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2. The Flipped Classroom: The Full Picture
Based on an Experiential Model of Learning
By Jackie Gerstein, Ed.D.

3. Copyright © 2012 Jackie Gerstein
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

7. What is the Flipped Classroom
Due to Khan Academy’s popularity, the idea of the flipped classroom has gained press and credibility
within education circles. In its simplest terms, the flipped classroom is about viewing and/or listening to
lectures during one’s own time which frees up face-to-face class time for experiential exercises, group
discussion, and question and answer sessions.
It’s called “the flipped classroom.” While there is no one model, the core idea is to flip the
common instructional approach. With teacher-created videos and interactive lessons,
instruction that used to occur in class is now accessed at home, in advance of class. Class
becomes the place to work through problems, advance concepts, and engage in collaborative
learning. Most importantly, all aspects of instruction can be rethought to best maximize the
scarcest learning resource—time. Flipped classroom teachers almost universally agree that
it’s not the instructional videos on their own, but how they are integrated into an overall
approach, that makes the difference (The Flipped Classroom by Bill Tucker).
The advantage of the flipped classroom is that the content, often the theoretical/lecture-based component
of the lesson, becomes more easily accessed and controlled by the learner. Cisco in a recent white paper,
Video: How Interactivity and Rich Media Change Teaching and Learning, discussed the benefits of video
in the classroom:
Establishes dialogue and idea exchange between students, educators, and subject matter experts
regardless of locations.
Lectures become homework and class time is used for collaborative student work, experiential
exercises, debate, and lab work.
Extends access to scarce resources, such as specialized teachers and courses, to more students,
allowing them to learn from the best sources and maintain access to challenging curriculum.
Enables students to access courses at higher-level institutions, allowing them to progress at their
own pace.
Prepares students for a future as global citizens. Allows them to meet students and teachers from
around the world to experience their culture, language, ideas, and shared experiences.
Allow students with multiple learning styles and abilities to learn at their own pace and through
traditional models.
One of the major, evidenced-based advantages of the use of video is that learners have control over the
media with the ability to review parts that are misunderstood, which need further reinforcement, and/or
those parts that are of particular interest. (Using technology to give students “control of their
interactions” has a positive effect on student learning,)

9. Problems and Issues with the Flipped Classroom
Two noteworthy problems exist when thinking about using the flipped classroom in education settings.
1. If video lectures drive the instruction, it is just a repackaging of a more traditional model of
didactic learning. It is not a new paradigm nor pedagogy of learning.
2. Educators need to be re-educated as to what to do with the class time that previously was used for
their lectures.

10. Repackaging Old Paradigms
As Cathy Davidson noted in Why Flip The Classroom When We Can Make It Do Cartwheels?
In some ways, the flipped model is an improvement. Research shows that tailored tutoring is
more effective than lectures for understanding, mastery, and retention. But the flipped
classroom doesn’t come close to preparing students for the challenges of today’s world and
workforce. As progressive educational activist Alfie Kohn notes, great teaching isn’t just
about content but motivation and empowerment. Real learning gives you the mental habits,
practice, and confidence to know that, in a crisis, you can count on yourself to learn
something new.
The flipped classroom isn’t likely to change the world. Energized, connected, engaged,
global, informed, dedicated, activist learning just might. Transformative, connected
knowledge isn’t a thing–it’s an action, an accomplishment, a connection that spins your world
upside down, then sets you squarely on your feet, eager to whirl again. It’s a paradigm shift.
Harvard Professor Chris Dede stated in his Global Education 2011 keynote in response to a question
directed about the flipped classroom . . .
I think that the flipped classroom is an interesting idea if you want to do learning that is
largely based on presentation. You use presentation outside of the classroom. Then you do
your understanding of the presentation and further steps from the presentation inside the
classroom. I think it is a step forward. It is still, in my mind, the old person. It’s still starting
with presentational learning and then trying to sprinkle some learning-by-doing on top of it. I
am interested more in moving beyond the flipped classroom to learning by doing at the center
than a kind of the intermediate step that still centers on largely on tacit assimilation.

11. The Class Time Void That Was Once Lectures
One of the problems with flipping the classroom is that educators, who are used to and trained in using
class time for lectures, do not know how to transition from a lecture-based classroom to one that includes
more student-centered and interactive activities. The message being given to teachers is that when
students review the lectures on their own time, they now have time to do whatever they want during class
time. A major roadblock or barrier to the implementation of this model is that many educators do not
know what to do within the classroom, with that “whatever they want to do” time they now have.
The problem is that educators, as a group, know how to do and use the lecture. When educators are asked
to replace their in-class lectures with videotaped ones (either their own or others) that learners watch at
home, educators may not know what to do with this now void in-class time. Those who advocate for the
flipped classroom state that class time can then be used for discourse and for providing hands-on,
authentic learning experiences. In a recent interview Khan stated. “If I was a teacher, this is exactly the
type of class I’d want to teach, I don’t have to prepare in a traditional sense. But I do have to prepare for
projects and all that, so I have to prepare for creative things” (Meet Sal Khan). As Frank Noschese notes:
Sal Khan is not showing any examples about what students and teachers are doing beyond
Khan Academy. The news stories are not showing the open-ended problems the kids should
be engaging with after mastering the basics — instead they show kids sitting in front of
laptops working drills and watching videos. The focus is on the wrong things. Khan Academy
is just one tool in a teacher’s arsenal. (If it’s the only tool that is a HUGE problem.)
http://fnoschese.wordpress.com/2011/05/10/khan-academy-my-final-remarks/
In other words, the message being given is that teachers can do what they want to during class time. Now
educators have time for engagement and interaction with the learners (#EdCampChicago presentation).
This problem is especially relevant in higher education where faculty are hired based on their content
expertise not their expertise in being facilitators of learning.
There are many reasons professors who lecture don’t want to give it up. Tradition may be the
mightiest force. A lot of them are not excited about the idea that they might have to move out of their
comfort zone. Professors stick with traditional approaches because they don’t know much about
alternatives. Few get training or coaching on how to teach. It’s kind of ironic that professors don’t
have any type of training in any way, shape or form. It’s the only teaching degree that you don’t need
to go through any actual training in teaching to do.
(http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/inventing-new-
college.html)
For educators, who are used to and use the didactic model, a framework is needed to assist them with the
implementation of the Flipped Classroom.

13. The Flipped Classroom in the Context of the Experiential Learning Model
This section describes a model of flipped classroom learning that addresses the concerns discussed in the
previous chapter. In order to minimize the flavor of the month syndrome (e.g., Success for All, Character
Education), the use of video lectures needs to fall within a larger framework of learning activities –
within more establish models of learning, providing a fuller and broader context for educator
implementation.
What follows is an explanation of the Flipped Classroom Model, a model where the video lectures,
vodcasts, and podcasts fall within a larger framework of learning activities. It incorporates the use of
videos and other online content in the flipped classroom fashion described by current proponents but also
includes methods, strategies, and activities for the face-to-face and/or synchronous class time.

14. Basic Tenets
The tenets that drive The Flipped Classroom: The Full Picture are . . .
The learners need to be personally connected to the topic. Student engagement is the key to
learning. Engagement is more likely to occur through experiential activities.
In today’s world, informal learning today is connected, instantaneous, and personalized. Students
should have similar experiences in their more formal learning environments.
Almost all content-related knowledge can be found online through videos, podcasts, and online
interactives, and is often better conveyed through these media than by classroom teachers.
Learning institutions are no longer the gatekeepers to information. Anyone with connections to the
Internet has access to high level, credible content.
Lectures in any form, face-to-face, videos, transcribed, or podcasts, should support learning not
drive it nor be central to it.
And from Doug Holton, “Lectures do still have a place and can be more effective if given in the
right contexts, such as after (not before) students have explored something on their own (via a lab
experience, simulation, game, field experience, analyzing cases, etc.) And developed their own
questions and a ‘need to know.” (http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-
with-moocs/)
A menu of learning acquisition and demonstration options should be provided throughout the
learning cycle to address and engage a diversity of student needs, interests, and passions.
The educator becomes a facilitator and tour guide of learning possibilities – offering these
possibilities to the learners and then getting out of the way.

15. Foundational Learning Theories
Along with the tenets above, the Experiential Flipped Classroom Model has it roots in several theories.
Older models of experiential learning can be updated to include technology tools and build off of the
tenets proposed for the flipped classroom model.
Experiential Learning Cycle
The Experiential Learning Cycle models emphasize that the nature of experience is of
fundamental importance and concern in education and training. It is the teacher’s
responsibility to structure and organize a series of experiences, which positively influence
each individual’s potential future experiences. In other words, “good experiences” motivate,
encourage, and enable students to go on to have more valuable learning experiences.
Experiential Learning Cycles can be seen as providing a semi-structured approach. There is
relative freedom to go ahead in activity and “experience”, but the educator also commits to
structuring other stages, usually involving some form of planning or reflection, so that “raw
experience” is packaged with facilitated cognitive (usually) thinking about the experience.
(http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm)
Kolb’s Experiential Learning Cycle
David A. Kolb (with Roger Fry) created his famous experiential learning circle that involves (1) concrete
experience followed by (2) observation and experience followed by (3) forming abstract concepts
followed by (4) testing in new situations.
(http://www.infed.org/biblio/b-explrn.htm)

16. For more information, see
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/kolb_flash.htm
The 4Mat System
4MAT® System is a teaching model which combines the fundamental principles of several long-standing
theories of personal development with current research on human brain function and learning. 4MAT is a
process for delivering instruction in a way that appeals to all types of learners and engages, informs,
allows for practice and creative use of material learned within each lesson. A very important component
of this method is the need for teachers/instructors to understand and present their material conceptually,
presenting the big picture, and the meaning and relevance of material to be learned. The instructional
events of the 4MAT system can be divided into four categories: orientation, presentation, practice, and
extension/evaluation.

17. See http://www.aboutlearning.com/what-is-4mat for more information about the 4MAT model.
The problem with the flipped classroom is that the major focus is on the didactic presentation of
information that it is still at the center of the learning experience. The flipped classroom, given that is
currently getting so much press, provides an opportunity to change the paradigm of learning, whereby
learning–by-doing, the experiences along with the understanding and application of those experiences
become core to the learning process.

18. The Flipped Classroom: The Full Picture
What follows is an explanation of the Flipped Classroom Model, a model where the video lectures and
vodcasts fall within a larger framework of learning activities.

19. Experiential Engagement: The Activity
The cycle begins with an experiential exercise. This is an authentic, often hands-on learning activity that
fully engages the student. It is a concrete experience that calls for attention by most, if not all, the senses.
Learning activities are designed that are immersive, so they experience the now. The goal is to assist
learners in becoming interested and engaged in the topic through personal connection to the experience
and desire to create meaning for and about that experience (i.e., constructivist learning).
Students become interested in the topic because of the experience. They develop a desire to learn more.
This is in line with John Dewey’s thinking regarding experience and education. ”The nature of
experiences is of fundamental importance and concern in education and training. People learn
experientially. It is the teacher’s responsibility to structure and organize a series of experiences, which
positively influence each individual’s potential future experiences”
(http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm).
Examples of Experiential Engagement include Experiential Learning Activities, Science Experiments,
Simulations, Games, and Art-Based Activities.
Setting: These activities are designed for in-class time and often occur in a group setting. In a blended
course, these are synchronous activities conducted during face-to-face instructional time. In an online
course, students could be asked to go to a community event, museum, or the educator could provide some
type of hands-on activity or simulation for students to complete during a real-time synchronous webinar
session via Adobe Connect, Elluminate or through a 3D Learning experience such as Quest Atlantis.

20. Conceptual Connections: The What
Learners are exposed to and learn concepts touched upon during Experiential Engagement. They explore
what the experts have to say about the topic. Information is presented via video lecture, content-rich
websites and simulations like PHET and/or online text/readings.
Bernice McCarthy, the 4MAT developer, reinforces that concepts should be presented in accessible
form. By providing learners with online resources and downloadable media, learners can control when
and how the media is used. This is the major value of flipping the classroom . . . content-based
presentations are controlled by the learner as opposed to the lecturer as would be the case in a live,
synchronous, didactic-driven environment. This is the time in the learning cycle when the learners view
content-rich videos. These videos are used to help students learn the abstract concepts related to the
topic being covered.
Archived free educational videos can be found at: YouTube Education, Khan Academy, Neo K-12,
WatchKnowLearn, Teacher’s Domain, and other video hosting sites.
Teachers can also record their own lectures for student viewing. Some tools to do so include: Camtasia
Studio (PC) or Camtasia for Mac, Jing, Snagit, Screenflow, Screencast-o-matic, Screenr, Educreations,
and ShowMe.
(Note: Describing the specific technologies and how one can record one’s own lectures is not the intent
of this book. I recommend doing further research to decide which tools would be most appropriate.)
In a more learner-centric environment, students could be asked to locate the videos, podcasts, and
websites that support the content-focus of the lesson. These media can then be shared with other students.

21. Part of this phase includes an online chat for asking and addressing questions about the content presented
via the videos, podcasts, and websites. Through a “chat” area such as Primary Pad, Edmodo, or Google
Docs, learners can ask questions with responses provided by co-learners and educators. Videos could
even be embedded into a Voicethread so students can post comments/reactions to the content. Obviously,
in a face-to-face setting, students can bring their questions into the real time environment for group
discussions.
Setting: The learners in their own setting on their own time use these materials. In other words, students
have the opportunity to access and interact with these materials in a personalized manner. They can view
them in a learning setting that works for them (music, lighting, furniture, time of day) and can view/review
information that they find particularly interesting or do not understand. It is asynchronous learning and as
such permits the learner to differentiate learning for him/herself.

22. Meaning Making: The So What
Learners reflect on their understanding of what was discovered during the previous phases. It is a phase
of deep reflection on what was experienced during the first phase and what was learned via the experts
during the second phase.
During this phase, the educator can demonstrate reflection strategies and offer choices for student
reflections, but the focus should be on the learner constructing his or her understanding of the topic.
Learners can articulate and construct their understanding of the content or topic being covered through
written blogs or verbal-based audio or video recordings. Learners can articulate and construct their
understanding of the content or topic being covered through a variety of technology tools:
Blogs such as WordPress or Blogger
Audio and Video Recordings
Facebook Group Page: Facebook introduced Groups for Schools.
Voicethread: The advantage of using Voicethread is that students can hear review the ideas of other
students and have a choice in the type of medium used: video, audio, or written.
Within the standard school system, this would be the phase when students are tested about their
understanding of the content. If this is the case, it is recommended that the tests target higher levels of
Bloom’s Taxonomy – evaluation, applying, synthesizing.
Setting: If possible, learners should be given the opportunity to reflect upon and make meaning of the
content-related concepts within their own time schedule . . . both at a time when they feel ready to do so
and taking the time they personally need for producing self-satisfactory work.

23. Demonstration and Application: The Now What
During this phase, learners get to demonstrate what they learned and apply the material in a way that
makes sense to them. This goes beyond reflection and personal understanding in that learners have to
create something that is individualized and extends beyond the lesson with applicability to the learners’
everyday lives. This is in line with the highest level of learning within Bloom’s Revised Taxonomy of
Learning – Creating - whereby the learner creates a new product or point of view. In essence, they
become the storytellers of their learning (See Narratives in the 21st Century: Narratives in Search
of Contexts).
A list of technology-enhanced ideas/options for the celebration of learning can be found at:
http://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-
learning/.
Here is a slideshow of former students’ Demonstration and Application Projects and Presentations:
http://www.flickr.com/photos/57763362@N05/sets/72157626916672828/show/
Setting: This phase of the cycle is best when it occurs in a face-to-face, group setting within the
classroom. The reasons for recommending this type of synchronous learning are: (1) the educator can
guide the learner to the types of projects and tools best suited for him/her, and (2) an audience of peers
and mentors increases motivation and provides opportunities for feedback. In an online course, students
can work on their projects and present them to peers/educators during a synchronous, interactive online
forum.

25. How The Flipped Classroom: The Full Picture Supports Universal Design for Learning
Universal Design for Learning received some news coverage as a report, Universal Design for Learning
(UDL): Initiatives on the Move, was released by the National Center on UDL, May 2012. This chapter
describes the principles of Universal Design for Learning and how they naturally occur when a full cycle
of learning, including ideas related to the flipped classroom, are used within the instructional process.

26. Universal Design for Learning
The UDL framework:
includes three principles calling for educators to provide multiple means of engagement, multiple
means of presenting instructional content, and multiple means of action and expression when
designing and delivering instruction
is based on the latest learning sciences, including cognitive neuroscience, human developmental
science, and education research
helps educators to use digital technology and innovative methods to teach whole classes while
personalizing each student’s instruction
provides a blueprint for creating flexible instructional goals, methods, materials and assessments
that work for everyone—rather than the one-size-fits-all approaches found in typical instructional
environments http://www.udlcenter.org/advocacy/state/report
Source: http://www.cast.org/udl/
More about UDL can be found at:
CAST: Center for Applied Special Technology
National Center on Universal Design for Learning
UDL Learning Tools
UDL Toolkit

27. Some of the key findings of the Universal Design for Learning (UDL): Initiatives on the Move study:
Both state and local district leaders:
reported a high degree of familiarity with the UDL principles. All state leaders reported having
good, very good, or excellent familiarity with the UDL principles, while more than half of the local
leaders reported being extremely or moderately familiar with the UDL principles.
linked UDL with other education initiatives that embrace universal approaches occurring in general
education environments, e.g. response to intervention (RTI), positive behavioral interventions and
supports (PBIS), and differentiated instruction.
perceived a connection between technology and UDL.
State leaders reported:
strong connection between UDL and standards-based education initiatives, e.g. the Common Core
State Standards and statewide assessments.
UDL was addressed as part of their state technology plans or in the context of 21st century learning.
critical to UDL advocacy: two factors are critical to UDL advocacy: (1) state leadership need to
embrace UDL and (2) UDL must be understood as a general education initiative that moves beyond
special education.

28. UDL, the Flipped Classroom, and Experiential Learning
Simply put, experiential learning is learning from experience. Experiential learning can be a
highly effective educational method..
It engages the learner at a more personal level by
addressing the needs and wants of the individual. For experiential learning to be truly
effective, it should employ the whole learning wheel, from goal setting, to experimenting and
observing, to reviewing, and finally action planning. This complete process allows one to
learn new skills, new attitudes or even entirely new ways of thinking.
(http://en.wikipedia.org/wiki/Experiential_learning)
UDL is a strategy, a process that provides opportunities for all students, not just those with special needs
(but I believe that everyone has special learning needs), to be successful learners. This is the same goal
for the flipped classroom model designed as an experiential learning cycle.
What follows is how an experiential flipped classroom learning model, that includes elements of the
flipped classroom, fits the principles of UDL. Explanations are provided about how the principles of
UDL are naturally and seamlessly addressed in this model.

29. Experiential Engagement and UDL
The primary UDL principle addressed during this phase is Provide Multiple Means for Engagement. The
goal of this phase, in line with the tenets of experiential learning, is to hook or motivate the student by
engaging him or her on a personal level.
Introducing learners to the lesson topic and content through sensory-rich, highly engaging, hands-on, and
authentic learning activities address the following key guidelines of this principle:
Provide tasks that allow for active participation, exploration and experimentation
Design activities so that learning outcomes are authentic, communicate to real audiences, and
reflect a purpose that is clear to the participants
Invite personal response, evaluation and self-reflection to content and activities
Include activities that foster the use of imagination to solve novel and relevant problems, or make
sense of complex ideas in creative ways
Create cooperative learning groups with clear goals, roles, and responsibilities – many of these
activities require cooperative learning.
(http://www.udlcenter.org/aboutudl/udlguidelines/principle3)

30. Concept Development and UDL
The primary UDL principle addressed in this phase is Provide Multiple Means of Representation. This is
the phase where videos, as proposed by the flipped classroom, are utilized to assist students in learning
the theoretical concepts related to the content being covered. As previously noted, though, the videos are
used to introduce, support, and reinforce the theoretical content as opposed as being at its core. Videos
should not be the only source of concept formation. To support learning, a multimedia-learning
environment needs to provide multiple, flexible methods of presentation. Ways of addressing this
principle include presenting material in a variety of formats (http://www.cited.org/index.aspx?
page_id=147).
Interactive websites and ebooks, simulations, and content-rich websites can also service this
purpose. The learner should be offered a menu of resources to study and learn about the topic.
These following guidelines of Provide Multiple Means of Representation are addressed if learning is
approached in this manner:
Present key concepts in one form of symbolic representation (e.g., an expository text or a math
equation) with an alternative form (e.g., an illustration, dance/movement, diagram, table, model,
video, comic strip, storyboard, photograph, animation, physical or virtual manipulative)
Provide visual diagrams, charts, notations of music or sound to support auditory content and
information.
Provide descriptions (text or spoken) for all images, graphics, video, or animations
Provide interactive models that guide exploration and new understandings

31. Provide multiple entry points to a lesson and optional pathways through content (e.g., exploring big
ideas through dramatic works, arts and literature, film and media)

32. Meaning Making and UDL
The primary UDL principle addressed during this phase is Provide Multiple Means of Action and
Expression. Learners, during this phase, construct their own meanings and understanding of the
experiences, content, and topics covered in the previous phases. They do so via blogs, vodcasts,
podcasts, Voicethread, Edmodo, wikis, and other web 2.0 tools that allow for personal reflection and
expression. A digital environment supports student learning when it provides multiple, flexible methods
for student action, expression, and apprenticeship (http://www.cited.org/index.aspx?page_id=147). As
with content presentation, several options should be offered to the students.
The following guidelines related to Provide Multiple Means of Action and Expression are addressed
when learners making meaning of the content:
Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation
tools, storyboards, comic strips, animation presentations)
Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design,
film, music, visual art, sculpture, or video
Use web applications (e.g., wikis, animation, presentation)
Use story webs, outlining tools, or concept mapping tools
Also addressed are guidelines from Provide Multiple Means for Engagement:
Provide learners with as much discretion and autonomy as possible by providing choices
Vary activities and sources of information so that they can be personalized and contextualized to

33. learners’ lives
Design activities so that learning outcomes are authentic, communicate to real audiences, and
reflect a purpose that is clear to the participants
Invite personal response, evaluation and self-reflection to content and activities
Provide feedback that is substantive and informative rather than comparative or competitive
The Multiple Means of Representation are also reinforced during the meaning making phase as learners
are asked to . . .
Incorporate explicit opportunities for review and practice

34. Demonstration and Application, and UDL
During this phase, learners demonstrate what they learned during the previous phases and how this
learning will transfer to other areas of their lives. The primary UDL principle addressed during this
phase is Provide Multiple Means of Action and Expression
Compose in multiple media such as text, speech, drawing, illustration, design, film, music,
dance/movement, visual art, sculpture or video
Also addressed are guidelines from Provide Multiple Means for Engagement:
Provide learners with as much discretion and autonomy as possible by providing choices
Allow learners to participate in the design of classroom activities and academic tasks
Vary activities and sources of information so that they can be personalized and contextualized to
learners’ lives
Design activities so that learning outcomes are authentic, communicate to real audiences, and
reflect a purpose that is clear to the participants
Provide tasks that allow for active participation, exploration and experimentation
Include activities that foster the use of imagination to solve novel and relevant problems, or make
sense of complex ideas in creative ways
Vary the degrees of freedom for acceptable performance

35. The Multiple Means of Representation are also reinforced during this demonstration and application
phase as learners . . .
Provide explicit, supported opportunities to generalize learning to new situations
Offer opportunities over time to revisit key ideas and linkages between ideas
UDL Photo Images from http://www.udlcenter.org/aboutudl/whatisudl

37. Several trends have converged that are influencing how classes should be taught within higher education
settings.
The first is technological innovation, which has made it easier to distribute lectures by the
world’s leading instructors. Some faculty members wonder whether it still makes sense to
deliver a lecture when students can see the same material covered more authoritatively and
engagingly—and at their own pace and on their own schedule.
At the same time, policy makers, scholars, advocacy groups, and others who seek to improve
higher education want to see more evidence that students are truly learning in college.
Cognitive scientists determined that people’s short-term memory is very limited – it can only
process so much at once. A lot of the information presented in a typical lecture comes at
students too fast and is quickly forgotten.
(How ‘Flipping’ the Classroom Can Improve the Traditional Lecture).
Physics education researchers determined that the traditional lecture-based physics course
where students sit and passively absorb information is not an effective way for students to
learn. A lot of students can repeat the laws of physics and even solve complex problems, but
many are doing it through rote memorization. Most students who complete a standard physics
class never understand what the laws of physics mean, or how to apply them to real-world
situations.
(http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/rethinking-
teaching.html)
Sal Khan, of the Khan Academy, stated:
There was nothing practical that anyone could do about this broken “learning” model until
recently. But we can now deliver on-demand content to any student for nearly zero
incremental cost. The video content can be paused and repeated as needed. Students can
focus on exactly what they need to know. They don’t have to be embarrassed to fill in
remedial gaps. They don’t need to take notes. Crucially, the lectures can be given by superb
communicators, with a deep, intuitive understanding of the material.
Ten years from today, students will be learning at their own pace. The classroom will be a
place for active interaction, not passive listening and daydreaming. The role of the teacher
will be that of a mentor or coach as opposed to a lecturer, test writer, and grader. The
institutions that will remain relevant will be those that leverage this paradigm, not fight it.
There are a number of higher education initiatives that are seeking to go beyond the lecture and flip the
classroom.
Charles Prober, MD, senior associate dean for medical education at the School of Medicine, teamed with
Chip Heath, PhD, a professor of organizational behavior, to design and use the Flipped Classroom with a
core biochemistry course.

38. This year, our core biochemistry course at Stanford Medical School was redesigned
following this model. Rather than a standard lecture-based format; the instructors provided
short online presentations. Class time was used for interactive discussions of clinical
vignettes highlighting the biochemical bases of various diseases. The proportion of student
course reviews that were positive increased substantially from the previous year. And the
percentage of students who attended class shot up from about 30% to 80% — even though
class attendance was optional
(Lecture Halls without Lectures — A Proposal for Medical Education by Charles G. Prober).
Eric Mazur, a Harvard Physics teacher, has gained popularity due to changing his teaching methods. The
following are excerpts from the Harvard Magazine article, Twilight of the Lecture:
To Mazur’s consternation, the simple test of conceptual understanding showed that his students had
not grasped the basic ideas of his physics course. “In a traditional physics course, two months after
taking the final exam, people are back to where they were before taking the course,” Mazur notes.
“It’s shocking.”
Sitting passively and taking notes is just not a way of learning. Yet lectures are 99 percent of how
we teach!
Active learners take new information and apply it, rather than merely taking note of it. Firsthand use
of new material develops personal ownership. When subject matter connects directly with students’
experiences, projects, and goals, they care more about the material they seek to master.
Taking active learning seriously means revamping the entire teaching/learning enterprise—even
turning it inside out or upside down. For example, active learning overthrows the “transfer of
information” model of instruction, which casts the student as a dry sponge who passively absorbs
facts and ideas from a teacher. This model has ruled higher education for 600 years, since the days
of the medieval Schoolmen who, in their lectio mode, stood before a room reading a book aloud to
the assembly—no questions permitted. The modern version is the lecture.
“I think the answer to this challenge is to rethink the nature of the college course, to consider it as a
different kind of animal these days,” he continues. “A course can be a communication across time
about a discrete topic, with a different temporal existence than the old doing-the-homework-for-the-
lecture routine. Students now tap into a course through different media; they may download
materials via its website, and even access a faculty member’s research and bio. It’s a different kind
of communication between faculty and students. Websites and laptops have been around for years
now, but we haven’t fully thought through how to integrate them with teaching so as to conceive of
courses differently.”
Personal Experiences
I began my teaching career in the field of experiential education – the focus, obviously, was on learning
by doing. My first job in higher education was as an instructor of Outdoor Education at Unity College in
Maine. I knew from past experiences as an experiential, outdoor educator for at-risk youth, and from my
desire to create classrooms that I wished I had as a student, that lectures would not be part of my
classroom strategies. Theoretical content learning would occur as homework during the students’ time.

39. Face-to-face classroom time would be spent putting the theory into practice. In the twenty-plus years I
have been in higher education, students have been given course content to review and study at home, not
through any didactic presentation. Since I never valued the textbook as the best means for delivering that
content (they are edited books based on one or two authors’ perspectives), I started by providing them
with compendiums of theme/content-related articles, later lists of web links to articles, and currently
adding video lectures to those lists. Students are not required to read nor view all of the suggested web
resources. The list offers a menu of learning possibilities. Class time, as I’ve said, is then used to put the
theory into practice. These experiences include group problem-solving and team building games,
simulations, case study reviews, and group discussions.
In Problems and Issues with the Flipped Classroom, I discussed that a problem with flipping the
classroom is that educators, who are used to and trained in using class time for lectures, do not know how
to transition from a lecture-based classroom to one that includes more student-centered activities. The
message being given to teachers is that when students review the lectures on their own time, the teachers
now have time to do whatever they want during class time. A major roadblock or barrier to the
implementation of this model is that many educators do not know what to do within the classroom, with
that “whatever they want to do” time. For educators, who are used to and use the didactic model, a
framework is needed to assist them with the implementation of the Flipped Classroom.
This problem is especially relevant in higher education where faculty are hired based on their content
expertise not their expertise in being facilitators of learning.
There are many reasons professors who lecture don’t want to give it up. Tradition may be the mightiest
force. A lot of them are not excited about the idea that they might have to move out of their comfort zone.
Professors stick with traditional approaches because they don’t know much about
alternatives. Few get training or coaching on how to teach. It’s kind of ironic that professors
don’t have any type of training in any way, shape or form. It’s the only teaching degree that
you don’t need to go through any actual training in teaching to do.
(http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/inventing-new-
college.html)

40. The Flipped Classroom Model for Higher Education
What follows is an explanation of the Flipped Classroom Model that has some unique qualities and
resources for higher education.

41. Experiential Engagement in Higher Education
The cycle often begins with an experiential exercise. This is an authentic, often hands-on, learning
activity that fully engages the student. It is a concrete experience that calls for attention by most, if not
all, the senses These are teacher generated and facilitated. They work best during classroom time.
These are those “what to do with the time that used to be filled with lectures” class activities.
The options for experiential engagement are limitless. Again, the goal is to offer an engaging and
authentic learning activity that introduces learners to the course topic, and creates a desire for them to
want to learn more. Options include:
Team Problem Solving Activities: Wilderdom, Teampedia
Science Experiments: Steve Spangler Science Experiments, Kitchen Science Experiments
Experiential Mobile Activities (Note: Some of these can also be used for online courses)
The Arts: Artsedge
Facilitating experiential activities may be tricky, at first, for those who have never led them. Experiential
activities are often used for organizational development and corporate training. As such, those new to
their use can get ideas for the how-to facilitation through business related websites:
Guide to Facilitating Effective Experiential Learning Activities
Tips for Getting Started
There are also some options for virtual experiences that may be suitable for online courses:

42. Virtual Field Trips: 100 Incredible Educational Virtual Tours
Online Simulations: PhET Science Simulations, National Library of Virtual Manipulatives
Google: Google Earth Tours, Google Art Project

43. Concept Exploration in the Flipped Classroom
During this phase, learners are exposed to and learn concepts touched upon during Experiential
Engagement. They explore what the experts have to say about the topic. Information is presented via
video lecture, content-rich websites and simulations, and/or online text/readings. In the case of the
flipped classroom as it is being currently discussed, this is the time in the learning cycle when the
learners view content-rich videos. This is where and when videos are used to help students learn the
abstract concepts related to the topic being covered. The role of the teacher, during this phase, is to offer
the learners choices of video and related online content.
Some video archives and related online resources that may be of value in higher education include:
Khan Academy
Youtube Education for Universities
Academic Earth
videolectures.net
webcast.berkley
MIT Opencourse
iTunes-U
Teachers can also record their own lectures for student viewing. Some tools to do so include:
Camtasia Studio (PC) or Camtasia for Mac

44. Jing
Snagit
Screenflow
Screencast-o-matic
Screenr
Educreations
ShowMe
(Note: Describing the specific technologies and how one can record his or her own lectures is not the
intent of this book. I recommend doing further research to decide which tools would be most
appropriate.)
Free online courses by major universities also offer some materials that can be used to assist students in
developing an understanding content-related knowledge:
Open Yale Courses
Saylor.org
Coursera
Part of this phase can include an online chat for asking and addressing questions about the content
presented via the videos, podcasts, and websites. Through online “chat” areas, learners can ask
questions, and post thoughts and opinions. Co-learners and educators can then provide responses. Some
online tools to facilitate these chats include:
TitanPad
TodaysMeet
Google Docs
Elluminate, Adobe Connect or Blackboard Collaborate Rooms with chat functions
Obviously, in a face-to-face setting, students can bring their questions into the real time
environment where questions and answer periods become part of the in class activities.

45. Meaning Making in Higher Education
Learners reflect on their understanding of what was discovered during the previous phases. It is a phase
of deep reflection on what was experienced during the first phase and what was learned via the experts
during the second phase. Learners develop skills for reflective practice through discussing, reviewing,
analyzing, evaluating, and synthesizing key learnings through their experiential activities and exploration
of expert commentaries. I discussed the importance of reflection in a blog post, Where is reflection in the
learning process?
Learners do not just receive information only at the time it is given; they absorb information
in many different ways, often after the fact, through reflection. The most powerful learning
often happens when students self-monitor, or reflect.
Students may not always be aware of what they are learning and experiencing. Teachers must
raise students’ consciousness about underlying concepts and about their own reactions to
these concepts. ETE Team
During this phase, the educator can demonstrate reflection strategies and offer choices for student
reflections, but the focus should be on the learner constructing his or her understanding of the topic.
Learners can articulate and construct their understanding of the content or topic being covered through a
variety of technology tools:
Blogs such as WordPress or Blogger: Student examples can be found at
http://gretelpatch.wordpress.com/ (graduate student in Educational Technology) and
http://perfectlypaigespage.blogspot.com/ (undergraduate student in Interpersonal Relations).
Audio and Video Recordings
Facebook Group Page: Facebook introduced Groups for Schools. An example for my

46. Interpersonal Relations course can be found at
https://www.facebook.com/pages/Broadview-Interpersonal-Relations-Course/241152722603421
Voicethread: The advantage of using Voicethread is that students can hear review the ideas of other
students and have a choice in the type of medium used: video, audio, or written. The Voicethread
set up for my undergraduate course on Interpersonal Relations is at
http://voicethread.com/?#u1025159.b2349919.i15073398
and the one for m graduate course on Integrating Technology Into the Classroom at
http://voicethread.com/?#u1025159.b1372964.i7281354

47. Demonstration and Application in Higher Education
During this phase, learners get to demonstrate what they learned and apply the material in a way that
makes sense to them.
When students have multiple choices in ways to demonstrate their knowledge, the evidence of
their learning is more accurate. We wanted the students to actually become the experts
through the learning process. This assessment isn’t just a fancy term for a presentation at the
end of a unit. To actually engage in an authentic celebration is to witness a true display of
student understanding.
(http://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/meyer_glock.htm
This goes beyond reflection and personal understanding in that learners have to create something that is
individualized and extends beyond the lesson with applicability to the learners’ everyday lives.
Opportunities should be provided for students to, at the very least, make concrete plans how they will use
the course content in other areas of their lives.
This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning –
Creating - whereby the learner creates a new product or point of view. In essence, they become the
storytellers of their learning (See Narratives in the 21st Century: Narratives in Search of Contexts). A list
of technology-enhanced ideas/options for the celebration of learning can be found at:
http://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-
learning/

49. Mobile Learning and the Flipped Classroom: The Full Picture
This chapter provides an overview of The Flipped Classroom: The Full Picture using mobile
devices. Each phase of the model has suggestions and ideas for mobile-driven learning activities which
can be implemented on most devices. This supports Bring Your Own Devices programs and increases
the chances students will use similar learning activities on their own devices outside of the classroom
environment.
A major focus of mobile learning these days seems to be centered on the apps, but my focus is on
designing and providing mobile learning activities that are cross platform. Smartphone ownership is up
in the United States, but it is still not universal and especially not within lower income communities.
Discussion of the app gap and this type of digital divide has occurred within several recent articles:
Screen Time Higher Than Ever for Children
The Digital Divide Still Exists
It also is the basis of my teaching philosophy – to provide access to learning regardless of learning
differences, income, digital access, and geographical location. Most students own mobile devices that
have photo and video taking capabilities, and have Internet for content access. The mobile activities
described for the model below take advantage of these functions.

50. Engaging Experience for Mobile Learning
The lesson or unit begins with an authentic, engaging, often multi-sensory and hands-on experience. Its
purpose is to hook and motivate the student to want to learn more about the topic.
Photo and/or Video Examples of Real Life Situations. One method to do so is to ask students to locate
evidence of the learning topic in their immediate environments and record that evidence via a media
sharing sites such as Flickr or Youtube. Both of these sites generate (random) email addresses that can be
given out to students so they can upload their photos or videos to the educator account. Students do not
need email accounts. The media is then aggregated onto the educator account. For example, at the
beginning of a unit on personal identity, I asked students to take photos of their core values and upload
them to my Flickr account – see Picture Our Values. This description also includes directions how to set
up a Flickr account for a class project.
Texting Observations, Questions, Two-Way Communications. Students can use their texting functions to
interview one other, discuss real world observations made, and report on real life experiences based on
suggestions provided by the educator.
Example experiential mobile activities I have done with students to engage them in the topic include:
I Am Poems
All About Me
Interviews
Directions Via Texting

51. Building Communications
These and other activities can be found at: http://community-building.weebly.com/directions-via-
texting.html
There are so many ways to get students excited about the content topics especially when asked to use their
mobile devices to do so. My advice to educators is to take the best experiential activities they have done
and/or experienced and include a mobile element as I did with the activities above.

52. Concept Exploration for Mobile Learning
During this phase, learners explore the theoretical concepts related to the topic being taught. This is the
phase where videos, such as those being discussed in relation to the more popular articles and posts about
the flipped classroom, are used in the lesson. To make the content more accessible, as per Universal
Design of Learning, a multimedia learning environment needs to provide multiple, flexible methods of
presentation. It is important to include content material presented in a variety of formats including ebooks,
audiobooks, and content-rich websites which can serve this purpose.
Video services such as Youtube which features Youtube Education has several mobile options,
Youtube for Mobile. Students will need to have Internet access.
Audiobooks and Podcasts through services like Librivox
Read books on mobile/cell phone, e.g. BooksinMyPhone
The key to this phase, to the use of these materials, and why it is called the flipped classroom is that
content resources are recommended to the learners, and then they review them during the own time
frames, sometimes as homework.

53. Meaning Making for Mobile Learning
Learners should, often need to be given the opportunity to reflect on what they experienced and concepts
explored during the previous phases. For learning to be meaningful, they need to construct their own
meanings and understandings of the concepts covered.
Some options for learners to reflect and synthesize their key learnings include:
Microblogging with Twitter using hashtags.
Microblogging through SMS and group texting services such as Cel.ly
Blogging and Media-Based Reflections via Posterous in the Field or Cinch
Phonecasting via ipadio or Google Voice or Cinch
Photo-Audio Sharing via Yodia: Yodia in the Classroom
Vodcasts/Video Reflections uploaded to Youtube (uploading from a mobile)
Texting summaries: e.g. Messaging Shakespeare

54. Demonstration and Application for Mobile Learning
This is the integration phase where students demonstrate what they learned and how they will apply it to
other areas of their lives. This can be viewed as a celebration of learning where students create a project
that represents their key learnings, significant experiences, and commitments-contracts for post-lesson
implementation.
I discussed ideas for using Web 2.0 for this phase in Technology-Enhanced Celebration of Learning.
Many of these strategies can work on the students’ mobile devices.

56. Flipped Classroom Full Picture: An Example Lesson
The following lesson on listening skills was conducted in an interpersonal relations course. It
demonstrates the flipped classroom based on a full cycle of learning. This lesson centered on the
students’ personal experiences, interactions with other students, and acquisition of tangible life skills. The
content media, in this case the Slideshare (demonstrating it doesn’t just have to be video) supported and
enhanced student learning but did not drive.

57. Experiential Engagement: The Activity
The cycle often began with an experiential exercise, an authentic, often hands-on learning activity that
fully engaged the students.
For this lesson, the learners started off with the Lighthouse activity, where in partner teams, the sited
person led his or her blindfolded partner through a series of obstacles. The goal of this part of the lesson
was to provide an experience that overtly demonstrated the importance of listening – especially when the
sense of sight is taken away.

58. Conceptual Connections: The What
Learners were exposed to and learn concepts touched upon during Experiential Engagement. They
explored what the experts have to say about the topic. The media supported the experiential learning
rather than being at the center of the learning experience.
In this lesson, the learners were asked to view and review the following Slideshare via their own
computer terminals.
Mindful Listening: http://www.slideshare.net/jgerst1111/listening-skills-10244219
Little Book Of Listening Skills: http://www.slideshare.net/happysammy/a-little-book-of-listening-
skills-for-the-workplace
The benefit of this form of personalized viewing was that the learners had control of the media so they got
to view it at their own pace – spending more time on the concepts they needed to further review or of
which they had special, personal interest. Use of their own computers also permitted them to search for
more information about a given topic.

59. Meaning Making: The So What
Learners reflected on their understanding of what was discovered during the previous phases. It was a
phase of deep reflection on what was experienced during the first phase and what was learned via the
experts during the second phase.
For this lesson, the learners made a personal connection with the content as they were asked to identify
the 10 listening skills they believed they needed to further develop. They based their selections on their
experiences with the Lighthouse Activity and through their viewing of the Slideshare resources. This also
became a technology-enhanced lesson. Learners made a mind map using the online tool, Bubbl.us, of their
identified 10 skills that included: (1) the skill, (2) normal and current behaviors associated with the skill,
and (3) goals and steps for improvement.

61. Demonstration and Application: The Now What
During this phase, learners got to demonstrate what they learned and apply the material in a way that made
sense to them.
Part One
The learners practiced their active listening skills during class time. Feedback was provided to the
listener via their mobile devices using Celly. See the full description at Students’ Own Mobile Devices
and Celly Provide Peer Feedback.

62. Part Two
The learners located a professional in their area of study to interview. Their interview questions focused
on the communication skills expected of those in that profession. Their homework was driven by real-life
experiences going out to speak with a professional in their communities. The professional was asked to
complete an evaluation of the student’s performance (including his or her listening skills) during the
interview. Homework was designed to further promote the applicability, transferability, and relevancy of
this lesson.

64. The Flipped Classroom: The Full Picture for Tinkering and Maker Education
Throughout this book, the Flipped Classroom: The Full Picture, has been discussed as a model based on
experiential learning. The
I see the power of engaging kids in science and technology through the practices of making and
hands-on experiences, through tinkering and taking things apart. Schools seem to have forgotten that
students learn best when they are engaged; in fact, the biggest problem in schools is boredom.
Students sit passively, expected to absorb all the content that is thrown at them without much
context. The context that’s missing is the real world.
Learning by doing was the distillation of the learning philosophy of John Dewey. He wrote: “The
school must represent present life—life as real and vital to the child as that which he carries on in
the home, in the neighborhood, or on the playground.”
Those involved in the maker movement have noted the problems with the type of learning occurring in the
formal educational setting:
Formal education has become such a serious business, defined as success at abstract thinking and
high-stakes testing, that thereʼs no time and no context for play. If play is what you do outside
school, then that is where the real learning will take place and thatʼs where innovation and
creativity will be found.
Our kids can be learning more efficiently—and as individuals. We imagine that schools can become
places where students learn to identify their own challenges, solve new problems, motivate
themselves to complete a project, engage in difficult tasks, work together, inspire others, and give
advice and guidance to their peers. (Makerspace Playbook)
Initiatives such as the Tinkering School, Maker Education, and Expeditionary Learning are trying to
change that. My goal, in line with these initiatives, for proposing The Flipped Classroom: The Full
Picture is to honor a more natural and engaging process of learning.
A major purpose of maker education and the flipped classroom model based on tinkering is that it:
. . . exemplifies the kind of passion and personal motivation that inspires innovation. We can engage
students as makers who learn how to use tools and processes to help them reach their own goals
and realize their own ideas. (Makerspace Playbook)
This post describes how The Flipped Classroom: The Full Picture can be used to support maker
education and tinkering with the focus being on students acquiring more process-oriented “how-to” skills,
skills needed to develop and enhance creativity and innovation.

65. The Flipped Classroom: The Full Picture has four phases:
1. Experiential Engagement: The Activity
2. Concept Exploration: The What
3. Meaning Making: The So What
4. Demonstration: The Now What
This model has aspects and phases similar to Gever Tulley’s Brightworks Arc (used at his tinkering
school).
Students explore ideas and pursue their interests through a structure we call an arc. Each arc takes
as its premise a central theme, to be explored from multiple perspectives. Students interact with this
theme in three different phases: exploration, expression, and exposition.

66. Experiential Engagement: The Activity for Tinkering and Maker Education
The cycle begins with students exploring the materials and the skills related to a topic of interest. They
are provided with lots of tools, materials, and “stuff” to play with and explore. They are encouraged to
just tinker. Some suggested tinkering stations include:
Physics: levers, locks, bicycle parts, machine parts
Music Creation: musical instruments, objects that make sound
Art: lots of art materials, paper, pens, markers, clay, paint
Writing: lots of different writing utensils, books making materials
Game Development: lots of board and card games, gaming devices with games
Robotics: recycled items (to make robot prototypes), machine parts
Food: food items, cooking utensils, recipe books
(Note: These are just same basic suggestions to spark ideas. The station theme and materials should be
decided by educator and student interests, budget, and desired outcomes.)
If a more structured or targeted outcome is desired, students can be asked to do one of the:
Make: Kids projects found at http://makeprojects.com/c/Kids
Tinkering Activities featured by the Exploratorium http://tinkering.exploratorium.edu/activities/

67. Science Toy Maker
This still honors and emphasizes beginning the process with a making experience.
Whatever is decided, this introductory experience should have the following characteristics:
Consider the diverse interests and skill sets of your students
Make sure that the project you choose is open-ended enough to welcome all kinds learners
Build on the learners’ prior interests and knowledge.
Choose materials and phenomena to explore that are evocative and invite inquiry.
Provide multiple pathways, don’t ask your students to adhere to rigid step-by-step instructions.
(Makerspace Playbook)
The following video shows tinkering in action, a great example of what this phase should look like:
http://youtu.be/QuiZpfYgC3o

68. Concept Exploration in Tinkering and Maker Education
This is where the use of videos, as proposed in the flipped classroom, is used. The difference, though, is
that the videos are selected and offered to the students once students identify their interests in the
Experiential Engagement-tinkering phase as opposed to being selected prior to the lesson as typically
occurs in traditional lessons. In other words, through tinkering and making, they discover what they want
to learn more about. Once this is identified, the educator and other interested students find videos to
support the learning. The focus of these videos becomes on learning more of the how-to skills. Some
video libraries and how-to websites that can be explored include:
5min Media
eHow
Howcasts
Mindbites
Instructables
While viewing the how-to resources, students can post thoughts, ideas, and questions via a collaborative
online chat tools such as Google Docs, Primary Pad, or Wallwisher.

69. Meaning Making in Tinkering and Maker Education
During this phase, students synthesize and make meaning from their experiences and concept learnings
from the previous phases. It is a time for reflection. Given the theme of making and tinkering, students
can make meaning through:
Photo collages of key learnings
Mash-up videos from the How-To Videos
Use of Web 2.0 tools such as Wordle, VoiceThread, Imagechef, and others to showcase key
concepts.

70. Demonstration and Application in Tinkering and Maker Education
This is the phase where students demonstrate the expertise they achieved with their skill acquisitions.
Students can be encouraged to showcase a project created and/or demonstrate a set of skills learned.
Students present their work in a public exposition. They demonstrate skill, express understanding,
and explain the workings of their creations, receiving feedback and critique from their audience.
http://sfbrightworks.org/the-brightworks-arc/
This can be done through:
Live or videotaped instructional videos, where students teach others the skills acquired.
A performance or demonstration to a live audience
Here are some examples:
4th Grader demonstrates the windmill he created after tinkering with and learning about robotics.

71. 3rd Grader talks about his creation from our From Puppets to Robots unit.
5th grader combined her desire to learn t-shirt design with her love of reading.

72. Graduate Education students demonstrate and teach how they plan to integrate the arts into their
classrooms. The following demonstrations show scrapbooking and guitar playing. They had the
other graduate students in the class learning these skills:

74. Summary
The Flipped Classroom offers a great use of technology - especially if it gets lecture out of the classrooms
and into the hands and control of the learners. As it was being discussed in this book, it becomes part of a
larger picture of teaching and learning. The Flipped Classroom videos have a place in the larger, fuller
models and cycles of learning proposed by educational psychologists and instructional designers.
Providing educators with a full framework of how the Flipped Classroom can be used in their educational
settings will increase its validity for educators and their administrators.
This general framework, based on an experiential model of learning, was discussed in terms of the
general classroom, higher education, mobile learning, Universal Design for Learning, and Tinkering and
Maker Education. Examples and suggestions were provided, but this model provides a framework or a
foundation for instruction. Obviously, it is up to educator to develop or locate his or her learning
activities based on content area, desired students outcomes, and instructional style.