly
• Creating smaller assignments that will require students to apply new knowledge and skills to different situations or in different contexts
• Encouraging the formation of informal learning groups where students can continue class discussions or collaborate on additional assignments
• Developing peer-led, in-person study sessions where students can also continue work or discussions that expand on class learning

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