flipped classroom ; why and how ?

1 Flipped classroom -European Project 2014

This project has been funded with support from the European Commission.

This publication reflects the views only f the author, and

the Commission cannot be held responsible for any use

which may be made of the information contained therein.

EUROPEN PROJECT 2014-2015

ADULTS IN THE FLIPPED CLASSROOM






INDEX

INTRODUCTION ---------------------------___-------------------------------------------------------- 3

1.FLIPPED DEFINITION---------------------------------------------------------------------------- 4-5

2.BACKGROUND ---------------------------------------------------------------------------------- --------- 5-8

3.FLIPPED CLASSROOM METHODOLOGY ----------------------------------------------------------- 9-16

4.BENEFITS AND ADVANTAGES ---------------------------------------------------------------------- 16-20

5.GOOD PRACTICES WITH FLIPPED METHODOLOGY ------------------------------------------- 20-33

6.TOOLS FOR FLIPPED TEACHERS --------------------------------------------------------------------31-35

7.REFERENCES--------------------------------------------------------------------------------------------- 36






INTRODUCTION

Today’s students will be tomorrow’s citizens, workers, parents, employees, learners

and leaders. It is obvious for the fast growing technology and the poor learning outcomes, an

average of 7.200 students drop out of high school each day have demanded that our

education system modifies the priorities and methods used to prepare young people for

adulthood.

All our lives we have learnt a lot of facts, and have received a lot of content without knowing

how to apply it, however, for the twenty first century we need other skills in order to success

in life, communication, collaboration, creativity and critical thinking.

It is vital that the students learn to thinks for themselves, to critique, to filter, to prioritize, to

apply and to draw conclusion, in short they must own critical thinking skills.Other skills that

young people need are reading and skimming skills, they will need to search through volumes

of text to find a specific concept, so is necessary to develop the skimming skills; nowadays with

a smart mobile in their hands the world of learning is only one click away.

With the explosion of the video and other visual media on the internet, young people need to

be able to produce professional looking presentations in order to effectively share with peers.

Teachers need to explicitly teach video production, photography and presentation software as

well as give students ample opportunity to practice and get feedback. Technology must be an

element in the classrooms. However pedagogy is the key element in the Flipped classroom.

Students must be able to develop autonomy and independence and learn how to learn. The

leader of tomorrow will achieve this status primarily through teaching themselves .

In Flipped classroom we need to help students how to behave properly online, what is called

netiquette. Technology, provides an explosions of information and opportunities, so students

must learn how to organize and prioritize the ideas, data and activities.

There is one important change that needs to occur. In the traditional classroom the teacher

delivers instructions and guides the pace of the class. In the flipped classroom the students






guide the class and apply the content learnt in the videos. The Educational technology and

activity learning are the two key components of the FC model. They both influence student

learning environment in fundamental ways.

The flipped classroom seems to be catching on. According to the flipped nextwork 2012. To

date, there is no scientific research base to indicate exactly how well flipped classroom work.

But the lack of evidence doesn’t mean teachers should not flip their classrooms. In the present

research we will show some good practices of this pedagogical model.

1.DEFINITION

What is a flipped classroom ? The flipped classroom inverts the traditional teaching methods,

delivering instructions online outside the classroom and moving homework into classroom.

What a flipped classroom model does? students learn new content by watching video

lectures at their own pace, usually at home, communicating with their peers and teachers via

online; and what used to be assigned problems (homework) is now done in class. Concept

engagement takes place in the classroom with the help of the teacher. Teacher have the

chance to offer more personalized guidance and interaction with students, instead of

lecturing. This is also known as backwards classroom, reverse instructions, flipping the

classroom or reverse teaching.






According to Torkelson (2012), Flipping Classroom is a new style of teaching that puts

learning back into the hands of the student and allows the teacher to facilitate each child’s

learning based on their individual needs. The Flipped classroom is an educational technique

that consists of two parts: interactive group learning activities inside the classroom, and direct

computer-based individual instruction outside the classroom. Figure 1 definition as follows;

Figure 1

2 key factors are driving increased adoption of the flipped classroom, first the poor learning

outcomes : An average of 7.200 students drop out of high school each day, totally 1.3 million

year. Second, Prevalence of online videos : the availability of online videos and increasing

students access to technology have paved the way for flipped classroom model.

FLIPPED CLASSROOM (FC) is an educational model that transfers some tasks of the learning

process out of the classroom and use the class time with the experience of the teacher in

order to facilitate, strengthen and apply all the contents inside the classroom helping

students to master the subject. However to flip is not just to make and edit a video, It is a total

care education that combines the direct instruction with constructivist methods, the growth

of engagement and implication of the students with the content of the subject and improve

their intellectual understanding.

Basic component in a flipped classroom

• Responsibility of the learner

• Classroom where teacher serves as a guide or facilitator

• Training concept where absent (or ill students) can follow and take part






• Curriculum and lessons stay available for review or remediation

• Engaged students

• Personalized education

The challenge is to find appropriate activities, projects and/or assignments that require higher

or thinking skills. As this approach represent a strong charge of work, it is totally acceptable to

flip only parts of their classes. The essential point is thinking in learning outcomes instead of

learning contents .

When the teacher designs a lesson and upload the video the class time is focused on the

participation of the students. An active learning through, questions, quizzes, debates, round

tables and activities that encourage the exploration, the articulation and application of ideas

are the key in a FC model. There are 2 important components in this model The educational

technology and activity learning. They both influence student learning environments in

fundamental ways.

2.BACKGROUND

The general concept of flipping the classroom is nothing new. Having student read the

chapters of a book and then come to school and apply they learning is actually a flipped

classroom.

Distance learning did not started with the internet ! even not with video ! snail mail with ink

and paper (SIC) were used since more than 300 years ago and millions of people have used this

media to increase their knowledge ,skills, and competences. Some consider that 17 000 years

ago cave painters already used distance learning . Some consider that 17 000 years ago cave

painters already used distance learning .

In 1728 Caleb Phillips published and advertisement in the Boston Gazette seeking for students

to be taught by papers sent through postal service. In 1906 the University of Winconsin

recorded lectures and sent them to students in phonographic form.

Now in classes there are different types of learners, so is much more difficult to flip the

classroom using reading. Most students are not good at reading and teachers don’t know how

to engage students. So telling the students to read a chapter of a book before coming to class

fails if the teacher has no idea of what to do with the class time and just simply redo the

lecturing again. This sends the message to the students that they don’t have to read before

class. And that’s why some teachers started to introduce videos recording with the lessons

and sent to students before classes. This allows them a familiar way of interacting with

teachers’ delivered content that can be revised as many times as needed and gives time to

teachers in class to experiment with innovative and engaging teaching techniques.






In traditional schooling, time is a constant and understanding is a variable. A fifth-grade class

will spend a set number of days on prime factorization and then move on to study greatest

common factors — whether or not every student is ready. If student turns in a ‘flipped

mastery’ class, she can’t move on to the next level.But there is another way to look at

schooling — through the lens of a method called “mastery learning,” in which the student’s

understanding of a subject is a constant and time is a variable; when the student is ready then

she/he moves on the next step, each at his/her own pace.

Mastery learning is not a new idea. It was briefly popular in the 1920s, and was revived by

Benjamin Bloom in his paper “Learning for Mastery” in 1968. It has shown dramatic success —

compilations of studies can be found there. (taxonomy of Bloom) In point 3 methodology we

will speak about Bloom’s pyramid.

One of the advantages of mastery learning is that the student, not the teacher, leads — and

we know that people learn far better when they are actively involved. The teacher provides

materials, tools and constant support. Students set their own goals and manage their own

time.

In a traditional classroom, the teacher must aim the lecture at the middle, leaving the faster

learners bored and the slower ones lost. Differentiation and personalization are big challenges.

But the mastery system allows each student to learn at her own pace.

Mastery also rewards students for actual learning. A student cannot simply turn in a shoddy

paper, take the mark D and move on. If she turns in shoddy work, she can’t move on. She has

to keep trying until she demonstrates she fully understands.

Despite these advantages, mastery learning never caught on, mainly because it was a

nightmare for teachers. One problem was how to do direct instruction; a teacher can’t give

five different lectures in one class. The other was how to test students. Multiple versions of a

test were needed so students couldn’t pass them to friends who would be taking them later.

But some teachers are now reviving mastery learning. What is making it feasible is the flipped

classroom. In a flipped classroom, teachers make videos of their lectures introducing new

concepts and assign them as homework. That frees up precious class time to work directly with

students on projects, exercises or problem sets — the stuff that students would traditionally

do at home. Now instead, of struggling alone, students can do the most important work with a

teacher or peers who can help.

The flipped classroom eliminates whole-class lecture, so students don’t need to work at a

uniform pace. Students still read for homework. But in a flipped classroom, they won’t do

problems at home any more — they’ll watch the lectures instead. However there must be an






interaction when they do watch the video. So teachers can make them to write questions and

notes or to write some comments in a blog where the video is posted.

Five years ago, a pair of science teachers at Woodland Park (Colo.) High School turned their

pedagogical approach upside down. Rather than stand up in front of the classroom, Jonathan

Bergmann and Aaron Sams sent their respective students home with videos of themselves

lecturing. And rather than assigning traditional homework, the teachers gave students time in

class—with their close supervision and help—to put their learning into practice.

They have their book “flipped mastery,” as Bergmann and his fellow chemistry teacher Aaron

Sams call it in their book, “Flip Your Classroom: Reach Every Student in Every Class Every Day.”

Since the flipped classroom eliminates the whole-class lecture, they’ve realized, it has also

eliminated the reason for students to work at a uniform pace. Tim Kelly, who teaches math at

a high school in Baumholder, Germany, which serves children of United States military

families, heard about the idea when he sat next to Sams on a bus trip when they both won the

Presidential Award for Mathematics and Science Teaching. When Kelly came back from the

ceremony in December, 2010, he talked excitedly about flipped mastery with his colleagues

Corey Sullivan and Mike Brust.That’s crazy,” said Sullivan; it sounded radical and chaotic. “No

way should we ever do that.” But as spring approached they decided to try it. “We had some

struggles with our kids,” Sullivan said. They thought, it couldn’t hurt to try something new.

They worked around the clock through spring break to design the course and create materials.

“We put in 40 to 60 hours outside school just for a unit,” Sullivan said — and there were 12

units per course. They had to make all the videos; such a quick switch was only possible

because they divided the work among them. (They now call themselves the Algebros). They

post all their lessons and materials online.

Setting up a flipped mastery class is a second full-time job, and the method can also demand

more teacher time before and after class to make sure every student gets personal attention.

But teachers also say that it saves them time on the paperwork. Tom Driscoll, who uses flipped

mastery to teach history at Putnam High School in Putnam, Conn., notes that he no longer has

to write daily lesson plans.

A typical day in a flipped mastery classroom usually starts with a brief group activity and poll:

who needs extra help or is ready for a mastery check?

Then the noise begins — “a 10-ring circus,” Bergmann and Sams call it. “Kids are coming at you

all day long,” said Kelly. “The first day, I got dizzy a couple of times.” Some teachers offer

students a menu of learning activities to choose from, and another menu of ways to

demonstrate mastery — that way, a student who does not test well, for example, could still

show her understanding in another activity. Driscoll allows students to complete three from a






list of choices, including writing an essay, giving a speech, having a debate or designing a video

game.

In math, multiple-choice tests are more common. Bergmann uses Moodle software, which

creates at random a different test each time from a pool of questions the teacher writes in

advance.A student who can’t show that she grasps the concepts must do more work and then

retake the assessment.

Driscoll structures his class like a video game — it’s a post-apocalyptic 2045, and students have

to study different civilizations to come up with a way for society to rebuild itself. “You have to

complete certain ‘missions’ to move to the next level — some are teams, some are solo,”

“Engagement has gone through the roof,” he said. (Driscoll and his fellow Putnam social

studies teacher Brian Germain have a lot of creative ideas) It is too early to have formal proof

of the effectiveness of this interation of flipped mastery, and its use is still too limited.

“Before, some kids would do the minimum amount of work possible,” said Bean. “They’d get

by with a C-. Now they know they have to master it to be able to move on. The truly struggling

students might not get through a year’s material. But Brust notes that in a traditional class,

they would be learning far less. “A kid who got a D would pass, but he was set up for failure for

the rest of his career,”. “Now it may take longer, but when you’re done you have a solid

foundation.”



This publication reflects the views only f the author, and the Commission cannot be held responsible for any

use which may be made of the information contained therein.

3.FLIPPED CLASSROOM METHODOLOGY

I have done a chart that in my opinion summarizes the different instructions and components involved in this pedagogical model Flipped Classroom.

Taxonomy of Bloom

Cone of Learning Edgar

Dale

Tic and Web 2.0

Learning through

activities Cooperative

learning and multiple

intelligences

Flipped classroom

Improved student-

Teacher interaction

Opportunities for real

time feedback Student

engagement Self-paced

learning More

meaningful homework

Project Based

learning PBL

Thornton’s 3

styles of teaching

Peer and instructor

feedback 1.PREPARARATION

2.Group

discussion

3.Application



This publication reflects the views only f the author, and the Commission cannot be held responsible for any

use which may be made of the information contained therein.






1.Bloom’s taxonomy : Flipped classroom is an overall approach that must include all the

learning cycles of Bloom's Taxonomy. The taxonomy of Learning Domains was created in 1956

by the educational psychologist Dr Benjamin Bloom in order to promote higher forms of

thinking in education, such as analyzing, evaluating, and creating rather than just remembering

facts. He and his committee identified three domains of educational activities for learning

Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude

or self) Psychomotor: manual or physical skills (Skills)

In the cognitive skills There are six major categories, which are listed in order below, starting

from the simplest behavior to the most complex. The categories can be thought of as degrees

of difficulties. That is, the first ones must normally be mastered before the next ones can take

place.






Affective Domain The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner

in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms,

motivations, and attitudes. For example, if we listen to the teacher and participate in a class.

Psychomotor Domain (Simpson, 1972) includes physical movement,

coordination, and use of the motor-skill areas. Development of these skills

requires practice and is measured in terms of speed, precision, distance,

procedures, or techniques in execution.

2. The Cone learning and pyramid learning by Edgar Dale : Which type of learning do you

believe is the most efficient, active learning or passive learning?

According to the Cone of Experience (also called Cone of Learning and Pyramid of Learning),

which was originally created by Edgar Dale we remember only 10% of what we read, 20% of

what we hear, 30% of what we see demonstrated, and 50% of what we both see and hear - all

forms of passive learning. However, we remember a startling 70% of what we say and 90% of

the things that we both say and do - forms of active learning. What this tells us is that students

teaching students, also known as peer-to-peer instruction, can be almost twice as powerful as

listening to and watching the professor lecture. After some experiments, he concludes that

active learning is more efficient than passive learning.

why do we insist on lecturing? Eric Mazur, a physics professor He mixed lecturing together

with active learning because lecturing is the single most efficient way to dump a large amount






of knowledge in a short amount of time. Lecturing is an efficient way to transfer knowledge,

but it’s also a double-edged sword because we know that this knowledge dump isn’t well

retained and students have different pace.

So for a very long time Eric Mazur stuck with a mixture of 70 to 80% lecturing while prompting

the class with questions every few minutes and then 20 to 30% of class time was dedicated to

active earning. And even though this mixture was an improvement over 100% lecturing, he still

felt like his class wasn’t getting the deeper, underlying concepts of the course, and he was

unable to cover a few of the important topics in an introductory statistics course. He was torn

because He wanted more activities to better reinforce crucial concepts, but He knew that

more activities meant less class time for covering all of the topics that the course absolutely

had to cover. Lecturing provides the breadth while active learning provides the depth, but how

do we make time for both? So to answer this question we need to think about what are the

two most valuable classroom resources? According to Eric Mazue the most valuable resources

learners have in the classroom include 1.) immediate feedback from their peers and 2.)

immediate feedback from their instructor. We want to decide exactly how to leverage these

two most valuable players (MVPs) in the classroom so that we can maximize learning efficiency

so that our courses have both the breadth and depth they need. In order to determine the

kinds of activities we’re going to do in the classroom and the kinds of activities we’re going to

do outside the classroom, we should identify the levels of learning we want to happen in the

classroom and the levels of learning we want to occur outside the classroom.We need to bear

in mind the Cone of learning pyramid designed by Edgar Dale






3.Instrucción Peer (PI) developed by Eric Mazur a Harvard teacher , he adds a technique called

“just-in-time” teaching as a complementary element to the FC it lets teachers receive

students’ feedback the day before the class, so the teacher is able to prepare the strategies

and activities that the student needs, the teacher can focus on the deficiencies that can exist

in understanding the contents. Mazur model focus on conceptual content.

How does the flipped model work? We must organize our classes in 3 stages.

1.Grating: The Pre-Class Prep Stage of Learning

The pre-class stage is called grating, but we should really think of this as the prep cook stage

where we season, marinate, and tenderize little minds to groom them for the learning to come

in the classroom. To optimize learning, we need to get at least the remembering and probably

the understanding levels of learning behind us during this stage. Because lecturing is such an

efficient way to transfer knowledge, We should create fast-talking, concise mini-lecture

videos. We try to move much more quickly with little to no repetition or pauses in the videos

compared to classroom lectures because, with videos, students can always pause, rewind, and

replay. But for those students who get it quickly and the first time, this method keeps them

from growing bored and wastes no time. Knowledge dumping can also be achieved through

podcasting or other audio recordings – Other teachers used the voiceover feature in

PowerPoint – and through assigned reading. One method for ensuring basic understanding is






to learn a little, check a little - repeat, repeat,repeat. Interactive video with intermittent,

embedded questions for understanding checkups will come close to replicating the naturally

occurring classroom dialogue of live lectures. And, adding to that dialogue, online discussion

tools provide opportunities for students to ask their own questions and receive individualized

feedback and clarification. With web-based TED-Ed from the TEDTalk folks, you can take any

YouTube video and add instructions, embedded questions, discussion topics, and follow-up

resources - all with the ability to track student participation, answers, and question attempts.

Though the high-tech pre-class tools might be the most efficient way to acquire knowledge

and understanding, they are certainly not the only option. Harvard physics professor Eric

Mazur, a pioneer in moving science professors away from lecturing and toward peer

instruction, began flipping his classroom around 1990 with little to no technology. His pre-class

activities replacing the majority of his lecture required students to read photocopies of his

detailed lecture notes. In short the first stage must have the WISQing Watch the video+

summarize+question Teacher will have virtual office for students to be able to answer any

question. In this stage, teacher will identify the deficiencies of the students, so she or he can

prepare her or his class accordingly students’ needs.

2.Grilling: The In-Class Stage of Learning

Now that students minds have marinated overnight in the content and are walking in the door

with a base of both knowledge and understanding, we can really get down to business in the

classroom to foster deeper stages of learning through application and analysis and even some

evaluation and creation. (Bloom’s taxonomy) To maximize learning efficiency during our

precious classroom time, we want to constantly engage students in active learning and

optimize the use of our two classroom MVPs: peer and instructor feedback. The classroom

feedback cycle does both: students become actively invested in each class activity by first

finding their own solutions. Next, students get immediate feedback and interactions with

fellow students (with lots of opportunities for saying and doing, the optimal level of Dale’s

Cone of Learning) during the peer-to-peer discussion phase. And finally, the student gets

immediate feedback from the instructor during the instructor commentary phase. The

feedback cycle can constantly be adjusted depending on the type of activity, the

problemsolving difficulty, and student progress. With classroom response systems - whether

web-based or clickers - instructors can quickly gauge the percentage of students who’ve

achieved mastery as well as tell where students might be making mistakes.

If 75% or more individually master a question, the most efficient use of class time might be to

quickly comment on finding the correct answer and then move on to more challenging

questions. But when most students aren’t mastering a question, that is when we need to take

the time to discuss results in peer groups first, and let students try to argue and convince each

other of their answers. Then students can resubmit, and the instructor can again gauge the

amount of feedback that students still need and whether a similar question might be






beneficial. This process of using where students are to determine where you’ll go next is called

formative feedback, and this is just one more way to optimize classroom efficiency.

The classroom feedback cycle can also be adjusted for group activities. The individual thinking

and sharing aspects will often be abandoned during group activities, but there will be lots of

peer interaction, group thinking, group sharing, and instructor commentary. By creating a

mixture of fun-filled group learning activities along with peer-to-peer instruction and problem

solving, our classrooms will: 1.) maximize student engagement, 2.) use peer instruction to

optimize learning, according to Dale’s Cone of Learning, and 3.) allow instructors to know

exactly where students stand and cater feedback accordingly.

3.Garnishing: The Post-Class Stage of Learning

For post-class activities, we could use the same types of homework we’d been using before,

but because our students have already mastered the application stage and are well into the

analysis or evaluation stages, we really should kick things up a few notches. Students need

very few application exercises at this point, so we should instead place the focus on analyzing,

evaluating, and creating projects, especially group projects, provide excellent opportunities

for students to assimilate all of Bloom’s higher levels of learning.

Ideal projects prompt students to create their own professional end-products that

demonstrate a little application along with a ample analysis, evaluation, and synthesis. For

example, in a teacher in his /her introductory stats course, students form teams of five to

seven members and complete a comprehensive statistical research project where they 1.)

propose their own sampling designs and surveys, including the survey questions, 2.) gather

their own data, 3.) summarize and present their data, 4.) evaluate their own sampling designs,

5.) analyze and interpret their data, and 6.) use their sample data to make predictions and

draw conclusions about what the population data should be like. Similarly, student-created

video assignments - whether done individually or in groups – have students create an end-

product that incorporates application, analysis, evaluation, and synthesis. Previous homework

assignments could be transformed by digging deeper and asking more probing, reflective

questions: critique, compare and contrast, analyze, solve, estimate, measure, appraise,

evaluate, assess, predict, rate collect, create, design, arrange, and propose.

Thornton’s Three Styles of Teaching Directing , Discussing and Delegating must be present in

the 3 stages described above. Thornton tells us that directing creates the lowest level of

student experience while delegating the highest, but he also implies that good teaching

includes all three styles. These three styles could align well with the three stages of learning

presented: pre-class, inclass,and post-class. Thornton’s directing style is where the professor

tells students exactly what to do, clearly and concisely and in significant detail. Though it

sounds kind of bossy, Thornton’s discussing style advocates careful question preparation,

ensuring students have equal voices and equal time, student-generated discussion questions,






and making use of clicker (and I’ll add clicker-like, web based) technologies. That is exactly

what we’ve discussed doing for in-class activities that use peer instruction and instructor

feedback, and this interactive style of teaching works great for mastering the application and

analysis stages of higher order learning. Thornton’s final delegating style advocates assigning

projects to be completed independently (with as little guidance as possible) from the

professor. His examples include research projects, team projects, and capstone projects. So

students might be working in groups, here, but they shouldn’t be getting too much feedback

from the professor until the end of a project. And again, this empowering style is closely

aligned with what we discussed for post-class assignments, and the independent nature of this

style lends itself perfectly to learning that would occur after class. And this independent,

empowering style aligns with the evaluation and creation stages of highest order learning.

There is understandably much potential in this model thanks to the extra ease and

accessibility current technology such as ubiquitous video cameras and internet access is

providing it, but it is by no means an answer of itself. In fact, too much focus on the

technological side of this model could be its downfall if educators use this aspect as a

substitute for a solid curriculum and pedagogy underneath the learning itself. This is a trap

that many ICT in education programs have fallen into in the past.

Most teachers using FC have seven or more years of experience, which Kari Arfstrom

executive director of the fliiped learning network chalks up to their greater comfort with the

“chaos” that can result from any scenario in which students are working independently in the

classroom. “They have more experience to troubleshoot,” she says. “You really need to be

more comfortable with your subject matter, too, because you’re going to have students

working at various levels—a small group working ahead, another group struggling a bit and

needing a little extra tutoring.”

Students sometimes test the apparent looseness of the new system, says Brian Bennett, a

science teacher at South Bend (Ind.) Career Academy, an independent charter school

incorporated through Ball State University, who is in his third year of teaching a flipped

classroom. ‘What can we get away with [in the classroom]?’ You have to set high standards

[for behavior],” he says. “Some students are still struggling. They’re having to re-learn how

they approach classes and learning.”

In a typical class period, Bennett might spend five minutes at the beginning talking about his

expectations for the day. If students watched a video about density the night before, he might

be expecting them to complete a computer simulation that demonstrates their knowledge

during the class. Students then don headphones to keep the noise level down as they’re

watching videos or listening to music, and they start working. “I’m moving around, student to

student,” Bennett says. “I keep a clipboard with their assignments and objectives, so I can have

conversations.”






If a student fails in an activity, they have other options to show his or her master in the

subject. Choice is a wonderful thing. Suddenly the student is in control. And with that comes

responsibility, creativity and feelings of self-worth. When a teacher offers choices you may

find students doing what you would have had them do anyway, but now the teacher has their

interest and attention because THEY decided to do it.” By Choice - The Forgotten Basic Human

Right.

The learning cycle in a flipped classroom model will be :

Preparation Group discussion Application

The three principal bases of Flipped Classroom Process are: Know, interact and do. Taking

under consideration these three points, they are putting in place the educational objectives of

all teachers.

After implementing this new method, there is a common characteristic that goes out in all

groups: more dynamism in time classes. Now we can see that students are no longer

spectators of a lecture class, but they participate all the time, being completely responsible of

their learning process. This way they can experiment different ways of learning: learning by

doing, learning by knowing and learning by sharing with others.

Students’ responsibility of their own learning process makes them more committed with the

projects that are involved. They have a different relationship with teachers now, based on

confidence and closeness.

Flipped Classroom model allow students to learn at their own pace, provide more 1:1, give

you the responsability for learning and teach you the important 21st

century skills

Communication, collaboration, creativity and critical thinking skills. Finally we can say that

flipped methodology is positive for students, who improved their scores significantly.

4.BENEFITS AND ADVANTAGES

4.1 Improved Student–Teacher Interaction

Advocates of the flipped classroom claim that this practice promotes better student–teacher

interaction. For example, Bergmann and Sams (2012) point out that when teachers aren't

standing in front of the classroom talking at students, they can circulate and talk with students.

If teachers use inverted classrooms this way, they are likely to better understand and respond

to students' emotional and learning needs.

Research makes a strong case for the benefits of such interaction. Studies have shown that

having teachers who recognize and respond to students' social and emotional needs is at least






as important to academic development as specific instructional practices are, and this is

especially true for at-risk students (Hamre & Pianta, 2005).

4.2 Opportunities for Real-Time Feedback

Proponents of flipped classrooms also assert that increased student–teacher interactions give

teachers more opportunities to provide feedback to students. For example, a small pilot study

funded by the Gates Foundation observed that during a five-week summer school program in

which students received instruction through the Khan Academy website along with support

from a teacher, the teacher spent significantly more one-on-one time with students than she

had in her traditional classroom; thus, she was able to provide more feedback and

immediately correct student misperceptions (Greenberg, Medlock, & Stephens, 2011).

Such increased opportunities for feedback could improve student learning because feedback

has one of the strongest effect sizes of any instructional practice—in the 0.73–0.76 range,

according to two meta-analyses (Beesley & Apthorp, 2010; Hattie, 2008).

4.3 Student Engagement

Another purported benefit of flipped classrooms is that "they speak the language of today's

students" (Bergmann & Sams, 2012, p. 20), who are accustomed to turning to the web and

social media for information and interaction. There may also be another, deeper, reason

students find video lectures more engaging: Brain research tells us that the novelty of any

stimulus tends to wear off after about 10 minutes, and as a result, learners tend to check out

after 10 minutes of exposure to new content. After that, they either need a change of

stimulus, emotional variety, or an opportunity to step back and process what they're learning

(Medina, 2008). One benefit, then, of placing lectures online may be that they can break down

direct instruction into more engaging, 10-minute bites of learning.

4.4 Self-Paced Learning

As noted earlier, putting lectures online enables students to pace their own learning according

to their needs. Potentially, an inverted classroom allows the teacher to place an entire year or

semester's worth of lectures online, enabling students to accelerate through the curriculum if

they are ready. According to John Hattie's (2008) synthesis of 800 research meta-analyses,

such acceleration has one of the strongest effect sizes (0.88) of any instructional intervention.

Educators say that flipped learning can greatly increase a teacher’s ability to provide

differentiated instruction given that students work at their own pace in the classroom—and

teachers can provide more challenging work for those who are breezing through.






Bergmann says he and Sams moved to what he calls the “flipped mastery class,” in which

students move through the content at a flexible pace, after first trying to keep everyone on the

same page. “That, clearly for us, is where the magic happened,” Bergmann says. After insisting

that all students get through all five units of chemistry, he and Sams realized that the fifth unit

was not essential, but more of a “nice to know” that would only be important if a student

became a doctor or engineer. So they required all students to complete the first four units and

then left the fifth unit for extra enrichment for those who learned more quickly. “That was a

huge win for us, and we thought the whole thing through,” Sams says. “Amazing things

happened with those kids [who finished early]. They would slow down and help their friends,

or they would get ahead.”

Students—including special education students—having difficulty with concepts can pause and

rewind the videos to give themselves extra time to parse out what a teacher means. “That’s

one of the most powerful things about these videos: that students who process slower, can

process slower,” Bergmann says. “We had one kid each year in Colorado who watched on fast-

forward because he was one of those students who could process that fast.”

Those who still don’t grasp concepts can pull the teacher aside the next day.

Slower learners can be afraid to interrupt a teacher in a lecture, for fear of being seen as less

intelligent, Feller says, while brighter students quickly become bored. The flipped classroom

also can help ELLs (platform), especially since the videos can be equipped with closed-

captioning so they can see and hear the English at once.

Teachers in Stillwater have not made much use of online videos, Feller adds. “There’s nothing

wrong with those resources,” he says. But in-house videos align better and more closely with

the district’s curriculum, and students prefer seeing their own teachers. Witten favors teachers

making their own videos—partly because it cuts through parent concerns that “you’re not

teaching my kid”—but she adds that the Khan Academy and others can be “good backup” as

alternative sources.

4.5 More Meaningful Homework

Another purported benefit of flipped classrooms is that they alter the nature of homework by

having students practice and apply their learning in the classroom, under the watchful eye of

the teacher (Bergmann & Sams, 2012; Greenberg, Medlock, & Stephens, 2011). In current

practice, homework often appears ineffective in promoting learning. Beesley and Apthorp

(2010) found that targeted, in-class opportunities for students to practice their skills with

corrective teacher feedback had an effect size nearly four times that of homework, in which

teachers had few opportunities to monitor students during their practice.






In short, the educative innovation that this model provides can generate the following

benefits :

• Teacher can provide more attention to the students. Attention to diversity.

• It is an opportunity for teachers to share information and knowledge among them,

families and community.

• Provide the students the possiblity to replay and repeat as many times as they want

the best contents made by teachers.

• Create a cooperative learning in the classroom.

• Involve families from the beginning of the learning process.

4.6 Formative and flexible Assessment : Another advantage: less (or no) student work to

grade at home. “We stopped grading papers in the sense of taking them home and having

stacks and feeling guilty for not doing them,” said Bergmann. “Everything they turned in we

went over in class. There’s a lot of teaching in the grading process.“ After the student takes the

test or turns in a project designed to demonstrate mastery, the teacher sits with the student

and goes over the work, providing immediate feedback. Bloom called this formative

assessment. (There’s no reason teachers couldn’t do this in any classroom. But it’s far less

feasible when 30 kids are taking the test together.)

Bergmann and Sams also provided flexibility—within reason—for kids to prove they had

learned concepts, enabling them to generate alternative assessments. “We were real loose on

this,” Bergmann says. “We said, ‘You prove it to me in some other way. The creative kids,

these are the kids who built robots.

“It was really, really cool to see what they came up with,” Bergmann continues. “We still

questioned them to make sure they understood the objectives,” and didn’t game the system,

he says. “They spent more time on [their own assessments] than they ever would have done

otherwise.”

Sams’ two cents of advice to district leaders: don’t micromanage. “Don’t let your teachers be

afraid to try things out. Give them the autonomy to meet the individual needs of their

students. Give students flexibility and teachers autonomy and the test scores will work

themselves out.”

4.7 More content Less time : teachers who use flipped mastery claim that its efficiency allows

most students to do a year’s work in much less time. They build in extra units for advanced

students or work with them on independent projects.They say it’s also a better way to teach

slower learners, giving them more teacher attention and personalized instruction. Kelly said






that at Baumholder, the math department tries to put struggling students in the flipped

mastery class. “As soon as we flipped, we noticed that students’ focus really improved,” said

Kelly. “Math teachers get some really bad grades, but that doesn’t happen anymore. Maybe it

takes longer, a little more practice, but they can do it. They’re not bombing.”

“We covered more curriculum in the same amount of time,” he says. Post-pilot surveys

showed that parents felt their students were doing better and had an improved attitude

toward math, the teachers appreciated the opportunities for differentiation and wanted to

stick with flipped learning, and students were “more or less enthusiastic” while giving “keen

advice [to their teachers] on video creation techniques,” he says. The district has branched out

into science classrooms and realized that those in his role are key to the process, Feller adds.

5. GOOD PRACTICES WITH FLIPPED METHODOLOGY.

The concept of “flipped learning” has spread considerably during the past five years

throughout K12 education. It’s unknown how many schools or teachers use flipped learning

now, but one measure of its recent growth is the explosive upsurge of users—from 2,500 to

9,000 since January—on the Ning social media site of the Flipped Learning Network, a national

clearinghouse on the teaching methodology. “Is that a scientifically gauged measurement?

No,” says Kari Arfstrom, executive director of the network. “Is it teachers who seek out our site

and sign up for it? Yes. It’s an indicator of the level of growth and excitement out there.”






5.1 Snowden (2012) attempted to discover teacher perceptions of using the flipped classroom

rather than more traditional instructional methods. It examined how “core teachers” (English,

math, science, and social studies teachers) at one high school in Texas currently address the

needs of their students and the push toward technology integration. It explored the reasoning

behind the use of the flipped classroom and teacher perceptions of the impact it has on

student engagement, learning and achievement. The results of the study revealed that the

implementation of the flipped method helps facilitate that role change. Acording to the

findings of the study, the Flipped Classroom method demonstrated a trend to transition from

the traditional lecture-style classroom to one that holds students responsible for finding the

information. In addition, the study showed that because of the nature of the flipped

classroom, it was perceived more positively by teachers who typically use lecture as the

primary mean of content delivery. Those teachers who had a more interactive, discussion-

oriented means of content delivery did not perceive this method as beneficial to their

classroom. Furthermore, all participants mentioned that teacher beliefs had a major impact on

the method a teacher uses as well as what technology a teacher uses in his or her classroom.

5.2 Schwankl (2013) investigated the impact on student learning and students’ perceptions

when instruction was delivered by the flipped-classroom delivery method. One section of

Integrated II Mathematics received instruction through traditional means while another

section received instruction through a flipped-classroom delivery method. Both sections

received the same pretest, posttest, and set of six quizzes which were compared using

independent samples t-tests. Additionally, the flipped-classroom instruction completed a

survey at the end of the unit on basic trigonometry concepts. Three of the six quizzes had

significantly higher scores for the students who received instruction through the flipped-

classroom. Survey responses yielded no significant differences, but all scores were higher for

the students who received instruction by the Flipped-classroom instructional method. The

study also revealed that students had an overall more positive attitude toward their learning in

a flipped classroom.

5.3 Ogden (2014) also described the design and development of a flipped classroom teaching

model in terms of the design decisions, model implementation, and model evaluation across

three iterations of a college algebra course. The results of the study indicated that the use of

the flipped classroom teaching strategy would benefit from being situated within a formal

teaching model to provide an explicit description of the full range of procedures and

conditions needed to successfully implement the model, teaching decisions, and results of

using the model. In addition, the finding of the study indicated the following conclusions;

• Students were satisfied with the design of the video lectures.

• Video lectures allowed students to self-pace instruction.

• Students were satisfied with the formats of the face-to-face sessions






• Students had more time to ask questions regarding the material

• Students were able to asked more informed questions regarding the material

• Some students had trouble staying focused while viewing video lectures

At the end of the study, Ogden (2014; p.129) also described in Figure 2 the Flipped Classroom

as an integrated teaching model, acknowledging multiple teaching approaches, including in-

class cooperative learning, mentored laboratory activities, and online teaching video.

Figure

2

5.4 The Economist 2011, appeared an article that had been published lately in Science. The

teacher Louis Deslauriers of the British Columbia University studied 850 Science students of

undergraduate.

At the beginning of the academic year the students were distributed in two groups. Both

groups were taught by well qualified and recognized teachers with the modality of the

masterclass during 11 weeks of the course. In the week 12 the experimental students were

changed to Flipped methodology. The class time was focused on solving problems, discussions

and application of the contents. The acquisition of the content was done out of the classroom

by the own student. This method was called by the university “Deliberate Practice”.instead of

flipped method, even though they were the same.

The students in the control group followed their activities with the masterclass format.

At the end of the week 12 all the students were given a test to determine the level of

acquisition of the content during the mentioned period. The control group that follows






the model masterclass had an average score of 41% and the experimental group was

74%.

According Dr. Deslauriers and his team, the results constitute The biggest increase in

the academic performance of the students never produced and documented before in

the educative research, therefore they consider that this modes is very efficient

inclusive more than one to one. The data could be a little bit increase as the results

have been measured immediately after the experience, instead of waiting for the final

exam of the end of the period. The attendance of the experimental group increase at

20% during the week when the deliberated practices were used. And three fouth parts

of the members of the experimental group stated that “Would have learnt much more

if they had the deliberated practices the whole course” (The Economist, 2011 ) .

5.5 Manel Trenchs i Mola Art History teacher of Escola Pia Barcelona

The key is not in learning more, if not learning in a different way. “La clave no está en

aprender más, si no en aprender de manera diferente” We cannot ignote ICT as an educational

toolm I have heard about the flipped methodology and I realized that could be very

interesting. With this new approach the school is not the only place to learn and there is a






change of role between the student and the teachere. But the most interesting is the

methodological change. The teacher is who monitors and guides the students helping them to

consolidate the content, creating and directing students’ learningLos resultados que he

obtenido hasta ahora son muy alentadores, los alumnos lo reciben muy bién y la clase se

desenvuelve en un ambiente más distendido. No es lo mismo empezar la clase hablando por

primera vez de una obra que hacerlo después que los alumnos han visto un breve video

hablando de ella y preguntándoles qué han aprendido: es sorprendente!

Even though to elaborate the videos represent a lot of work, I keep with quite interest

to continue elaborating material, because I obtain a lot of benefits with this new

approach inside and outside the classroom..

5.6 José Luis Redondo, Social Science teacher in SAFA Ubeda, an innovator teacher and

worried about the authentic learning, presents his visión about the flipped classroom. He

states that is not an inverted classroom is to invest in the classroom.

You can explain a class very clearly but the students don’t remember anything. The time is

takes to explain a content can last 2 or 3 classes, with flipped classroom just takes 10 minutes

and they have a visual support, with the great advantage that students can watch the lecture

whenever they want. So we have magnificent time in class to solve problems, to discuss and

create group projects or integrated tasks. .

5.7 Dr. Lodge McCammon and Katie Gimbar Math Teachers Friday institute they have

developed The FIZZ project at the Friday Institute at NC State University from 2010-2013. The

project has come to an end at the Friday Institute, on February 1, 2014. In the text below

they support why they flipped their classrooms.

Most of the teachers, teach to the middle group of the class who can follow the content, there

is a group of higher level students who are not being challenged and get bored in class and a

group of struggling students who are not receiving enough effective remediation. These

students do not have the basic content needed to work in class and they need special

attention in order to be successful. This led us that 90% of class time is spent on delivery the

review of contents. 90% of the class teachers are in front of the classroom lecturing to a group

of students but without meeting all their needs. The students go home or outside of class to

work on application of the content given out in class, this situation makes the teacher

overwhelmed as the teacher sees the need of differentiation, but there is just not enough time

for an effective differentiation.

Now students outside the classroom get the information they are going to need for class, they

can pause, rewind, rewatch as many times as they need. They can post questions online to the






classmates and teacher, and it is a sel-paced programmed, they can be remediated by going

back and review more topics or they can go ahead and go forward as they master the content.

After watching the content, student come into class with a different distribution, they are split

up in differentiated groups. The teacher is in the middle of the class working with all of them,

but not at the same time, The teacher can focus on different pieces of application.

10% of the class spent on delivering content�90% of the class spent on application content

Each group moves on a different pace and teacher can answer doubts or questions posted,

spending most of her or his time in application of content. Now all the students are engaged

and challenged and teacher has time to work with each group, giving individualized time and

instructions. Teacher can provide differentiation for all learners, struggling students, middles

students and extend challenge to higher level students.

5.8 Elizabeth Millard University Business, December 2012 Sample Flipped Class Session

Agenda

Flipped is becoming a movement. In this type of learning space, lectures and other traditional

classroom elements are swapped out in favor of more in-person interaction, like small group

problem solving and discussion.

Instead of being a central feature of a course, lectures are delivered outside of class via some

type of streaming video, and students are expected to watch them on their own time. The

model may well be paired with student response devices i>clicker and Turning Technologies—

or a web-based system with student response capabilities like Echo360’s LectureTools—that

allow instructors to get real-time answers to test questions or to drive discussions in a certain

direction.

A professor might start a session with a five-question quiz on the lecture students were asked

to watch before class, gathering responses through clickers. If most of the students indicate

not understanding a specific aspect of the lecture—for example, correct responses on one of

the quiz questions could be very low even though students ace the rest of the quiz—the

professor could gear class time toward increasing comprehension of that aspect of the

material.

Instructors use flipped classrooms in myriad combinations; one professor might integrate

reading material and online chats into the nonclassroom work, while another could offer only

a block of video without any supporting materials. No matter what the elements include,

though, there are several advantages to the larger model itself. Here are five reasons to

consider doing a flip:






1. Increases student engagement

there’s plenty of anecdotal evidence to suggest that students respond well to using classroom

time in a way that’s more geared toward discussion.

“The difference between my classroom before flipping and after is dramatic,” shares Michael

Garver, who teaches marketing at Central Michigan University. “The students are fired up now.

They’re just devoted to active learning during the entire class period. It’s wonderful.” Like

many professors using the flipped strategy, Garver breaks his lecture into short podcasts that

accompany written or online materials. He begins every class with a brief quiz to make sure

everyone is at the same level of comprehension with the material, and then, as he says, “the

real learning begins.”

Students use clickers as part of competitions, which Garver finds to be hugely popular. He

might give them a real-world marketing scenario and ask them to make a decision based on 10

possible options. Given a short amount of time to “click in,” students work in teams to come

up with the best answers, and Garver tends to hear very lively debates during the process.

“When I hear some good, solid arguments, that’s when I know they’re learning, and they’ll

retain the information,” he says.

About 70 percent of his classes use these types of competitions on a regular basis, and often

during class, the level of emotion and intensity is compelling. “When there’s emotion, there’s

lesson retention,” Garver says. “Students love this system because they’re not listening to

some old lecture. They’re interacting and debating, and that makes them feel involved.”

2. Strengthens team-based skills

The group dynamic that Garver creates is an important part of many flipped classrooms.

Although lectures are watched individually and tests still measure each student’s

comprehension level, teamwork is an integral part of in-class discussion.

“Classroom technology isn’t about teaching students how to use mobile devices,” he says. “It’s

all about interaction—with teachers, with content, and with each other. We’re creating a

collaborative generation, and using technology for that effort.” They’ve been raised in a world

of interaction and communication, so asking them to sit and listen to a lecture, and then do

homework on their own somewhere, is foreign to many of them. That’s why higher education

is succeeding with flipped classrooms, because it adjusts the delivery style to the students.

With the access that today’s students have to information, making class time more effective

through team-based activities also tends to make students feel like showing up is worth the

effort.






3. Offers personalized student guidance

According to Roger Freedman, a physics professor at the University of California, Santa

Barbara, professors are at their best when they can provide students with an active learning

experience. “That means giving students personalized guidance about what they do and do not

understand and personalized assistance with improving their understanding,” he explains.

Freedman asks students to watch a video lecture the night before class, as well as complete

two or three simple homework-type questions based on assigned reading and the video

lecture. Each student can also submit a question to Freedman about something from the

lecture or reading that they don’t understand; he gives them homework points for submitting

the question. Before heading to class, Freedman looks them over and chooses two or three of

the most common queries to answer in person.

“Class begins with me giving the answers to the student questions I selected,” he says. “You

can hear a pin drop during this part of the class, because the students are so interested in

knowing the answers to their own questions.”

In large classes, it can be challenging for professors to keep track of individual student progress

in terms of comprehension. But because data in a flipped model is collected and presented in a

straightforward way, instructors are able to provide personalized instruction to some degree.

“Clickers shine in the classroom because they offer students instant feedback about their

understanding, and give instructors insight into the often surprising kinds of

misunderstandings that students harbor,” Freedman says.

4. Focuses classroom discussion

Students expect a higher level of discussion and technology usage than they did in the past,

and it’s likely that those expectations will only increase, believes Tina Rooks, vice president

and chief instructional officer at Turning Technologies. “Kids don’t want to power down their

devices just because they’re walking into a classroom,” she says. “They know they have access

to knowledge because of technology, so now they’re looking for teachers who can coach them,

and help them understand that information.”

The clickers can collect responses from quizzes, for example, and display the results

(anonymized or not) on a screen in front of the class. Professors can also create multiple

choice discussion topics and poll the students to see what type of direction they’d like to take.

Marsha Orr, the distance education faculty liaison in the School of Nursing at California State

University, Fullerton, notes that clickers create a Socratic environment that allows students to

think more deeply about the material, or to address the material from a particular viewpoint.






Since some of her classes have students already in the nursing field, discussions might veer

toward real-world experiences, for example, as opposed to more theoretical discussions

among those who haven’t worked with patients before.

Utilizing a variety of tools in this way—including not just clickers but also online video and

discussion boards, printed materials, discussion groups, and peer review of written

assignments—fosters more comprehension across multiple learning styles.

“We’re not just presenting information and then testing them on it,” she says. “Flipped

classrooms and interactive materials let us increase the complexity of what we’re teaching,

because we have a stronger understanding of what they’re learning and what they’re not.”

5. Provides faculty freedom

For courses taught by multiple professors, having an online lecture series can be valuable for

delivering information in a standardized way, believes Bob Brookover, director of the Clemson

International Institute for Tourism Research and Development at Clemson University (S.C.). In

his department, he’s found that professors often cover the same material in unique ways,

especially for introductory courses. Rather than have each professor record lectures that cover

the same material, Brookover creates the lectures, allowing the professors to concentrate on

in-class rich learning activities. The system provides flexibility, because comprehension might

be higher in one class than in another, and the professor can hone in on specific areas where

there’s confusion.

Brookover’s team meets on a weekly basis to decide on in-class activities, but there’s freedom

to be creative for each instructor, based on the discussions that come up in class. That

structure of providing standardized lecture materials and more collaborative environments in

class works well, Brookover notes.

“Professors appreciate the way they can take one topic and lead the students in a productive

discussion for that particular group, in a way that’s not based on lectures that take up class

time,” he says. “Students and faculty find the flipped approach to be very rewarding.”

5.9 Clintondale High school 2012 Greg Green The principal

Our students don’t need additional lecture time in the classroom. Our classroom concept is

built around the idea that our teachers, using the latest learning solutions, can provide our

students recorded lectures at home for them to view 24 hours a day / 7 days a week. This

reverse “flipped” instructional process enables our students to maximize their time in class

thus engaging in activities that drive learning. No more wasted time at home pouring through

mountains of classroom content. Content is now covered in class.






You can hear an assortment of instructional lectures through videos and recording links.

Our lectures are e-mailed directly to our students so that we have our “best” lecturer of each

content area and specific strategy in front of our students at all times. Missed class? Don’t

worry.. our lectures are recorded so our students don’t miss a thing. Quiet student? Don’t fret,

we maximize our classroom technologies for our students to engage with their teacher and

classmates in a stress-free environment. As a student of ours, you are receiving the very best

we have to offer.

After starting with one civics teacher and then expanding to about six classrooms, Clintondale

High School in the Clintondale (Mich.) Community Schools took the flipped classroom model

schoolwide in 2011-2012. “We needed to look within ourselves and say, ‘What do we need to

do to meet these kids’ needs?’ ” says Principal Greg Green, who has sent videos about basic

fundamentals—batting stance, throwing techniques and the like—home with players on his

son’s travel baseball team to maximize practice time. “It’s information, whether it’s teaching

bunt defense, or teaching a math skill,” he says.

The results in the Clintondale (Mich.) Community Schools have been very encouraging thus far:

The failure rate among freshman math students dropped from 44 percent to 13 percent in one

year’s time, while juniors taking the state math exams improved by 10 percent over the

previous year, Green says. Havana (Ill.) School District 126, which launched the flipped

classroom this school year across the entire high school, “went from 0 to 60” rather than

starting with a pilot based on the theory that “the early adopters will prove to the whole world

that it can be successful if implemented with fidelity and rigor,” says Havana Superintendent

Mark Twomey. “If you believe in something enough that you think it’s worth changing

your entire system, put it in place in 100 days.”

Teachers participated in a two-day training session about how to create and upload videos and

other online content, Twomey says, and they were required to build an online presence to

communicate with students and parents. “Like any major initiative, we have teachers clear

across the spectrum in the early phases,” he says. “Some have uploaded video series for the

entire year; others have only maybe gotten to the point where they created a couple of videos.

“Technology is how they learn today,” he adds. “All you have to do is watch kids in their free

time. They always have some sort of electronic device in front of them.”

Regarding the technology, They recently adopted a cost-effective learning software solution

to teach the students better in class and at home. Through TechSmith’s Camtasia Relay,

teachers are screen-capturing lectures so that the students can view their classroom topics at

home. This software solution allows the school district and staff to share classroom materials,






provide substitute teachers actual classroom content, streamline and guarantee curriculum,

provide an accurate baseline of instructional services and much, much more...

In addition, WACOM displays and tablets have enabled the Clintondale school to bring our

presentations to life. Their screen-draw displays and tablets have provided the staff a way to

simulate an actual classroom experience. Their drawing features have enabled the students to

easily track and follow our teacher’s on-screen demonstrations and have also provided them

with a great learning solution for all the 21st century educators.

Math teacher Kristine Schneider at Clintondale High School in Michigan helps a ninth grader

with an assignment during class. The whole school uses flipped classroom models. The

network’s research, based on a survey filled out by about 500 teachers, has shown that flipped

learning is probably more common in junior high and high schools, although used as young as

fourth or fifth grades, and more frequently used in science and math classrooms. Such vendors

as Knowledge Delivery Systems also help increase teacher retention and effectiveness.

At the Okanagan Mission Secondary School in School District 23 in Canada, students in a

flipped biology class explain how the class works to School Trustee Chris Gormann (standing on

left) and Roy Cannan, a Canadian parliament member, visiting the school. The flipped

classroom has been invaluable for students who get little homework help at home—and

sometimes have to watch a younger sibling while mom or dad works an evening job, Green

says. “We’re starting to figure out how to set up a school that sees at-risk kids and the

obstacles that face them,” he says, noting that 75 percent of students in Clintondale are on

free or reduced-price lunch. “They just need more support while they’re in school. At 3 o’clock,

their school day is done. They have to survive. That’s the reality of it.”






5.10 University of Washington-Seattle Uses Mediasite for Flipped Classroom, Lecture

Capture and Special Events

MADISON, Wis. — June 19, 2012 — Sonic Foundry, Inc. (NASDAQ: SOFO), the trusted market

leader for lecture capture, enterprise and event webcasting, today announced that The Foster

School of Business, the School of Medicine and the Professional and Continuing Education’s

EDGE Program at the University of Washington-Seattle have each selected Mediasite for

lecture capture, flipped classroom instruction, special events and inter-departmental

collaboration.

“Mediasite is an invaluable educational technology platform for us, ensuring that regardless of

where our students are learning, either remotely or in the classroom, their educations are

identical. Everyone receives the same high-quality experience and Mediasite webcasts allow

students to review the material at any time,” said Dave Coffey, video and multimedia systems

engineer for EDGE.

Jason Reep, assistant director for the School of Medicine, Academic and Learning

Technologies, who helped implement Mediasite in EDGE, now works in the School of

Medicine, where Mediasite has been used for four years. The School of Medicine is currently

involved in a re-accreditation process that occurs every 10 years. One of the pushes for the

school is the flipped classroom. Flipped instruction is a model where faculty pre-record

lectures and students watch before class. Classroom time is then dedicated to dynamic

discussion and interactions about what they learned.

“The University of Washington-Seattle’s Mediasite deployment in its medicine, business and

continuing education schools allows students, regardless of where they are in the world, to

receive the same quality education as students in the Seattle classrooms,” said Gary Weis,

chief executive officer for Sonic Foundry. “Their willingness to embrace the flipped classroom,

video-based instruction and collaborative, regional academic partnerships are true hallmarks

of the university of the future, and we are proud to be their trusted partner to enhance both

student access and achievement.”

5.11 Elizabeth School in Colorado Teacher Heather Witten

Teacher Heather Witten at Elizabeth High School in Colorado discusses with students a Spanish

reading book in class. They were excited when they figured out a tough section. Some of

Heather Witten’s fellow teachers at Elizabeth (Colo.) High School in the Elizabeth School

District have followed her lead in implementing the flipped classroom, which she began in her

upper-level Spanish classes in 2011-2012, but it hasn’t been required schoolwide. “I’ve been

very lucky with the support I’ve had from administration and at the district level,” she says.

“There is some definite fear among the other teachers. They’re afraid somebody is going to






make them do it. A lot of teachers say, ‘That would never work.’ ” Witten once was sharply

questioned by a colleague wanting to know why her students are out in the hallway talking,

reading and playing on the internet. “I asked, ‘Are they speaking Spanish?’ The teacher said,

‘Yes.’

5.12 Research Says / Evidence on Flipped Classrooms Is Still Coming In Bryan Goodwin and

Kirsten Miller

Lectures aren't necessarily bad—they can be an effective way to help students acquire new

knowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often a

matter of pacing. For some students, the information may come too slowly or cover what they

already know; other students may have trouble taking in information so rapidly, or they may

lack the prior knowledge they need to understand the concepts presented. After a hit-or-miss

lecture, teachers often assign homework, which many students perform in a private hell of

frustration and confusion. What did my teacher say about cross-multiplying? Comma use in

compound sentences? The Laffer curve?

The flipped classroom seems to be catching on. According to the Flipped Learning Network

(2012), membership on its social media site rose from 2,500 teachers in 2011 to 9,000 teachers

in 2012. But does research show that this innovation, sensible as it sounds, really improves

learning?

To date, there's no scientific research base to indicate exactly how well flipped classrooms

work. But some preliminary nonscientific data suggest that flipping the classroom may produce

benefits. In one survey of 453 teachers who flipped their classrooms, 67 percent reported

increased test scores, with particular benefits for students in advanced placement classes and

students with special needs; 80 percent reported improved student attitudes; and 99 percent

said they would flip their classrooms again next year (Flipped Learning Network, 2012).

Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop

from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012).

The lack of hard scientific evidence doesn't mean teachers should not flip their classrooms;

indeed, if we only implemented strategies supported by decades of research, we'd never try

anything new. Until researchers are able to provide reliable data, perhaps the best we can do

is to ask, Do the purported benefits of flipped classrooms reflect research-based principles of

effective teaching and learning?

At this time, we do not have direct scientific research to establish whether flipped classrooms

increase student learning. But absence of evidence is not evidence of absence. Indeed, there's

reason to believe that flipped classrooms may enhance student learning if they are

implemented thoughtfully, with careful attention to what research tells us about good






instruction.What inverted classrooms may really be flipping is not just the classroom, but the

entire paradigm of teaching—away from a traditional model of teachers as imparters of

knowledge and toward a model of teachers as coaches who carefully observe students,

identify their learning needs, and guide them to higher levels of learning.

Case in point is Salman Kahn whose prolific creation of online science and maths lessons is

often cited as one of the best examples of the flipped classroom. Salman is not a trained

teacher, but through his creation and sharing of the online Khan academy, and indeed by using

tools like a video camera and YouTube, or even a mobile app like ‘Explain Everything’, any

teacher can provide students with content that prepares them for lessons that they can access

in their own time, at their own pace. Indeed, students world-wide can also access (and create)

such content themselves, without having been directed by a teacher to do so.

5.13 Best Practices in Germany The Philipps-University Marburg, Heidelberg University of

Education and the University of Applied Sciences Bielefeld

http://www.uni-marburg.de/aktuelles/news/2012b/invertedclassroom

Professors from Universities of Bielefeld, Heidelberg and Marburg joined forces to propagate

the “inverted classroom” or “flipped classroom”. In the “lectures of 21st

century”, as they call

it, the students prepare with videos of lectures and other online learning devices. Instead of

listening to a frontal lecture, they are discussing in class and are doing group works.

But do the students really prepare for those plenary sessions? The Professors Handke,

Loviscach and Spannagel completely agree that they do. “I’m always happy to see all those

mathematical diagrams and derivations written into the closes by the students”, Loviscach

explains. His Videos regularly contain questions to think about and to work on. In Marburg one

ensures by accompanying practise exercises that the students consider the videos.

About 90% of students would choose this event concept again, if they had the choice," says

mathematical didactics professor Spannagel who, like his colleagues, records his lectures and

uploads then on YouTube, available for everyone. The advantage is that students can view the

lectures in their time at home and pause the video or rewind if they have not noticed

something, or think again on an aspect. In the lecture hall is then time to address the questions

of students or to solve problems together and to discuss.

Will the professor be unnecessary in future by the provision of lecture videos? The three are

sure: No way! At the contrary, the discussions that come up in the plenary sessions need

steering of a professional expert. "One can hardly prepare on the issues, questions and

discussions, which are introduced by the students," says Loviscach. One must be very familiar

with the subject to be able to react flexibly in the plenary. "This is much harder than holding a

90 - minute presentation".






For a professor who has ever flipped his lecture, there is no turning back. "The concept is not

suitable for every colleague," says Handke, "because you must accept a significant degree of

criticism." Finally, errors in YouTube videos are commented mercilessly. "For every inaccuracy

and every problem there is a viewer who noticed it and whinges about it" adds Loviscach .

"And that's a big advantage ," says Spannagelhaus , "after all, errors should be so noted and

corrected." Teaching in public constantly demand best performances. "I notice how my e-

Lectures are getting better," said Handke

As a result, all research showed that Flipped Classroom is beneficial and use for the

learning of the subjects in the classroom and contributes to reach students’ aims in the class.

Furthermore, regarding the use of Flipped Classroom in the classrooms, students and teachers

also can reach easily more information and recourses in the following links;

Websites Dedicated to the Flipped Classroom

-1- URL http://flippedclassroom.org/.

-2- URL http://flippedclassroom.com/.

-3- URL http://flipped-learning.com/.

-4- URL http://flippedhighschool.com/.

-5- URL http://www.techsmith.com/flipped-classroom.html.

Web Resources for Flipped Classroom Teachers

*1* URL http://www.showme.com/.

*2* URL http://www.educreations.com/.

*3* URL http://www.knowmia.com/.

*4* URL http://www.sophia.org/.

*5* URL http://www.sophia.org/flipped-classroom/flipped-classroom-certification.

*6* URL http://ed.ted.com/.

6.Tools






A flipped classroom is sometimes the best teaching learning model. Some teachers have to use

with their students. The use of technology in a Flipped classroom should never be regarded as

a supplicant of the teacher, but only a complimentary element that increases students learning

outcomes.

First we need to look for applications that can be adjusted to students’ needs. Then we must

select the most interesting and useful tool and classify according to our subjects, finally we

need to assess them in order to introduce new content, reinforce topics, exercise some

abilities, deepen knowledge etc… Even though through this report we have brought up some

tools, below we have numbered some of them.

• IPAD Applications eduapps

• Educanon tools in which you can introduce questions in a video. You will need to

open an account in you tube and download the free software in order to use it.

• Echo360

• H-iTT

• i>clicker

• Poll Everywhere

• PolyVision

• Smart Technologies

• Sonic Foundry

• Turning Technologies

• Edpuzzles

• Edmodo

• Socrative

• Movenote

• Kahoot

• Puppets Pal

• Screencast

• Celly (a mobile phone network)

• Dropbox

• Youtube

• Twitter

• Evernote

• Teaching channel

Online resources like the Khan Academy and TED Ed come into play. Bergmann and Sams have

advised TED Ed, and Bergmann says the site is “creating high-quality videos, and they’re also

creating a platform for teachers to use.”






In Stillwater, teachers have worked to pool resources so they could create video tutorials for

one another, Feller says. “The flipped classroom, when done in isolation, is a lot of work,”

Feller says. “But when done in a network, there’s the pooling of resources, and more

importantly, pooling of wisdom.”

Other tools

• Camtasia Studio (purchased software- free test version)

• Screen capture and narration, outputs can be loaded on Youtube

• Screencast-o-matic (free and paid versions) video captures can be uploaded on

youtube

• Jing (free) Each vide ois limited to 5 min

• Quicktime (paid)

• Rubrics.com

A map that summarizes how to choose the tools.

1.Choosing from contents already created

• Youtube

• Itunes






• Khan Academy

• Use English.com

• Science Learning

• History Learning Style

2.Creating new content

2.1 From PC or IPAD

IPAD PC

IMOVIE MOVIE MAKER

KEYNOTE POWERPOINT

SCREEN FLOW CAMTASIA

EXPLAIN EVERYTHING

EDUCANON

PUPPET PALS

Only required a microphone and a camara

2.2 Web 2.0 Tools

• Blogs

• Wikis

• Podcast

• Movenote

• Socrative

• Kahhot

• Rubrics.com

• Educanon

• Facebook

• Twitter

• Google hangout

• Skype






3.Mobile phone devices

• Explain everything

• Pod cast app

• Show me app

4.Platforms LMS Moodle Blackboard

To flip or not to flip

Although flipped classrooms have numerous advantages, they’re not for everyone yet. As

Roberto Torreggiani, director of sales for i>clicker, has seen, adoption tends to be on a

professor or a departmental level, rather than as a strategy for an entire institution. Also,

professors who have limited time and technology resources may not be ready to create the

type of online lecture materials that are necessary for a flipped classroom. But as success

stories keep accumulating, it’s likely that more classes will get flipped. “We’re seeing very

enthusiastic professors and extremely motivated departments,” Torreggiani says. “This is an

area where the technology development is very rapid, and the adoption is very much on the

upswing.”

7. References

Bishop, J. L. & Verleger, M. A. (23-26 June 2013). The Flipped Classroom: A Survey of the

Research, 120th ASEE Annual Conference and Exposition.

Bishop, J. L. (2013). A Controlled Study of the Flipped Classroom With Numerical Methods For

Engineers, Unpublished Doctoral Dissertation, Utah State University, USA.

Day, J. A. & Foley J. D. (2006). Evaluating a web lecture intervention in a human–computer

interaction course. IEEE Transactions on Education, 49(4):420–431.

Ogden, L. (2014). Flipping the Classroom in College Algebra: A Design and Development Study,

Unpublished Doctoral Dissertation, West Virginia University, USA.

Schwankl, E.R. (2013). Blended Learning: Achievement And Perception, Flipped Classroom:

Effects on Achievement and Student Perception. Unpublished Master’s Thesis,

Southwest Minnesota State University, USA.






Snowden, K. E. (2012). Teacher Perceptıons Of The Flipped Classroom: Usıng Video Lectures

Onlıne To Replace Tradıtıonal In-Class Lectures, Unpublished Master’s Thesis,

University Of North Texas, USA.

Torkelson, V. (2012). The Flipped Classroom, Puttıng Learning Back into the Hands of Students,

Unpublished Master’s Thesis, Saint Mary’s College of California, USA.

http://www.theflippedclassroom.es/