Learning, Innovation & Tech

Bombs & Breakthroughs

How the Flipped Classroom Is Radically Transforming Learning

CJ Westerberg, April 15, 2012 11:55 AM

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Editor's Note: Posts about the flipped class on The Daily Riff beginning in January 2011 have generated over 240,000 views to-date - thanks contributors and readers . . . See our other links related to the flipped class below this guest post. Since this post was written, Bergmann and Sams have released their book, Flip your Classroom: Reach Every Student in Every Class Every Day.  Do check it out.   - C.J. Westerberg

How the Flipped Classroom was Born

by Jonathan Bergmann and Aaron Sams

In 2004, we both started teaching at Woodland Park High School in Woodland Park, Colorado.  Jon came from Denver and Aaron from Southern California.  We became the Chemistry department at our school of 950 students.  We developed a friendship and realized that we had very similar philosophies of education.  To make our lives easier we began planning our Chemistry lessons together, and to save time we divided up much of the work.  Aaron would set up one lab and Jon the next.  Aaron would write the first test and Jon the next.
One of the problems we noticed right away about teaching in a relatively rural school is that many of our students missed a lot of school due to sports and activities.  The nearby schools are not nearby.  Students spent an inordinate amount of time on buses traveling to and from events.  Thus, students missed our classes and struggled to stay caught up.

"And how the Flipped Classroom changes
the way teachers talk with parents . . . "

And then one day our world changed.  Aaron was thumbing through a technology magazine and showed Jon an article about some software that would record a PowerPoint slide-show including voice and any annotations, and then it converted the recording into a video file that could be easily distributed online.  As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning.  So in the spring of 2007, we began to record our live lessons using screen capture software.  We posted our lectures online so our students could access them.  When we did this YouTube was just getting started and the world of online video was just in its infancy. As you can see from this top 10 casino websites article written by Paul Butcher on how the term flip works when it comes to online casino sites and games played by the users.
Flipping the classroom has transformed our teaching practice.  We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time.  This radical change has allowed us to take on a different role with our students.  Both of us taught for many years (a combined thirty-seven years) using this model.  We were both good teachers.  In fact,
Jonathan received the Presidential Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron received the same award under the Flipped model.  Though as we look back, we could never go back to teaching in the traditional manner.
The flipped classroom has not only changed our classrooms, but many teachers from around the world have adopted the model and are using it to teach Spanish, Science, Math, elementary, middle, high school, and adults.  We have presented all over North America and have seen how flipping your classroom can change kids' lives.
Flip learning transformed how online casino sites operate in usa as us casino sites heavily relay on this for the casino gambling games.
Flipping has transformed our classes in so many ways. In this post we will address just two:  Student interaction and parent responses to flipping.  

Flipping Increases Student Interaction

One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student.  Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids.  We are answering questions, working with small groups, and guiding the learning of each student individually.
When students are working on an assignment and we notice a group of students who are struggling with the same thing, we automatically organize the students into a tutorial group.  We often conduct mini-lectures with groups of students who are struggling with the same content. The beauty of these mini-lectures is we are delivering "just in time" instruction when the students are ready for learning.

Since the role of the teacher has changed, to more of a tutor than a deliverer of content, we have the privilege of observing students interact with each other.  As we roam around the class, we notice the students developing their own collaborative groups.  Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge.  It truly is magical to observe.  We are often in awe of how well our students work together and learn from each other.

Some might ask how we developed a culture of learning.  We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments.  We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work.  When we respect our students in this way, they usually respond.  They begin to realize, and for some it takes time, that we are here to guide them in their learning instead of being the authoritative pedagogue.  Our goal is for them to be the best learner possible, and to truly understand the content in our classes.  When our students grasp the concept that we are on their side, they respond by doing their best. This kind of flip is widely used on binary options trading website such as this binary brokers website.
Flipping Changes the Way We Talk with Parents

We both remember sitting in parent conferences for years and parents would often ask us how their son or daughter behaved in class.  What they were really asking was does my son or daughter sit quietly, act respectfully, raise their hand, and not disturb other students.  These traits are certainly good for all to learn, but we struggled answering this question when we first started flipping the classroom.
You see, the question is a non-issue in our classroom.  Since students are coming with the primary focus on learning, the real question is now:  Is your student learning or not?  If they are not learning, what can we do to help them learn?  This is a much more profound question and when we can discuss this with parents, we can really move students into a place which will help them become better learners.

There are a myriad of reasons why a student is not learning well.  Do they have some missing background knowledge?  Do they have personal issues that interfere with their learning?  Or are they more concerned with "playing school" rather than learning.  When we (the parents and teachers) can diagnose why the child is not learning we create a powerful moment where the necessary interventions can be implemented.

The Flipped Classroom Book
As of right now we are almost done with a book about flipping the classroom.  It will be published by ISTE.  We anticipate a fall of 2011 release.

Editor's Note:  Since this post was written, Bergmann and Sams have released their book, Flip your Classroom: Reach Every Student in Every Class Every Day.  Do check it out.


Jonathan Bergmann has been an educator for 25 years and holds a masters degree from the University of Colorado in Instructional Technology. He currently teaches science at Woodland Park High School in Woodland Park, Colorado. In 2002 he was awarded the prestigious Presidential Award for Excellence for Math and Science Teaching. He is a national board certified teacher in Adolescent and Young Adult Science. In 2009 he was named a semi-finalist for Colorado Teacher of the Year.
Aaron Sams has been an educator for 12 years. He currently teaches science at Woodland Park High School in Woodland Park, Colorado where his peers consider him to be an innovator in the implementation of technology in the classroom. He has taught many staff development courses, primarily in the area of technology integration. He was awarded the 2009 Presidential Award for Excellence for Math and Science Teaching. Aaron recently served as co-chair of the Colorado State Science Standards Revision Committee.

Contact info and further Links
Twitter: @jonbergmann, @chemicalsams
Websites:  Flipping:  http://educationalvodcasting.com
Quality Learning Videos:  http://learning4mastery.com

Originally posted by The Daily Riff 1/12/2011

Related posts from The Daily Riff:

The Flipped Class Manifest by Brian E. Bennett, Dan Spencer, Jon Bergmann, Troy Cockrum, Ramsey Musallam, Aaron Sams, Karl Fisch, Jerry Overmyer

The Flipped Class: Shedding light on the confusion, critique and hype by Aaron Sams

Are you Ready to Flip? by Dan Spencer, Deb Wolf, and Aaron Sams

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

 "The Flipped Class: What Does a Good One Look Like?" by Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh

Private School Math Teacher Flips Learning by Stacey Roshan

The Flipped Class:  Show Me the Data! by Stacey Roshan

Teachers "Doing the Flip" to Help Students Become Learners

Reflecting on the Flipped Class through Student Feedback- by Stacey Roshan

The Best Way to Reach Each Student?  Private Math Teacher Flips Learning by Stacey Roshan

The Flipped Class:  Show Me the Data!  by Stacey Roshan

The Flipped Class=Flipped Homework
  • Well done work! The topic about students especially interesting for me as for a teacher and also important! Thank you for it

  • Tracy Powers
  • please provide flipped classes more informations.

  • what do you want to know more?

  • Jennifer DeWitt

    I taught a flipped algebra 2 class for a year, and the issue of getting students to complete the "homework" was still an issue, even though the homework was to watch an instructional video explaining the next learning target.
    I would check to see if my students had done their homework the next day by checking to see that their notes were filled in that matched that corresponding video. I had many that would copy each other's notes, or watch the video without listening to the sound. I tried to explain that watching the video tutorials without listening too was like going to their history class and putting in ear plugs! They were more focused on collecting points than actually understanding the concept.
    I also had a couple of students that were very bright, and knew that they could figure out how to complete the learning target through listening to the discussion the next day, rather than contributing to it.
    I tried to stress the importance of the actual learning taking place, however I don't believe we ever really got there as a class. If I stopped looking at their video notes, would it shift the focus away from collecting points, or if it would mean that no one would watch the videos any more? Maybe responding to a discussion board with any questions or insights that students had after watching a video tutorial would be a better way to encourage participation for the sake of learning?

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It had long since come to my attention that people of accomplishment rarely sat back and let things happen to them. They went out and happened to things.
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