Lupe Fisch's List: GOA Flipped Classroom Resources

This link highlights this particular "flipping" technique promoted by Lodge McCammon. He uses 6 small white boards, a small video camera and a simple uploading technique. First he explains flipping, then he explains through a series of videos why flip. Lastly, he describes in a series of videos how to implement his technique. All videos use his technique to explain what and why he is doing. -Daniel Dudley

Catlin expresses her frustrations with technology in the classroom and then lists three techniques for making it meaningful and useful: 1) take advantage of the ready-to-use content available 2) don't just show them (make them do higher order thinking) 3) use the flipped model to create a student-centered classroom. There is also a very helpful pyramid chart which points students/educators to various online outlets for a wide variety of projects such as collaborative group assignments, debates, and dynamic discussion questions. -Ashley Bradley

This article, from the print edition of the magazine, is a general overview of the flipped classroom as illustrated in one California elementary math class and provides a succinct overview of the general concept of flipped classroom. In this particular class, Khan Academy videos are used to drive the math lesson teaching and the on-line assessment tools used to identify trouble spots for on-the-spot tutoring by the teacher. As quoted in the article, "the human brain accepts new concepts largely through constant recall while interacting socially. This suggests that good teaching must “de-emphasise lecture and emphasise active problem-solving,” says Carl Wieman, a winner of the Nobel prize in physics and an adviser to Barack Obama". -Greg Miller

This article concerns itself with the question stated in the title. That is, it takes a critical look at the question of flipping the classroom and offers four insightful questions that every teacher should consider before jumping 'whole hog' into thinking every class in a course could be flipped:

Identify your current or desired teaching style.
Ask yourself 'do I currently use class time to teach any low level, procedural, algorithmic concepts'?
If yes, create opportunities for students to obtain this information outside of the classroom.
Include a system that encourages reflection and synthesis of homework-based instruction
- Greg Miller

As a department head, certainly, I am interested in teaching modalities. At the same time, however, I am also interested in how classroom matters might be extended to school administration as well. That is, if our students require blended learning, wouldn't this also apply to teachers? Despite the title's implied promise of perhaps canceling faculty meetings, that is as true as flipping the classroom would permit canceling class. In this thought provoking article, the faculty meeting as it should be is revealed. -Greg Miller

Truss quotes some good advice about flipping the classroom and then points out pitfalls teachers should take in consideration; what if not all the students do the flipped homework; does the flipped lesson sacrifice either depth or breadth?Is it teaching both "how" and "why?"; and finally the flipped lessons (especially video lectures) need to be even more engaging to students than classroom lectures. -Kristin Dwelley

Currently 89 videos and 4,851 flipped lessons. There are a variety of ways to flip through the videos (many of which are TED talks) including by subject area. You also have access to the way others have used the video to flip their lessons, including quiz questions, reflection questions and additional assignments. You can use any of the flip and tailor them to your preference (eg. remove or add any material.) You can also use the site to take any video off of YouTube and add material of your own AND TRACK YOUR STUDENTS WORK! -Kristin Dwelley

Primarily addressed to parents, Alkire and Fuzak present a good summary of what the flipped classroom is, why it is effective and how it will be implimented. -Kristin Dwelley

In this video Paul Anderson talks about how to make an educational screencast video. He reviews the necessary hardware and software (He is a Mac user so some of it is Mac specific) and gives practical advice based on his experience making hundreds of screencasts. Here were some of his recommendations:

1. Keep it under 10 min.

2. Use a decent microphone for clear audio

3. Don't include music in the background

4. Keep the print and images large and concise

5. Include a picture of yourself talking in the video to make it more interesting

6. He really likes YouTube as a host for his videos -Matt H. Jones

This You Tube video explores the needs of different learners in Allison Drew's middle school Spanish class and how flipping her classroom has helped solve the issue differentiation in her classes. The students interviewed in this video speak of how the flipped class has helped them as learners. Students speak about being able to work at their own pace. In class they form groups with students who are working at the same pace as them. The flipped classroom has helped students advocate for themselves and ask questions. They also like having one-on-one time with their teacher during class. They go on to say that the flipped classroom has made them independent and responsible learners. Allison concludes the interview by saying that flipping her classroom has really solved the problem of differentiation in that students are able to work at their own pace. -Carolyn Esquivel

Valerie Strauss is my favorite education blogger. She writes a blog entitled "The Answer Sheet" that is sponsored by the Washington Post. Recently she has done a series of posts on flipped classrooms. The link below is for an entry posted on June 7, 2012, entitled " 'Flipping' classrooms: Does it make sense?" In this post, Ms. Strauss describes the basic concept of flipping, which we already know, and she provides some examples of successful applications of the concept. She concludes by quoting an email she got from a skeptic, who is concerned that the model does not allow expert two-way interaction between the expert and the class during the lecture itself. -Steve Ingrassia