Flipping your Classroom Part 1- Don’t Just Trust Me...Lots of Experts Agree

Flipping the classroom is one of many hot topics in the Ed-Tech world right now.  You might have heard about it or even tried it. When I became curious about the topic I decided to attend a conference session with Aaron Sams, one of the co-founders of the modern concept of flipping the classroom.  

Throughout the full-day session, I learned valuable information and received tools and tips to get me started on my own journey of flipping the classroom. One year later, I have researched the topic extensively and done some of my own research in a middle school environment for my Masters of Arts thesis in Educational Technology.

Though I am far from an expert, there are few lessons and ideas I thought I would share in this five-part series on flipping the classroom. However, if you are looking for an educational “silver bullet” then you might need to find a different source to read. Over the course of the next 5 posts, I hope to impart a balanced analysis and support for this important instructional approach.

Part one- Don’t Trust me...Lots of Experts Agree

I wanted to focus on reading more information about the topic. There are many approaches, methodologies, and tools. Read up. Research. Find the information that fits with your current teaching practice. Then push yourself to try a new instructional approach or find more information to help you on your journey. Hopefully, after reading the following quotes you will want to read the articles and learn more from the experts.

Three Truths about Flipping the Classroom

#1 There is not just one way to “flip your classroom.”

“The term flipped classroom implies that a teacher is recording all lectures or direct instruction for students to view outside class. This across-the-board approach is neither necessary nor beneficial. Terms like flipped lessons, flipped learning, or flipped thinking more clearly convey what "flipping" actually means. A teacher must carefully consider which lessons lend themselves to time-shifting direct instruction out of class—and which do not. A selective use of video where appropriate will provide students with a better learning experience than a blanket use of video when video is not the right tool.”

- “Flip Your Students' Learning” by Aaron Sams and Jonathan Bergmann

#2 There are benefits for students, but it requires intentional planning.

“While flipping the classroom requires planning and preparation in advance, the benefits of choosing this pedagogical style have lasting impacts on students and teachers. Not only does the flipped model address many important issues such as differentiation, teacher support, and fostering students' critical thinking skills, but it also enhances in-class learning by engaging students in authentic learning experiences and enrichment activities.”

-“Research article Making Heads or Tails of Classroom Flipping” by  Tracey S. Hodges & Nancy Dubinski Weber

#3 There is a growing body of research on the Flipped Classroom instructional approach.

“Not only do many more teachers report successfully implementing the Flipped Learning model, but the initial empirical evidence is promising. In several of these studies the Flipped Learning model is associated with increased student learning and positive perceptions of the unique elements, such as presentation of material outside of class and increase in active learning activities.”

- "A Review of Flipped Learning." By Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M.