I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection. While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning. In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.

1. The Flipped Classroom: Quick Start
Slide deck from a
webinar by Peter Pappas
peterpappas.com http://www.flickr.com/photos/npobre/2601582256/

2. For more on “flipping” and my
teaching resources / workshops / webinars
My blog: “Copy / Paste”
peterpappas.com/
My posts
tagged flipped-classroom
Follow me on Twitter @edteck
I was flipping my class starting in the ‘80’s, but didn’t call it that.
Two examples: http://bit.ly/KS9nv6 and http://bit.ly/oVNeRG

3. Information flow in the traditional classroom
Teachers
“knew” the Students
information. “got” it from
teachers and
proved they
Just the old model of “learned” it.
“teaching as telling.”
http://www.flickr.com/photos/34053291@N05/3948369923/

4. The
Teacher - gatekeeper
Traditional deciding what’s
important to know
Classroom and be able to do.
Content delivered to
the student during
class time.
Student asked to
“assimilate” the
learning outside of
classroom via
homework.
Student - content
consumer.
http://www.flickr.com/photos/dibytes/4647624108/

5. The essentials of the
flipped classroom ...
1.Redefines the classroom
as a center for student
interaction / production.
2.Shifts the transfer of
information and skills to
the “homework.”
3.Redefines roles of
teacher and student.
http://www.flickr.com/photos/quinnanya/4792856693/

6. Guard against
flipping hype.
It’s NOT:
A new instructional
method
A replacement for
teachers
A video substitute
for homework
http://www.flickr.com/photos/giantsqurl/4983106796/

7. Flipping’s not a fad
about watching videos.
It’s about student collaboration,
inquiry, and reflection.
See my posts on
student motivation
http://www.flickr.com/photos/boskizzi/3241710/

8. For a visual overview, see my post:
"The Flipped Classroom: An Infographic Explanation"
http://bit.ly/y1rXal

9. How does flipping change the
role of teacher?
You no longer simply
deliver content.
You become an
instructional designer
and coach.
You’re free during
class time to work
with your students.

10. Benefits for
teachers
You get to see your
students at work -
interacting in
collaborative groups.
Now you’re free during
class time to assist
your students
individually.
You can group struggling
students and create a
tutorial group.
http://www.flickr.com/photos/duaneschoon/4530185934/

11. Challenges
for teachers
You now have a
new job - learning
designer.
If you can't get kids
to read their
homework - will
they watch a
video?
Where do you get
the video content?
http://www.flickr.com/photos/nostri-imago/2872099576/

12. Talking to parents
and administrators?
Tell your principal you found
ways to get to PBL, inquiry
based, student centered,
differentiation, peer instruction.
Tell parents you can now
observe how their child
performs at higher level tasks.
Tell them both it’s part of and
approach that blends in-class
and online resources.
And flipping expands teaching
and learning beyond the
classroom and the school day.
http://www.flickr.com/photos/fcb/3204854132

13. How
does
flipping
change the
role of the
student?
http://www.flickr.com/photos/stephenpoff/2874657376/

14. In the flipped
classroom, the
student:
• Shifts from
passive consumer of
information to
active learner.
• Has more control of
pace of learning while
watching videos.
• Enjoys more peer
interaction both
in-class and online.
http://www.flickr.com/photos/sophieffc/2523285305/

15. Your students are ready to take more control -
There’s a new digital landscape outside school.
Technology has put students in charge of the
information they access, store, analyze and share.
Text
http://www.flickr.com/photos/fhashemi/97033289/

16. Benefits
for
students
at home
http://www.flickr.com/photos/davemorris/136436758/

17. Is free to stop and re-watch
At home, the student the video without appearing to be “slow.”
Can skim quickly over material they
already know.
Can review content as needed.
Doesn’t miss out, if they are absent
from class.
iStockphoto #9780512

18. Benefits for students
when in class Don't struggle with
assignments at
home - working on
them in class and
getting assistance from
peers and teacher.
Become active
learners - discussing,
challenging, explaining,
critiquing.
Students no longer
stuck at pace of
whole class.
http://www.flickr.com/photos/toddbinger/5433967934/

19. Flipping is a way to improve http://www.flickr.com/photos/stignygaard/335587882/
higher order thinking skills (HOTS)
If you currently lecture, when are the HOTS being used?
Now the classroom is center for HOTS.
Class time for discussion, debate, Socratic seminar, project-
based learning, reenactments, collaboration, presentations.

20. •They set the pace of their home viewing.
•Get to figure out their own approaches in class, rather than just learn
“the facts.”
•Share their thinking with their peers and compare approached.
•Can reflect on their progress as learners.
Students can take increasing
Image credit: iStockphoto / 4301781 responsibility for their learning

21. But there’s also challenges for students
Will need to shift from passive listening.
Need to be able to work independently at home.
May need to increase total time on academics.
Their past grades might be based on their memorizing skills.
~ What if they have to figure it out? iStockphoto File # 14041655

22. The Flipped Classroom starts with one question:
what is the best use of my face-to-face class time?
~ Jonathan Bergmann link
http://www.flickr.com/photos/npobre/2601582256/

23. Key design questions
1. What “lower-order”
content of the unit am I
currently delivering via lecture?
2. Could parts of lecture can be
shifted to homework via
video or other web content?
3. What classroom activities
would I now have time for?
4. What web resources exist
(or could we create) to support
those activities?
http://www.flickr.com/photos/sfbear/504975350/

24. A basic framework
1. Begin by setting the stage in class
- activity, brief demo, pose a problem
(Goal - a reason to watch the video)
2. Deliver content in short
videos - watch with a purpose
through guiding questions.
(Interact with peers online?)
3. Then back in class - apply the
learning in a student-centered
activity. Could lead back into the
http://www.flickr.com/photos/visualpanic/2312649191/
cycle or to teacher-delivered content.

25. Keep it flexible - Multiple, bite-size videos
Some
student
Could use might prefer
video to foster reading or
curiosity interactive
and introduce a website.
new unit.
http://www.flickr.com/photos/walkn/3526522573/
Use lecture to conclude unit when students have a
“need-to-know” and can frame their own questions .

26. What if your students don’t
have internet access at home?
•Use classroom stations to view.
•Utilize school / community libraries.
http://www.flickr.com/photos/sierraromeo/2758998396/
•Burn some DVD’s or thumbdrives.

27. Few videos to share?
Then focus on giving
students more input
on key instructional
elements.
Remember -
it’s about the learning,
not the videos!
See my post: “The Four Negotiables of Student
Centered Learning” http://bit.ly/rJxNIh

28. "Video itself will not help kids achieve
more in your class.
The flipped classroom is about making
connections with learners and
differentiating your instruction.
The flipped class is an ideology, not a
methodology."
~ Brian Bennett link

29. TEDEd ed.ted.com/
Why make your
TED Talks ted.com/ own videos,
Vimeo vimeo.com when you
TeacherTube teachertube.com/ could use?
Khan Academy khanacademy.org/
EDU YouTube youtube.com/education
Apple iTunes U apple.com/education/itunes-u/
MERLOT ed collection merlot.org/

30. 1. Select any YouTube or TED video, it
will publish to it's own unique URL.
2. Create MC and open-ended
questions, and add additional
readings or activities.
3. Share the lesson with students via
e-mail, Facebook, or Twitter. You can My post “Flip Any
decide who gets to see that page. YouTube Video into a
Lesson with TED-Ed
4. Log in to see data on student Tools” http://bit.ly/
viewings and question responses. IihqBy

31. • GroupMe - Discussion boards groupme.com
• Voicethread groups to collaborate around any type of
multimedia voicethread.com
• Animoto create collage video out of your content
animoto.com
• Jing Screencapture jingproject.com
• Google Ed Apps google.com/apps/intl/en/edu/
• Big Marker web conferencing bigmarker.com
Free websites and apps

32. Why not let
your students
be video
curators?
http://www.flickr.com/photos/nhuisman/3168683736/

33. Student curated videos?
1. Pick a single upcoming
lesson that you already
plan to teach.
2. Recruit a few students
to find existing online
video material to
support the lesson.
3. Work with the student
team to develop an in-
class activity that all
students will do after
viewing the video.
http://www.flickr.com/photos/danielproulx/3935693383/

34. Student curated (con’t)
4. Post (or link to) the
video and ask full class
to view and do in-class
activity.
5. Ask full class to
evaluate the video and
activity. Develop a
rubric. My post: “How to Flip Your
Classroom - and Get Your
6. Repeat steps until you Students to Do the Work”
get a good basis for
student curated http://bit.ly/rp5O0y
videos.

35. Use flipping with a pre-test

36. Pre-test model #1
Teacher designs
1. Students watch video or other
content.
2. Ask them to note what they
understand and where they
have questions.
3. Students post their “knows”
and “don’t knows” on a
discussion board or poll.
4. Teacher uses feedback to focus
lesson on gaps.

37. Pre-test model #2
Students design
1. Give a pre-test or
student self-assessment.
2. Let students decide
which elements of an
upcoming unit need
video support.
3. Then assign teams of
students to find online
content to support the
gaps.
4. Let students who “get
it” teach their peers.

38. Giving students a design role,
fosters digital literacy skills
1. find information
2. decode it
3. critically evaluate it
4. organize it into digital libraries
5. be able to share it with others
6. maintain a selective focus
~ Adapted from David Warlick http://www.flickr.com/photos/marc_smith/6539377111/

39. See my Prezi on
reflective schools
http://bit.ly/IGugKB

40. Two great ways
to network with
other teachers
Search Twitter using
hashtag #flipclass
Flipped Class
Network
vodcasting.ning.com

41. For more on “flipping” and my
teaching resources / workshops / webinars
My blog: “Copy / Paste”
peterpappas.com/
My posts
tagged flipped-classroom
Follow me on Twitter @edteck
I was flipping my class starting in the ‘80’s, but didn’t call it that.
Two examples: http://bit.ly/KS9nv6 and http://bit.ly/oVNeRG