One of the recent trends in mathematics teaching is known as a flipped or inverted classroom. I present an overview of what they are; why you'd want to create one; and offer some pointers and problems you might encounter.

1. Flipped Classes
Jeff Suzuki
Department of Mathematics
Brooklyn College
Brooklyn NY 11210
jeff suzuki@yahoo.com
J. Suzuki (CUNY) Flipped Classes 1 / 14

2. The Thirty-Second Explanation
Traditional Class: Flipped Class:
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3. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
Flipped Class:
J. Suzuki (CUNY) Flipped Classes 2 / 14

4. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
J. Suzuki (CUNY) Flipped Classes 2 / 14

5. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
J. Suzuki (CUNY) Flipped Classes 2 / 14

6. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
J. Suzuki (CUNY) Flipped Classes 2 / 14

7. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
J. Suzuki (CUNY) Flipped Classes 2 / 14

8. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’t
know what to do.”
J. Suzuki (CUNY) Flipped Classes 2 / 14

9. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’t
know what to do.”
Flipped classes follow from two premises:
J. Suzuki (CUNY) Flipped Classes 2 / 14

10. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’t
know what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
J. Suzuki (CUNY) Flipped Classes 2 / 14

11. The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’t
know what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14

12. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
J. Suzuki (CUNY) Flipped Classes 3 / 14

13. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
J. Suzuki (CUNY) Flipped Classes 3 / 14

14. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
J. Suzuki (CUNY) Flipped Classes 3 / 14

15. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
¡3
· ¡3x = 22 ·
1
3
J. Suzuki (CUNY) Flipped Classes 3 / 14

16. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
¡3
· ¡3x = 22 ·
1
3
In a video, all the nuances and internal logic are preserved,
J. Suzuki (CUNY) Flipped Classes 3 / 14

17. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
¡3
· ¡3x = 22 ·
1
3
In a video, all the nuances and internal logic are preserved, and students can
rewind,
J. Suzuki (CUNY) Flipped Classes 3 / 14

18. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3
· 3x = 22 ·
1
3
In a video, all the nuances and internal logic are preserved, and students can
rewind,
J. Suzuki (CUNY) Flipped Classes 3 / 14

19. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
3x = 22
In a video, all the nuances and internal logic are preserved, and students can
rewind,
J. Suzuki (CUNY) Flipped Classes 3 / 14

20. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
In a video, all the nuances and internal logic are preserved, and students can
rewind,
J. Suzuki (CUNY) Flipped Classes 3 / 14

21. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 = 15
In a video, all the nuances and internal logic are preserved, and students can
rewind, pause,
J. Suzuki (CUNY) Flipped Classes 3 / 14

22. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 = 15
In a video, all the nuances and internal logic are preserved, and students can
rewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14

23. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
In a video, all the nuances and internal logic are preserved, and students can
rewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14

24. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
3x = 22
In a video, all the nuances and internal logic are preserved, and students can
rewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14

25. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3
· 3x = 22 ·
1
3
In a video, all the nuances and internal logic are preserved, and students can
rewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14

26. A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything is
there but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
¡3
· ¡3x = 22 ·
1
3
In a video, all the nuances and internal logic are preserved, and students can
rewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14

27. Following Examples
In a traditional class, we use class time to show examples:
J. Suzuki (CUNY) Flipped Classes 4 / 14

28. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
J. Suzuki (CUNY) Flipped Classes 4 / 14

29. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
J. Suzuki (CUNY) Flipped Classes 4 / 14

30. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
J. Suzuki (CUNY) Flipped Classes 4 / 14

31. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
J. Suzuki (CUNY) Flipped Classes 4 / 14

32. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
J. Suzuki (CUNY) Flipped Classes 4 / 14

33. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
J. Suzuki (CUNY) Flipped Classes 4 / 14

34. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
J. Suzuki (CUNY) Flipped Classes 4 / 14

35. Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow your
examples.
J. Suzuki (CUNY) Flipped Classes 4 / 14

36. Problem Solving
In problem solving, students learn a broad concept:
J. Suzuki (CUNY) Flipped Classes 5 / 14

37. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
J. Suzuki (CUNY) Flipped Classes 5 / 14

38. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
J. Suzuki (CUNY) Flipped Classes 5 / 14

39. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
J. Suzuki (CUNY) Flipped Classes 5 / 14

40. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
J. Suzuki (CUNY) Flipped Classes 5 / 14

41. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
J. Suzuki (CUNY) Flipped Classes 5 / 14

42. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
J. Suzuki (CUNY) Flipped Classes 5 / 14

43. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
J. Suzuki (CUNY) Flipped Classes 5 / 14

44. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
J. Suzuki (CUNY) Flipped Classes 5 / 14

45. Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an
= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of the
underlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14

46. Before Class
Before class, students watch one or more videos and answer some questions to
turn in.
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47. Before Class
Before class, students watch one or more videos and answer some questions to
turn in.
J. Suzuki (CUNY) Flipped Classes 6 / 14

48. During class
During class, students work on practice problems and assignments.
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49. During class
During class, students work on practice problems and assignments.
J. Suzuki (CUNY) Flipped Classes 7 / 14

50. Key Concept
Technology allows us to do things we’ve never been able to do before . . .
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51. Key Concept
Technology allows us to do things we’ve never been able to do before . . .
. . . but only if we do things we’ve never done before.
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52. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
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53. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
J. Suzuki (CUNY) Flipped Classes 9 / 14

54. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: .
J. Suzuki (CUNY) Flipped Classes 9 / 14

55. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: 2:09.
J. Suzuki (CUNY) Flipped Classes 9 / 14

56. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: 2:09. Very few will
watch the entirety of a
two-hour lecture.
J. Suzuki (CUNY) Flipped Classes 9 / 14

57. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: 2:09. Very few will
watch the entirety of a
two-hour lecture.
Cross references.
J. Suzuki (CUNY) Flipped Classes 9 / 14

58. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: 2:09. Very few will
watch the entirety of a
two-hour lecture.
Cross references. Finding
intersection points done in
another video.
J. Suzuki (CUNY) Flipped Classes 9 / 14

59. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: 2:09. Very few will
watch the entirety of a
two-hour lecture.
Cross references. Finding
intersection points done in
another video.
Instantaneous computations.
J. Suzuki (CUNY) Flipped Classes 9 / 14

60. One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1
course: Find the area between
y = 12 − x2
and y = 4x.
Length: 2:09. Very few will
watch the entirety of a
two-hour lecture.
Cross references. Finding
intersection points done in
another video.
Instantaneous computations.
Students are expected to
pause and rewind to follow
computations.
J. Suzuki (CUNY) Flipped Classes 9 / 14

61. Small Steps
A good way to start is to implement a “No Review” policy:
J. Suzuki (CUNY) Flipped Classes 10 / 14

62. Small Steps
A good way to start is to implement a “No Review” policy: No class time to be
spent reviewing material from previous courses.
J. Suzuki (CUNY) Flipped Classes 10 / 14

63. Small Steps
A good way to start is to implement a “No Review” policy: No class time to be
spent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
J. Suzuki (CUNY) Flipped Classes 10 / 14

64. Small Steps
A good way to start is to implement a “No Review” policy: No class time to be
spent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
J. Suzuki (CUNY) Flipped Classes 10 / 14

65. Small Steps
A good way to start is to implement a “No Review” policy: No class time to be
spent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
The review videos form the core of a flipped course.
J. Suzuki (CUNY) Flipped Classes 10 / 14

66. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
J. Suzuki (CUNY) Flipped Classes 11 / 14

67. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short:
J. Suzuki (CUNY) Flipped Classes 11 / 14

68. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
J. Suzuki (CUNY) Flipped Classes 11 / 14

69. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice:
J. Suzuki (CUNY) Flipped Classes 11 / 14

70. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
J. Suzuki (CUNY) Flipped Classes 11 / 14

71. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor:
J. Suzuki (CUNY) Flipped Classes 11 / 14

72. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
J. Suzuki (CUNY) Flipped Classes 11 / 14

73. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation:
J. Suzuki (CUNY) Flipped Classes 11 / 14

74. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation: Let things
J. Suzuki (CUNY) Flipped Classes 11 / 14

75. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation: Let things appear and disappear,
J. Suzuki (CUNY) Flipped Classes 11 / 14

76. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation: Let things appear , and use color to emphasize.
J. Suzuki (CUNY) Flipped Classes 11 / 14

77. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation: Let things appear , and use color to emphasize.
J. Suzuki (CUNY) Flipped Classes 11 / 14

78. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation: Let things appear , and use color to emphasize.
Stay on topic:
J. Suzuki (CUNY) Flipped Classes 11 / 14

79. Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,
students will be too.
Add humor: If you make jokes in class, make them on the video. But
remember: once it’s online, it’s there forever.
Add animation: Let things appear , and use color to emphasize.
Stay on topic: This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14

80. What to Expect . . . And How to Live With It
Common problems, and solutions.
J. Suzuki (CUNY) Flipped Classes 12 / 14

81. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos
J. Suzuki (CUNY) Flipped Classes 12 / 14

82. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
J. Suzuki (CUNY) Flipped Classes 12 / 14

83. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
J. Suzuki (CUNY) Flipped Classes 12 / 14

84. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner.
J. Suzuki (CUNY) Flipped Classes 12 / 14

85. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
J. Suzuki (CUNY) Flipped Classes 12 / 14

86. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions.
J. Suzuki (CUNY) Flipped Classes 12 / 14

87. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
J. Suzuki (CUNY) Flipped Classes 12 / 14

88. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
Grading.
J. Suzuki (CUNY) Flipped Classes 12 / 14

89. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
Grading. I’m still working on this one.
J. Suzuki (CUNY) Flipped Classes 12 / 14

90. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
Grading. I’m still working on this one.
Group work.
J. Suzuki (CUNY) Flipped Classes 12 / 14

91. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
Grading. I’m still working on this one.
Group work. Encourage collaboration: the best way to learn something is to
explain it to someone else! If you allow collaborative assignments, this also
reduces the grading burden.
J. Suzuki (CUNY) Flipped Classes 12 / 14

92. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
Grading. I’m still working on this one.
Group work. Encourage collaboration: the best way to learn something is to
explain it to someone else! If you allow collaborative assignments, this also
reduces the grading burden.
Not all rooms can host a flipped class.
J. Suzuki (CUNY) Flipped Classes 12 / 14

93. What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to complete
assignments over several class periods.
Lots of student questions. But most of us teach because we like interacting
with students.
Grading. I’m still working on this one.
Group work. Encourage collaboration: the best way to learn something is to
explain it to someone else! If you allow collaborative assignments, this also
reduces the grading burden.
Not all rooms can host a flipped class. Fixed desks and crowded rooms make
it harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14

94. Some Resources
J. Suzuki (CUNY) Flipped Classes 13 / 14

95. Some Resources
Screen Cast-o-Matic:
J. Suzuki (CUNY) Flipped Classes 13 / 14

96. Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images and
do voice over narration.
J. Suzuki (CUNY) Flipped Classes 13 / 14

97. Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images and
do voice over narration.
YouTube:
J. Suzuki (CUNY) Flipped Classes 13 / 14

98. Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images and
do voice over narration.
YouTube: A permanent repository for your work, which also allows you to
include cross references and additional notes.
J. Suzuki (CUNY) Flipped Classes 13 / 14

99. Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images and
do voice over narration.
YouTube: A permanent repository for your work, which also allows you to
include cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
J. Suzuki (CUNY) Flipped Classes 13 / 14

100. Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images and
do voice over narration.
YouTube: A permanent repository for your work, which also allows you to
include cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012): Many more insights
into the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14

101. Some Research Results
How do flipped classrooms compare?
J. Suzuki (CUNY) Flipped Classes 14 / 14

102. Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on Student
Engagement and Performance in the Secondary Mathematics Classroom,”
Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p:
J. Suzuki (CUNY) Flipped Classes 14 / 14

103. Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on Student
Engagement and Performance in the Secondary Mathematics Classroom,”
Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: No
difference in performance for high school algebra 1 students,
J. Suzuki (CUNY) Flipped Classes 14 / 14

104. Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on Student
Engagement and Performance in the Secondary Mathematics Classroom,”
Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: No
difference in performance for high school algebra 1 students, but students
were more engaged and more involved in the class, and enjoyed the class
more.
J. Suzuki (CUNY) Flipped Classes 14 / 14

105. Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on Student
Engagement and Performance in the Secondary Mathematics Classroom,”
Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: No
difference in performance for high school algebra 1 students, but students
were more engaged and more involved in the class, and enjoyed the class
more.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in a
flipped linear algebra course,” International Journal of Mathematical
Education in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
J. Suzuki (CUNY) Flipped Classes 14 / 14

106. Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on Student
Engagement and Performance in the Secondary Mathematics Classroom,”
Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: No
difference in performance for high school algebra 1 students, but students
were more engaged and more involved in the class, and enjoyed the class
more.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in a
flipped linear algebra course,” International Journal of Mathematical
Education in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
Statistically significant improvement of student performance and perception
of mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14