Bergmann & Sams

brock
international prize in education
2014 Brock International

Prize in Education Nominee
Jonathan Bergmann
and Aaron Sams
Nominated by Elaine Hutchison
Our Story: Creating the Flipped Classroom
Jonathan Bergmann and Aaron Sams
Background
In 2006, we both started teaching at Woodland Park High School in Woodland
Park, Colorado. Jonathan came from Denver and Aaron from southern California. We
became the chemistry department at our school of 950 students. As our friendship
developed, we realized that we had very similar philosophies of education. To make our
lives easier, we began planning our chemistry lessons together, and to save time we
divided up much of the work. Aaron would set up one lab and Jonathan the next. Aaron
would write the first test, and Jonathan the next.
A problem we noticed right away about teaching in a relatively rural school is that
many students miss a great deal of school because of sports and activities. The
"nearby" schools are not truly nearby. Students spend an inordinate amount of time on
buses traveling to and from events. Thus, students missed our classes and struggled to
stay caught up.
And then one day our world changed. Aaron was thumbing through a technology
magazine and showed Jonathan an article about some software that would record a
PowerPoint slide show, including voice and any annotations, and then convert the
recording into a video file that could be easily distributed online. YouTube was just
getting started, and the world of online video was in its infancy. But as we discussed the
potential of such software, we realized that this might be a way to keep our students
who missed class from missing out on learning. So, in the spring of 2007, we began to
record our live lessons using screen capture software. We posted our lectures online so
our students could access them.
In all honesty, we recorded our lessons out of selfishness. We were spending
inordinate amounts of time reteaching lessons to students who missed class, and the
recorded lectures became our first line of defense. The conversation usually went
something like this:
Student: Mr. Sams, I was gone last class. What did I miss?
Mr. Sams: I tell you what, go to my website, watch the video I posted, and come
see me with any questions you have.
Student: OK.
Our absent students loved the recorded lectures. Students who missed class
were able to learn what they had missed. Some students who were in class and heard
the live lecture began to rewatch the videos. Some would watch them when reviewing
for exams. And we loved it because we didn't have to spend hours after school, at
lunch, or during our planning time getting kids caught up.
We never could have expected the side effects of posting our lessons online: the
emails began. Because our videos were posted online, students and teachers from all
over the world began thanking us for them. Students just like ours who had struggled
with chemistry found our videos and started using them to learn. We participate in
several online science teacher forums, and we began to share the links to the recorded
lectures there. Teachers from all over the country began to take notice. Chemistry
teachers began to use our video lectures as plans for substitute teachers, and some
new teachers used them to learn chemistry content so they could teach it to their
students. All in all, it was amazing to see that what we were doing in our small town was
being noticed across the country.
The Flipped Classroom Is Born
In our combined total of 37 years of teaching, we have been frustrated with
students not being able to translate content from our lectures into useful information that
would allow them to complete their homework. Then, one day, Aaron had an insight that
would change our world. It was one simple observation: "The time when students really
need me physically present is when they get stuck and need my individual help. They
don't need me there in the room with them to yak at them and give them content; they
can receive content on their own."
He then asked this question: "What if we prerecorded all of our lectures, students
viewed the video as 'homework,' and then we used the entire class period to help
students with the concepts they don't understand?"
Thus, our flipped classroom was born. We made a commitment during the
2007–08 school year to prerecord all of our chemistry and Advanced Placement (AP)
chemistry lectures. To make things easier on us, one of us would do Unit 1 of chemistry
and the other Unit 1 of AP chemistry. Then we switched off for each subsequent unit.
This meant many early mornings for Jonathan, the morning person, and many late
nights for Aaron, the night person in our duo.
Our students are on a block schedule where we see them for 95 minutes every
other day. Every other night our students watch one of our videos as homework and
take notes on what they learned. Teaching science courses, we continued to conduct
the same laboratory experiments that we had always done. We found that we had more
time for both the labs and the problem work time. In fact, for the first time in either of our
careers, we ran out of things for the students to do. They were completing all their work
with 20 minutes left in class. Clearly, this model was more efficient than lecturing and
assigning homework.
We also decided to give the same end-of-unit tests as we had done the previous
year. We discuss the details in the next chapter—but, in short, our students learned
more and we had some rough data that seemed to indicate the flipped classroom was a
better model than the traditional approach.
We implemented the flipped model for one year and we were very pleased with how our
students were learning. We had evidence our model worked and was better for kids. So
you would think we would perfect this model and continue to teach that way—but you'd
be partially wrong. More on that in a bit.
Before we proceed with our story, we would be remiss if we did not mention a
few important facts: (1) We did not lecture exclusively in our classes before flipping; we
have always included inquiry-based learning and projects. (2) We were not the first
educators to use screencast videos in the classroom as an instructional tool, but we
were early adopters and outspoken proponents of the tool, and for us, the flipped class
would not have been possible without them. However, there are teachers who use
many of the concepts you will read in this book and who call their classrooms flipped,
but do not use videos as instructional tools. (3) We did not come up with the term
flipped classroom. No one owns that term. Although it has been popularized by various
media outlets and seems to have stuck, there is no such thing as the flipped classroom.
How Flipping Aids Personalization
Flipping the classroom establishes a framework that ensures students receive a
personalized education tailored to their individual needs. Remember Enrique, Janice,
and Ashley from our opening story? They represent the struggling students, the
overscheduled students, and the students who get by with superficial learning.
Educators are expected to find a way to reach these students with their very different
needs. Personalization of education has been proposed as a solution.
The movement toward personalization has much merit, but for a single teacher to
personalize education for 150 students is difficult and does not work in the traditional
educational setting. The present model of education reflects the age in which it was
designed: the industrial revolution. Students are educated in an assembly line to make
their standardized education efficient. They are asked to sit in nice neat rows, listen to
an "expert" expound on a subject, and recall the learned information on an exam. Yet
somehow, in this climate, all students are expected to receive the same education. The
weakness of the traditional approach is that not all students come to class prepared to
learn. Some lack adequate background for the material, are uninterested in the subject,
or have simply been disenchanted with the present educational model.
For the better part of a decade, educators have been told to provide a
personalized education for each student, and most educators believe that
personalization is a positive goal to reach for each student. However, the logistics of
personalizing 150 different educations each day seems insurmountable to most
teachers. Exactly how can a teacher personalize the education of so many kids? How
can she ensure that every student learns when there are so many standards to cover?
Personalization is truly overwhelming for most educators, and they end up taking the
shotgun approach to teaching: present as much content as they can in the time they
have, and hope that it hits as many students as possible—and sticks.
When we began flipping our classrooms, we quickly realized that we had
stumbled on a framework that enables teachers to effectively personalize the education
of each student—the goal of educators since the concept of individualized learning first
appeared. As we present our flipped classroom model to educators around the world,
many have said, "This is reproducible, scalable, customizable, and easy for teachers to
wrap their minds around."
You may also have noticed some similarities between a flipped classroom and
other educational models such as blended learning, reverse instruction, inverted
classroom, and 24/7 classroom. All of these models have similar features and could
possibly be interchangeable in certain contexts.
The Flipped Classroom Grows

As we began this journey, we had no idea that what we were doing was going to
spread beyond our four walls. Then, out of the blue, we got an email from a neighboring
school district wanting us to come and tell them about the flipped model.
They even offered to pay us! So we packed our bags and spent a day in Cañon
City, Colorado. Most teachers have sat in staff development training where the principal
or superintendent has brought in some "expert"—someone from out of town with a slide
show. Well, we were those experts. When we started most of the teachers were sitting
there with glazed expressions, as if they were daring these two yahoos to capture their
attention.
As we shared our story, their slumped bodies began to become straighter. Soon
the teachers in the audience were asking questions and showing genuine interest in the
flipped model. And then as we broke them into groups to begin practicing how to make
their own videos, we realized we had stumbled on something that was much bigger than
ourselves. One seasoned teacher told us that in 26 years of teaching, our presentation
and workshop was the most valuable professional development day he had ever
attended. I do not know if his comment had as much to do with our presentation skills as
it did with the simplicity and reproducibility of the model we presented.
A few weeks later, our assistant principal came into our rooms and asked us,
were we expecting anybody from Channel 11? Much to our surprise, the education
reporter from one of the news stations had heard about us and had just shown up on
our doorstep. The reporter made a short news clip about what we were doing … and, as
they say, the rest is history. We were invited to speak at conferences, asked to train
educators at schools, districts, and even colleges, and spoke about the flipped
classroom across the United States, Canada, and Europe.
The Flipped Mastery Class Begins

Then, one day, our world was rocked by conversations with some of our
students. At the end of every year we give students a comprehensive project. In this
project, they are asked to analyze a household substance and chemically determine
some quantitative property of that substance. The year we implemented the flipped
model, students were supposed to analyze a soft drink and determine the percentage of
phosphoric acid in the beverage. We have done this project for years, and we were
expecting that this group of students, the first who had learned in the flipped model,
would set a new standard for good results. When students finish this project, each
group has an oral interview with the teacher. In that interview, we ask some key
conceptual questions that get to the heart of what students should have learned in
chemistry. We were surprised and disappointed to find that, although this group of
students had performed better on tests than students in the past, some of their
responses in the interview made it seem that they had learned just for the test, instead
of really mastering the essential concepts all chemistry students should learn.
On further reflection, we determined that despite our best efforts to meet the
needs of all students, we were still pushing our kids through our curriculum whether
they were ready to move on or not. We began to wonder if we could set up a flipped
classroom that also had elements of a mastery-learning environment (students learning
a series of objectives at their own pace). Our conversation went something like this: In
the traditional flipped model (It feels strange to say that there is a "traditional" flipped
model!), all students watch the same video on the same night. Then, in class, all
students complete the same activity or lab. But now that we have a library of
instructional videos, why does every student need to be on the same topic at the same
time?
Another thing that got us thinking about the flipped-mastery model was the
entrance of a foreign exchange student into Jonathan's class. The counselors came to
Jonathan and asked him if a student could join his chemistry class at the beginning of
the second semester. When Jonathan asked about her previous chemistry class, he
was told that she had no background. Before we made our videos, there would have
been no way to allow such a student into class in the middle of the year. As Jonathan
thought it through, he realized that he had a whole library of videos made for chemistry.
She could work through them at her own pace. He took the student into his class. She
started at Unit 1 and worked her way through the chemistry curriculum. In our course
we have 10 units that cover the entire year. She got through 8 of the 10 in one
semester. As we observed her work, we began to think about a system where all
students worked through the material as they mastered the content at their own pace.
Our ultimate goal is for all students to really learn chemistry. We wondered if we could
set up a system in which students progress through the course as they master the
material. You must understand that we had never been trained in how to implement a
mastery system of learning. Subsequently, we discovered that mastery learning has
been around for a long time. A great deal of research has been done on how to
implement such a system. We didn't consult the literature, we didn't do any research:
we simply jumped in.
Our first year of teaching with the flipped-mastery model was a year with a steep
learning curve. We made a lot of mistakes. When that year was over, we looked at each
other and asked, "Should we continue with this?" Both of us realized that we could not
go back. We had seen our students learning chemistry more deeply than ever before,
and we were convinced. Our method was changing students' abilities to become self-
directed learners.

THE FLIPPED LEARNING MODEL:
A WHITE PAPER BASED ON THE

LITERATURE REVIEW TITLED
A REVIEW OF FLIPPED LEARNING
WRIT TEN BY
Noora Hamdan and Patrick McKnight, Ph.D. George Mason University
Katherine McKnight, Ph.D. Pearson’s Center for Educator Effectiveness
Kari M. Arfstrom, Ph.D. Flipped Learning Network
PEER REVIEW SUP PORT FROM

the FLN’s Research Committee
(c) Flipped Learning Network 2013

ACKNOWLEDGEMENTS
Thank you to the following educators who Chris Luker, Chemistry Teacher, Highland Local
reviewed various versions of this literature review, Schools (Medina, OH); Doctoral Student,
white paper and executive summary. Their input Kent State University (Kent, OH)
was invaluable to the creation and editing of
these documents. Helaine W. Marshall, Associate Professor of
Education and Director of Language Education
Special thank you to the following for their Programs, Long Island University-Hudson
editorial assistance and careful review: (Purchase, NY)
Lori Brown, Ed.D., Pearson School Achievement Lindsay C. Masland, Assistant Professor of
Services (Asheville , NC) Psychology, Appalachian State University
(Boone, NC)
Richard Lee Colvin (Washington, D.C.)
Jerry Overmyer, Mathematics and Science
Barbara Hockstader, Pearson (New York, NY) Outreach Coordinator, Mathematics Instructor,
MAST Institute, University of Northern Colorado
THE FLIPPED LEARNING NETWORK’S (Greeley, CO)
RESEARCH COMMITTEE
Jonathan Bergmann, Board Member, Flipped Aaron Sams, Board Member, Flipped Learning
Learning Network (Arlington, VA). Lead Network (Arlington, VA); Director of Digital
Technology Facilitator, The Joseph Sears School Learning, Reformed Presbyterian Theological
(Kenilworth, IL) Seminary (Pittsburgh, PA)
Kristin Daniels, Board Member, Flipped Learning

Network (Arlington, VA). Technology and AUTHORS
Innovation Coach, Stillwater Area Public Schools
(Stillwater, MN) Noora Hamdan, Master’s Student,
George Mason University
Anna Davis, Associate Professor of Mathematics
and Department Head, Ohio Dominican Patrick E. McKnight, Associate Professor of
University (Columbus, OH) Psychology, George Mason University
Thomas F. Driscoll III, Social Studies Teacher, Katherine McKnight, Principal Director
Putnam High School (Putnam, CT) of Research, Center for Educator Effectiveness,
Pearson
Troy F. Faulkner, Mathematics Teacher, Byron High
School (Byron, MN); Adjunct Professor, Augsburg Kari M. Arfstrom, Executive Director,
College (Rochester, MN) Flipped Learning Network
David J. Harrison, Instructional Designer,

University of Nevada, Reno; Adjunct Assistant
Professor of Educational Technology, Webster
University (St. Louis, MO); Doctoral student, Old
Dominion University (Norfolk, VA)
WHITE PAPER FLIPPED LEARNING

2
A teacher stands at the front of the classroom, delivering a lecture on the Civil War and writing on a white
board. Students are hunched over desks arranged in rows, quietly taking notes. At the end of the hour,
they copy down the night’s homework assignment, which consists of reading from a thick textbook and
answering questions at the end of the chapter. This dramatic, defining period in our nation’s history, which
left questions unanswered that are as relevant today as they were then, has been reduced to a dry, familiar
exercise. The teacher is acutely aware that many students do not understand the day’s lessons, but does
not have the time to meet with them to help during the 50-minute class period. The next day the teacher
will collect the homework and briefly review the previous night’s reading assignment. But if students have
additional questions there won’t be time to linger; the class cannot fall behind schedule. There is a lot of
material to cover before the test at the end of the unit.
Although it conflicts with decades of research into effective practices, this model of instruction remains all
too common in American K-12 and postsecondary classrooms. However, more and more educators now
recognize that the learning needs of students, rather than the curriculum pacing guide, should drive their
instruction. Educators are developing ways to personalize learning, using technologies such as video, digital
simulations, and computer games. However, unless the traditional teaching model is altered, technologies
such as these will have limited effects. One alternative model gaining attention and advocates is called
Flipped Learning. In this model, some lessons are delivered outside of the group learning space using video
or other modes of delivery. Class time, then, is available for students to engage in hands-on learning,
collaborate with their peers, and evaluate their progress, and for teachers to provide one-on-one assistance,
guidance and inspiration.
Two rural Colorado chemistry teachers, Jonathan Bergmann and Aaron Sams, are often referred to as
the pioneers of Flipped Learning. Concerned that students frequently missed end-of-day classes to travel
to other schools for competitions, games or other events, they began to use live video recordings and
screencasting software in 2007 to record lectures, demonstrations, and slide presentations with annotations.
Those materials were then posted on the then-nascent YouTube for students to access. In a book on their
work called Flip Your Classroom: Reach Every Student in Every Class Every Day (2012), Bergmann and Sams
reported that after they flipped their classroom, students began interacting more in class and, because time
could be used more flexibly, students who were behind received more individual attention while advanced
students continued to progress.
In 2012, Sams and Bergmann started the not-for-profit Flipped Learning Network™ (FLN) to provide
educators with the knowledge, skills, and resources to successfully implement the Flipped Learning model.
The online Community of Practice called the FLN Ning, is a free website for educators who have flipped
or wish to flip their classes. To gauge the growth of interest, in January 2012, about 2,500 educators were
members; by March 2013, more than 12,000 educators were participating in the Network’s Ning.
With interest continuing to grow, the Flipped Learning Network™, with the support of Pearson and
researchers at George Mason University, undertook a comprehensive review of research relevant to
the model.1 This white paper defines and describes the Flipped Learning model, briefly note its historical
foundations and address common misconceptions. We discuss some of the learning theories that underlie
Flipped Learning and describe limited empirical research findings.
1 See www.flippedlearning.org/review for full length review.

3
DEFINING
STUDENT ENGAGEMENT
FLIPPED LEARNING
In a Flipped Learning setting, teachers make
lessons available to students to be accessed
whenever and wherever it is convenient for
the student, at home, in class, during study hall,
on the bus to a game, or even from a hospital
bed. Teachers can deliver this instruction by
recording and narrating screencasts of work
P ILLARS OF F LIPPED L EARNING they do on their computers, creating videos of
themselves teaching, or curating video lessons
from trusted Internet sites. Students can watch the videos or screencasts as many times as they need to,
enabling them to be more productive learners in the classroom. Since direct instruction is delivered outside
the group learning space, teachers can then use in-class time to actively engage students in the learning
process and provide them with individualized support.
Those are the basic elements of a flipped classroom but, as with traditional classrooms, no two flipped
classrooms are identical. While there is no “how-to” list associated with the Flipped Learning model, there
are unifying themes. A cadre of experienced educators from the Flipped Learning Network, along with
Pearson (2013), identified those four Pillars of F-L-I-P™, an acronym of Flexible Environment, Learning
Culture, Intentional Content, and Professional Educator.2
FLIPPED LEARNING REQUIRES

FLEXIBLE ENVIRONMENTS
Flipped classrooms allow for a variety of learning modes; educators often physically
rearrange their learning space to accommodate the lesson or unit, which might involve
group work, independent study, research, performance, and evaluation. They create
Flexible Environments in which students choose when and where they learn. Flipped
educators accept that the in-class time will be somewhat chaotic and noisy, as compared
with the quiet typical of a well-behaved class during a lecture. Furthermore, educators who flip their classes
are flexible in their expectations of student timelines for learning and how students are assessed. Educators
build appropriate assessments systems that objectively measure understanding in a way that is meaningful for
students and the teacher.
2 The four Pillars of F-L-I-P™ are Flexible Environment, Learning Culture, Intentional Content, and Professional Educator.

4
FLIPPED LEARNING REQUIRES A SHIFT IN
LEARNING CULTURE
In the traditional teacher-centered model, the teacher is the main source of information, the
teacher is the “sage on the stage” (King, 1993), i.e. the sole content expert who provides
information to students, generally via direct instruction lecture. In the Flipped Learning
model, there is a deliberate shift from a teacher-centered classroom to a student-centered
approach, where in-class time is meant for exploring topics in greater depth and creating
richer learning opportunities. Students move from being the product of teaching to the center of learning,
where they are actively involved in knowledge formation through opportunities to participate in and evaluate
their learning in a manner that is personally meaningful. Students can theoretically pace their learning by
reviewing content outside the group learning space, and teachers can maximize the use of face-to-face
classroom interactions to check for and ensure student understanding and synthesis of the material. Flipped
educators help students explore topics in greater depth using student-centered pedagogies aimed at their
readiness level or zone of proximal development, where they are challenged but not so much so that they
are demoralized (Vygotsky, 1978).

INTENTIONAL CONTENT
Flipped educators evaluate what content they need to teach directly, since lectures are
an effective tool for teaching particular skills and concepts, and what materials students
should be allowed to first explore on their own outside of the group learning space. They
continually think about how they can use the Flipped Learning model to help students gain
conceptual understanding, as well as procedural fluency. Educators use Intentional Content
to maximize classroom time in order to adopt various methods of instruction such as active learning
strategies, peer instruction, problem-based learning, or mastery or Socratic methods, depending on grade
level and subject matter. If they continue to teach using a teacher-centered approach3, nothing will be gained.

PROFESSIONAL EDUCATORS
Some critics of Flipped Learning have suggested that the instructional videos employed
in the model will eventually replace educators. That is misguided. In the Flipped Learning
model, skilled, Professional Educators are more important than ever, and often more
demanding, than in a traditional one. They must determine when and how to shift direct
instruction from the group to the individual learning space, and how to maximize the face-
3 The teacher-centered approach as described by Huba and Freed (2000) emphasizes a passive student role in learning as teachers
transmit knowledge, outside of the context in which it will be used. The teacher is the primary information giver and evaluator,
and assessment is used to monitor learning, with an emphasis on the right answers.

5
to-face time between teachers and students. Gojak (2012) noted that the right question for educators to
ask themselves is not whether to adopt the Flipped Learning model, but instead, how they can utilize the
affordances of the model to help students gain conceptual understanding, as well as procedural fluency
when needed. During class time, educators continually observe their students, provide them with feedback
relevant in the moment, and continuously assess their work. Professional Educators are reflective in
their practice, connect with each other to improve their trade, accept constructive criticism, and tolerate
controlled classroom chaos. While Professional Educators remain very important, in a Flipped Learning
model, they take on less visibly prominent roles in the classroom.
RESEARCH ON FLIPPED LEARNING

Quantitative and rigorous qualitative research on Flipped Learning is limited, but there is a great deal of
research that supports the key elements of the model with respect to instructional strategies for engaging
students in their learning. As mentioned throughout this paper, a key feature of the Flipped Learning model
is the opportunity to increase active learning opportunities in the classroom by shifting direct instruction
outside of the larger group learning space. A significant body of research on active learning strategies
supports the effectiveness of these approaches in increasing student learning and achievement
(e.g., see Prince, 2004).
Active learning provides students with opportunities to interact with content through reading, writing,
listening, talking, and reflecting (University of Minnesota Center of Learning and Education, 2008). Evidence
indicates that active learning also improves student academic performance (Hake, 1998; Knight & Wood,
2005; Michael, 2006; Freeman et al., 2007; Chaplin, 2009); increases student engagement and critical
thinking; and improves student attitudes (O’Dowd & Aguilar-Roca, 2009). Akinoglu and Tandogan (2006)
showed that problem-based active learning in science courses has a positive influence on student academic
achievement and attitudes and conceptual development. The researchers also found that students who
engaged in active learning had significantly fewer misconceptions.
Eric Mazur at Harvard University is a leading researcher on “peer instruction” (1996), which emphasizes
the kind of in-class interactional elements made more practical in a flipped classroom. In a talk he gave in
2011, he discussed how assistive technology allowed students to respond and give feedback during the
peer instruction session, demonstrating how the process maximizes time with the instructor and increase
the focus on higher order thinking skills. In traditional settings, students use such time for note taking and
repeating information.4
In Mazur’s model, students are engaged by having them confront the logical progression of their thinking
and their misconceptions. “Once you engage the students’ minds, there’s an eagerness to learn, to master,”
Mazur explained (Berrett, 2012). Bloom (1984) observed that the constant feedback and correction
students receive significantly improves learning and achievement. Additionally, decades of research on how
student misconceptions can interfere with learning, indicate the importance of strategies to identify and
overcome those misconceptions (e.g., Lochead & Mestre, 1988).
4 Keynote at the Building Learning Communities conference in Boston, 2012.

6
In addition to research on active learning and peer instruction that supports several proposed mechanisms
of the Flipped Learning model, Ramsey Musallam, a chemistry teacher in San Francisco and adjunct
professor of education at Touro University, researched the effects of pre-training (receiving instruction prior
to in-class instruction) on in-class learning. His study found, not surprisingly, that students who had studied
material outside of class found it to be easier to learn new material in class (Musallam, 2010). This and other
studies (Ayers, 2006; Mayer, 2009) suggest that pre-training may be an effective means of managing intrinsic
cognitive load, thus facilitating learning.
Little formal data exist to show the effect of Flipped Learning on special populations, such as English language
learners. But it is reasonable to think that they would benefit in several ways. Marshall and DeCapua (2013)
note that, in traditional classrooms, English language learners “put most of their effort into the lower levels”
of Bloom’s Taxonomy (understanding and remembering) as they attempt to follow the teacher’s instruction.
In the flipped classroom, the teacher moves lower levels of the taxonomy outside of the class where
students work on mastering concepts and can pause, rewind and review the lesson at any time. In class, the
teacher and students can focus on the upper levels of the taxonomy (applying, analyzing, evaluating, and
creating). The researchers also note this model increases opportunities for in-class interaction with native
speakers, which can help English language learners further develop their academic language proficiency and
confidence in their speaking abilities. As more classes are flipped and data are collected on learners with
diverse needs and backgrounds, it will be important to monitor the effects and possible benefits.
FLIPPED LEARNING RESULTS

K -1 2 ED U C AT I O N
While there is little empirical research on the effects of Flipped Learning on student achievement, the
research that does exist generally consists of teacher reports on student achievement after adopting the
model (based on course and/or state test scores), descriptions of flipped classrooms, course completion
rates, and survey research measuring
MATH 11 ALL STUDENTS an array of outcomes, such as teacher,
100% student and parent attitudinal changes.
80%
73.8% This research, as well as case studies
65.6%
59.8% 54.8% such as the following, further suggests
60% 50.5%
that the Flipped Learning model is
40% promising and warrants further inquiry.5
43.3% 48.6%
41.6% 42.5%
34.4%
20%
Byron High School in Minnesota
0% embraced the Continuous Improvement
2008 2009 2010 2011 2012
model in 2006 in an attempt to improve
student achievement in mathematics.
BYRON PUBLIC HIGH SCHOOL STATEWIDE
In 2006, less than one-third of students
* Test format changed in 2012, and are not equally comparable to previous year scores
(29.9%) passed the state mathematics
test (Minnesota Comprehensive
5 ore detailed descriptions of these as well as several other case studies, are found in the full literature review of Flipped
M
Learning, available at www.flippedlearning.org/review. Likewise, an executive summary is available at www.flippedlearning.org/
summary

7
Assessments) and ACT composite scores averaged 21.2. The school’s textbooks were outdated but no
money was available to replace them. In 2009 the math department decided to eliminate textbooks. The
teachers wrote a curriculum, identified materials available for free on the Internet, and flipped their high
school math classrooms (Fulton, 2012). The teachers committed themselves to monitoring achievement
data and analyzing students’ needs. By 2011, the percentage of students passing the state test had increased
to 73.8%, and the school’s average ACT composite score had improved to 24.5. Moreover, by 2012, 86.6%
of Byron’s seniors had completed four or more credits of math. In recognition of these gains, Byron High
School was designated a National Blue Ribbon School in 2010. The school also won the Intel Schools of
Distinction award for High School Mathematics in 2011 (Fulton, 2012).
CLINTONDALE ACHIEVEMENT INCREASES ON MICHIGAN MERIT EXAM (MME) Teachers at Clintondale (MI)
50%
High School struggled to
40% 34%
connect with students using
30% 23% 23%
28%
lecture-centered teaching
23%
20%
9%
13%
9%
12%
16% models. Located in a suburb of
10%
Detroit, three-quarters of
0%
MME MME MME MME MME Clintondale’s students were
Math Reading Science Social Studies Writing
(11 grade)
TH (11 grade)
th (11 grade)
th th (11 grade)th (11 grade) from low-income families. To
better address the students’
2010-11 2011-12
needs, the school flipped all of
its 9th grade classes in 2010
(Clintondale High School, 2013). By the end of the first semester, they were seeing results. According to the
school’s principal Greg Green (2012), failure rates dropped by as much as 33 percentage points. Additionally,
the number of student discipline cases dropped from 736 in 2009 to 249 in 2010 and to 187 in 2011, a drop
of 74% in two years. Parent complaints also dropped after the change in instructional models, from two
hundred down to seven. Encouraged by these results, the principal converted the entire school to a Flipped
Learning model in fall 2011.
HIGHER EDUCATION
Flipped Learning is also being used in higher education and, similar to the early indications from K-12,
seems to be resulting in improved student performance and student and instructor morale. In one example
(Papadopoulos & Roman, 2010), students in an electrical engineering class watched lectures on their own
and worked on exercises and problems during class time. The professors observed that students progressed
faster enabling them to cover more material at a greater depth. Three-quarters of the students in those
classes said they frequently or always helped their peers with their learning. Test scores exceeded those of
students in the traditional learning environment.
The Introduction to Digital Engineering course at California State University, Los Angeles for freshmen and
sophomores has been largely devoted to collaborative project-based learning since 2008. The class was
flipped to increase professor-student interactions and make learning more active. The shift seems to have
been deepened students’ understanding and improved their design skills (Warter-Perez & Dong, 2012).
Not all research on Flipped Learning in higher education has indicated positive effects. It may not be the best
structure, for example, for an introductory course. Most students who enroll in those courses may not have
developed deep interest in them. Also, they may not have the skills they need to solve problems that are not
clearly defined. For example, students in a flipped college introductory statistics course reported being less
than satisfied with the way they were prepared for the tasks they were given (Strayer, 2012).

8
Students in a research methods and statistics class were unsatisfied with the instruction they received on line
but appreciated the opportunity to collaborate with peers in the classroom (Frederickson, Reed, & Clifford,
2005). There were no significant differences found in improvements in knowledge and reductions in anxiety
between the two versions of the course.
A study of a computer applications course in which some students took a flipped version and some did not
also found no significant differences in test scores (Johnson & Renner 2012). One reason might have been
that the course instructor was asked to offer the two versions, absent any perceived need.
PERCEPTIONS FROM TEACHERS,

ADMINISTRATORS, AND PARENTS
A modest amount of research exists from individual educators who practice the Flipped Learning model
and their views on behalf of their pupils. Until recently, Flipped Learning has been mainly a grassroots
movement, but now principals and superintendents are inquiring more about this model, as well as parents
of students in flipped classes. A number of surveys have been conducted with these three groups and are
highlighted below.
Teachers: In fall 2012, over 466,000 K-12 students, parents,

teachers, and administrators participated in the annual Speak “This new model is challenging teachers to reflect
on their practice and rethink how they reach
Up online surveys facilitated by the national education nonprofit
their students. It is an approach that encourages
organization, Project Tomorrow© (2013). Specific questions
students to set the pace for truly individualized
about Flipped Learning were asked for the first time. The survey instruction. It is a catalyst for teachers,
defined Flipped Learning as a model in which students watched administrators, and students to change the way
instructional videos as homework and class time was used for things have always been done.”
“discussions, projects, experiments and to provide personalized
Joe Corcoran, Principal,
coaching to individual students.” Of the more than 56,000 Harriet Gifford Elementary School, Elgin, IL
teachers and librarians who responded, 6% indicated they were
using videos they found online and 3% said they had already
created videos as part of flipping their classroom.
The survey also found that 18% of teachers and 27% of administrators said they were interested in trying
Flipped Learning this year. Twenty percent of teachers said they wanted to learn more about how to create
instructional videos for their students to watch and 15% wanted to learn how to implement a flipped
classroom model.
Nearly 60% of the students in grades 6-12 who participated in the Speak Up surveys agreed with the
statement that Flipped Learning “would be a good way for me to learn.” The May, 2013, issue of the School
Administrator, published by the American Association of School Administrators (AASA) (www.aasa.org)
dedicated the publication to Flipped Learning: Upending time on task in school and at home. http://www.
aasa.org/

9
A survey of 450 teachers, conducted by ClassroomWindow in conjunction with the Flipped Learning
Network (2012), found that teachers who were using Flipped Learning associate it with improved student
performance and attitudes and increased job satisfaction. Of the teachers surveyed, 66% reported their
students’ standardized test scores increased after flipping their classrooms. Eight in 10 perceived an
improvement in their students’ attitudes towards learning. Nearly 90% reported an improvement in
their own job satisfaction, with 46% reporting significant improvement.
Students: Nearly 60% of the students in grades 6-12 who participated in the Speak Up surveys agreed
with the statement that Flipped Learning “would be a good way for me to learn.” Close to 80% of student
respondents to the Flipped Learning and Democratic Education survey in 2012 said they experienced
more frequent and positive interactions with teachers and peers during class time.6 All of the 26 educators
surveyed agreed that, since flipping their classrooms, learning has become more active. Over 90% said
that positive interactions between students and teachers have increased. The survey was small but it does
suggest that Flipped Learning is changing the mode of in-class instruction. The students surveyed said they
have more access to course materials and instruction; more opportunities to work at their own pace; more
choices of how to demonstrate their learning; and that they were more likely to view learning as an active
process. (Child Trends, 2010).
Parents: The Flipped Learning

FLIPPED LEARNING AND DEMOCRATIC EDUCATION SURVEY model differs from the traditional
classrooms in significant ways.
80% of students agree that they...
Whenever children’s homework
- Have more constant and positive interactions
changes, as it will with Flipped
- Have greater opportunities to work at own pace
Learning, parents need to be on
- Have greater access to course material and instruction
board. With Flipped Learning,
- Have more choice in how they demonstrate their learning
parents may welcome the
- View learning as a more active process
opportunity to watch videos with
their children to gain a better
70% of students agree that they... understanding of what they are
- Are more likely to engage in collaborative decision making
learning and may become more
- Are more likely to engage in critical thinking and problem solving
involved as a result. Parents of 5th
- Teacher is more likely to take into account their interests,
strengths, and weaknesses
grade math students who
- Are more likely to have a choice in what learning tasks they engage in
participated in a pilot project in
Stillwater, Minnesota reported
that their children’s attitudes
towards math were either the same or improved, their children were doing better in math, and wanted the
flipped approach to be continued (Stillwater, 2012).
Karen Cator, former director of the office of educational technology for the U.S. Department of
Education, also says that Flipped Learning may increase parents’ participation in their students’ learning.
Cator acknowledges that while the trend is growing, more research is required in order to determine its
effectiveness (Baker, 2012).
6 F lipped Learning and Democratic Education survey conducted by Tom Driscoll at Teachers College, Columbia University in 2012
was completed by 26 educators and 203 students from across the United States.

10
Administrators: Of the more than 6,000 administrators who “I am certain many of my colleagues across
responded to the same SpeakUp survey, 23% said that their central Illinois thought I had indeed flipped out...
teachers are using videos they found online and 19% reported We were proposing the entire high school staff.
that their teachers are creating their own videos for use in Our failure rate was simply too high to accept.
Flipped Learning. Teachers and site administrators agreed that Principal Don Willett and I set out to change the
the following hindrances, however, are keeping them from flipping course of our education content delivery system
their classrooms: concern that students might not have access — and ultimately the lives of our 350 students.”
to the Internet at home; the teachers’ needs for professional Patrick Twomey, Superintendent,
development to help them learn to make or find high quality Havana School District #12 Havana, IL
videos; and how to best utilize the additional classroom time
(Speak Up survey, 2012).
CONCERNS ABOUT FLIPPED LEARNING

Skeptics of Flipped Learning say that there is little that is new in it. They say that good teachers always try
to meet the needs of individual students and use the tools that will help them do that. That is true. And,
as noted previously, the potential of Flipped Learning lies not in the videos but in how delivering direct
instruction in a different environmnet opens up time and space inside the classroom to engage in higher
leverage instructional practices and individualize learning. Teachers need to be thoughtful about how to
maximize the opportunity for students to become active learners who are empowered to take charge of
their own learning. Even critics acknowledge that the changeover to the Flipped Learning model encourages
teachers to re-evaluate their teaching (e.g., Stumpenhorst, 2012).
Another concern is voiced by teachers and others who believe Flipped Learning undervalues the power of
good, engaging, face-to-face Socratic teaching. Critics worry they won’t have the opportunity to do that kind
of teaching because class time is devoted to students collaborating, student-generated and -led activities,
and other interactive exercises. However, Marshall (2013) points out that teachers are more important than
ever in Flipped Learning. However, instead of the teacher lecturing to students, their role is to “lead from
behind.” In other words, the teacher has the tasks of “observation, feedback, and assessment” and guiding
the learners’ thinking, in the best spirit of the Socratic Method. The difference, and perhaps a major benefit,
according to Marshall (2013) is that this instruction is spontaneous, cannot be planned out, and is relevant
for the learners at that moment. Furthermore, the learners themselves can fill these same three roles as they
observe and provide feedback to each other during class and as they assess their own learning.
Gary Stager, an educator, speaker, and journalist, is a critic of Flipped Learning. He voiced three major
concerns during a 2012 radio debate with Aaron Sams on Southern California Public Radio (2013). First,
he asserts that, the model emphasizes traditional homework and lectures, although their position is flipped.
Second, he says that the demand for Flipped Learning results from flaws in the curriculum, which require that
students study ahead of time. Finally, he argues that the Flipped Learning model is a means of standardizing
learning. He worries that in the future that the direct instruction delivered via video will be outsourced to
mediocre, low-cost teachers to replace more highly paid veteran teachers.

11
Should Flipped Learning devolve into little more than lectures and routinized, low-level homework
exercises, Stager would certainly have a point. An instructional model is but a framework and, whether it
succeeds or not, depends almost entirely on the implementation. Boring lectures can be delivered digitally
almost as easily as they can be presented in class and class time in a Flipped Learning model could be taken
up with filling out worksheets and doing computerized drills. But that is not the intent nor is it inevitable.
Indeed, teaching successfully in a flipped classroom is even more demanding than is traditional teaching.
So, if Flipped Learning is to succeed, teachers will need to be trained and supported in how to engage
students more deeply in content.
In regard to Stager’s concern about mass-produced, cheaply made videos becoming the mainstay of flipped
classrooms, Sams and Bergmann think that the model works best when teachers make their own videos
for their own classes. However, the use of videotaped lessons does make it possible for the teacher to find
great instruction produced by others, such as those found on Khan Academy or TED-Ed. Those lessons
could introduce students to an alternative style of teaching or supplement lessons on subjects or provide
lessons in areas in which their teacher is not expert.
Another concern that is raised is that not all students have access to the high-speed Internet or computers.
While this is a legitimate concern, it should be noted that home access to computers and the Internet has
expanded greatly over the last two decades. In 2010, almost six out of every ten children ages 3 to 17 used
the Internet and almost 85% had access to a computer at home. Moreover, the ways that even low-income
students can access digital content are increasing rapidly. (Child Trends, 2012)
Flipped Learning might not work for all educators and students. Not all educators are successful in their
implementations and there have been students who after trying the flipped classroom experience, prefer
traditional learning. In their book, Bergmann and Sams (2012) noted that for lower elementary grades,
Flipped Learning might be appropriate for certain lessons or units, but not entire classes.
Moreover, as we illustrate throughout this paper, more qualitative and quantitative research needs to
be done to identify how the potential of the model can be maximized. The existing research clearly
demonstrates that the Flipped Learning model can be one way to create a classroom environment that
is learner-centered. This is something that most teachers want to do but are constrained by the current
organization of schools and other barriers. Michael Gorman (2012) observed that any learner-centered
educator would provide activities in the classroom that are action based, authentic, connected and
collaborative, innovative, high level, engaging, experience based, project based, inquiry based, and self-
actualizing. The Flipped Learning model provides that bridge to a learner-centered classroom environment,
thereby enabling deeper learning (Bergmann & Sams, 2012) that educators are seeking.

12
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Driscoll, Tom. (2012). Flipped Learning and democratic Education: The Complete Report. Retreive from http://
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Gojak, L. (2012, October). To Flip or Not to Flip: That is Not the Question! National Council of Teachers of
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15
THE FLIPPED LEARNING MODEL: EXECUTIVE SUMMARY
With interest continuing to grow around this topic, the Flipped Learning Network ™, along with researchers from
George Mason University and with support from Pearson, undertook a comprehensive review of research relevant to
the Flipped Learning model. Members of the FLN’s Research Committee contributed to the extensive bibliography
and reviewed the full length Literature Review. A list of the authors, contributors and committee members can be
found in the Literature Review and accompanying White Paper.
DEFINITION RESEARCH AND RESULTS

The Flipped Learning model of instruction, while virtually Quantitative and rigorous qualitative data on Flipped
unknown a few years ago, is gaining attention and adherents Learning is limited, but there is a great deal of research
among teachers and administrators in American K-12 and that supports the key elements of the model with
postsecondary classrooms. In this model, some or most respect to instructional strategies for engaging students
of direct instruction is delivered outside the group learning in their learning.
space using video or other modes of delivery.
Class time, then, is available for students to engage in The research on Flipped Learning that does exist generally
hands-on learning, collaborate with their peers, and consists of teacher reports on student achievement
evaluate their progress and for teachers to provide after adopting the model (based on course and/or
one-on-one assistance, guidance and inspiration. state test scores), descriptions of flipped classrooms,
The shift is from a teacher-centered classroom to course completion rates, disciplinary actions, and surveys
a student-centered learning environment. measuring an array of outcomes, such as teacher, student
and parent attitudinal changes.
In 2007, two rural Colorado chemistry teachers, Jonathan
Bergmann and Aaron Sams, often referred to In general, teachers who are flipping their classrooms report
as the pioneers of flipped learning, were concerned that higher student achievement, increased student engagement,
students frequently missed end-of-day classes to travel and better attitudes toward learning and school. Many
to other schools for competitions, games, and other flipped teachers report that their job satisfaction has
events. They began to use live video recordings and improved and are feeling re-energized by their heightened
screencasting software to record lectures, demonstrations, interaction with students. This initial research suggests
and slide presentations with annotations. In their book that the Flipped Learning model is promising and warrants
Flip Your Classroom: Reach Every Student in Every Class Every further inquiry.
Day (2012), they reported that after they flipped their
classrooms, students began interacting more in class, and Experienced educators involved in the not-for-profit
because time could be used more flexibly, students who Flipped Learning Network™, along with Pearson identified
were behind received more individual attention while four essential elements of Flipped Learning. While there
advanced students continued to progress. is no “how-to” list associated with the Flipped Learning
model, there are several unifying themes identified as
the four Pillars of F-L-I-P™, an acronym for Flexible
Environment, Learning Culture, Intentional Content,
and Professional Educator.
THE FOUR PILLARS OF F-L-I-P™
STUDENT ENGAGEMENT
P ILLARS OF F LIPPED L EARNING
FLIPPED LEARNING REQUIRES:
F L E X I B LE INTE NTIO NAL C ONTENT

E N VI RO N M EN T S Flipped educators continually think about how
Flipped classrooms allow for a variety of they can use the Flipped Learning model to help
learning modes; educators often physically students gain conceptual understanding,
rearrange their learning space to accommodate as well as procedural fluency. They evaluate
the lesson or unit, which might involve group what they need to teach and what materials
work or independent study. They create Flexible Environments students should explore on their own. Educators use Intentional
in which students choose when and where they learn. Content to maximize classroom time in order to adopt various
Furthermore, educators who flip their classes are flexible in methods of instruction such as active learning strategies, peer
their expectations of student timelines for learning and how instruction, problem-based learning, or mastery or Socratic
students are assessed. methods, depending on grade level and subject matter.
L E A R N I N G C U LT U R E P RO F E S S IO NAL
In the traditional teacher-centered model,
E DU C ATO RS
the teacher is the main source of information. The role of Professional Educators is even
In the Flipped Learning model, there is a more important, and often more demanding,
deliberate shift from a teacher-centered in a flipped classroom than in a traditional one.
classroom to a student-centered approach, During class time, teachers continually observe
where in-class time is meant for exploring topics in greater their students, providing them with feedback relevant in the
depth and creating richer learning opportunities through various moment, and assessing their work. Professional educators
student-centered pedagogies. As a result, students are actively are reflective in their practice, connect with each other to
involved in knowledge formation through opportunities to improve their trade, accept constructive criticism, and tolerate
participate in and evaluate their learning in a manner that is controlled classroom chaos. While Professional Educators
personally meaningful. remain very important, they take on less visibly prominent
roles in the flipped classroom.
FOR MORE INFORMATION

The full length Literature Review titled A Review of Flipped Learning includes a A shorter version of the Literature Review is provided in The Flipped Learning
review of the research base upon which the Flipped Learning model is built, Model: A White Paper. All of these documents are free, licensed under the
including student-centered, active learning and Cognitive Load theory, among Creative Common License.
others; how the model serves diverse student populations; and the role of www.flippedlearning.org/summary
technology. We also provide an analysis of implementations and results in K-12
schools and institutes of higher education. We address shifting attitudes towards
Flipped Learning by educators, administrators, students and parents, and discuss
the concerns about the Flipped Learning model. (c) Flipped Learning Network 2013
www.flippedlearning.org/review
ig
practic
in
g e s t
“The b my teaching
a
change n 25 years!”
ei
nd best
IMPROVE
student learning and teacher satisfaction
“Game-changin
meet more stu
g! I can
dents'
needs more ofte
n.”
in one Flip of the Classroom
What do teachers who've flipped their classrooms have to report?
TeacherView Survey On Flipped Classrooms Reveals...
( preliminary data as of 6/21/12, with responses from 453 flipped educators )
Impact on Teachers Impact on Students

JOB ONLINE STANDARDIZED STUDENT
SATISFACTION INSTRUCTION TEST SCORES ATTITUDES
IMPROVED
88% HAVE PUT 50%

REPORT
OR MORE OF REPORT TEST STUDENTS’
43% THEIR INSTRUCTION
ONLINE
SCORE
IMPROVEMENT 67% 80% ATTITUDES
46% IMPROVING
IMPROVED
SIGNIFICANTLY 28% REPORTING MORE
THAN 75% ONLINE
"I have taught math for 10 years, and have never seen my
“I will never go back to
students work this hard or learn this much."
traditional teaching methods.”
"Flipping my classroom has dramatically improved the number
“It's differentiation on steroids!” and quality of interactions with individual students."
99% would use it Teachers reported benefits for all

students, and in particular AP and
again next year Special Needs students.
SUBJECTS MOST
FREQUENTLY “FLIPPED”
Who’s Flipping?
SCIENCE
85% 91% 95% 50%
46%
MATH
32%
7+ years Have used the of respondents from suburban
ELA
of teaching flipped model are secondary schools
less than 2 years 12% school teachers 25% urban
25% rural
Contribute your voice to this ongoing survey at http://www.classroomwindow.com/review-a-product

Bergmann and Sams
Flipped Learning Websites

http://flippedlearning.org/site/default.aspx?PageID=1

http://flippedclassroom.org

http://jonbergmann.com

http://www.aaronsams.com/about-‐aaron/

Bergmann and Sams
Flipped Learning Videos

Teaching for Tomorrow: Flipped Learning
http://youtu.be/4a7NbUIr_iQ

Flipped-‐Mastery Classroom
http://www.youtube.com/watch?v=nEfojG9ckYA&feature=share&list=ULnEfojG9ck
YA

The Flipped Classroom is Born
http://youtu.be/v-‐y9vR7YTak

Taking a Risk on At-‐Risk Kids
http://youtu.be/y2QgtPyk_Gk

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Teachers From 25 Countries Around the Globe Are Flipping Learning Today, the First “Flipped Day”
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Hundreds Take the Pledge to Use this Innovative Instructional Model
CURRENT ISSUE
WASHINGTON, D.C. – Sept. 6, 2013 – Today nearly 400 teachers from 25 countries around
the globe are flipping learning in their classrooms in celebration of the first “Flipped Day.” They
Game changer
have taken the pledge to use this innovative model of instruction with their students and
or vaporware?
discover the ways that it increases student engagement and, ultimately, improves student SUBCRIBE
achievement. RENEW
In the Flipped Learning model, some or most of direct instruction is delivered outside the group INTERNATIONAL
ORDERS
learning space using video or other modes of delivery. Class time, then, is available for students
to engage in hands-on learning, collaborate with their peers, and evaluate their
progress and for teachers to provide one-on-one assistance, guidance and inspiration.
Hosted by the Flipped Learning Network, TechSmith, Pearson and the companies listed below,
CONNECT WITH US
Flipped Day aims to increase awareness of this student-centered instructionalmodel by asking
teachers to take the pledge to flip one with the expectation this leads to further flipped units or
an entire course.
Teachers flipping lessons today span the subject areas from computer/technology to world
languages and teachers at all grade levels took the pledge. The countries represented on
“Flipped Day” span the globe with teachers from Argentina and Italy to Singapore and Zimbabwe
participating.
While they had the opportunity to use the curated lessons listed below, the majority of educators
reported that they were using lessons and videos they created themselves. Topics included:
back-to-school procedures; library skills; poetry; mythology; polynomial functions; comparing
and ordering whole numbers; adding fractions; self-defense; scientific measurements; aquatic
ecology; diet; maps; and life in the colonies.
A recent review of the literature on flipped learning concluded that while quantitative and
rigorous qualitative data on Flipped Learning is limited, there is a great deal of research that
supports the key elements of the model with respect to instructional strategies for engaging
students in learning. The research that exists demonstrates that teacher who are flipping their
classrooms report higher student achievement, increased student engagement and better
attitudes toward learning and school. In addition, the teachers report that their job satisfaction
has improved.
http://www.techlearning.com/thewire.aspx?entryid=591&status=view Page 1 of 3
Techlearning: TheWire 9/29/13 11:33 PM
“Flipped Day “Turn-key lessons include:
! Project WET: Discover the Incredible Journey of Water in the Water Cycle
! Carolina Biological Supply Company: How Big is a Living Cell?
! PBS LearningMedia: Design and Build a Tangle-Free Headphone Holder
! Sophia Learning: The Study of Density
! WGBH: Internal and External Character Conflict
! Mackin Educational Resources: Computer Use & Policies
! eduCanon: Inference vs. Observation
! Channel One: National Youth Orchestra Ambassadors Program
! Knowmia: What is Temperature? Or Distance Formula
About the Flipped Learning Network
Founded in 2012, the mission of the Flipped Learning Network™ is to provide educators with the
knowledge, skills, and resources to successfully implement Flipped Learning. The goals of the
FLN are to provide professional learning opportunities; conduct, collaborate and disseminate
relevant research; and act as the clearinghouse for distributing promising practices for current
and future “flipped” educators. The FLN’s online professional learning community currently has
15,000 members; growing at a rate of 1,000 per month. For more information, visit
www.flippedlearning.org
###
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http://www.techlearning.com/thewire.aspx?entryid=591&status=view Page 2 of 3
How the Flipped Classroom Is Radically Transforming Learning - THE DAILY RIFF - Be Smarter. About Education. 9/30/13 12:39 AM
The Daily Riff - BE SMARTER. ABOUT EDUCATION.
LEARNING, INNOVATION & TECH

BOMBS & BREAKTHROUGHS
How the Flipped Classroom Is Radically Transforming Learning

April 15, 2012 11:55 AM
Editor's Note: Posts about the flipped class on The Daily Riff beginning in January 2011 have generated over 240,000 views to-date - thanks
contributors and readers . . . See our other links related to the flipped class below this guest post. Since this post was written, Bergmann and Sams
have released their book, Flip your Classroom: Reach Every Student in Every Class Every Day. Do check it out. - C.J. Westerberg
How the Flipped Classroom was Born
by Jonathan Bergmann and Aaron Sams
In 2004, we both started teaching at Woodland Park High School in Woodland Park, Colorado. Jon came from Denver and Aaron from Southern
California. We became the Chemistry department at our school of 950 students. We developed a friendship and realized that we had very similar
philosophies of education. To make our lives easier we began planning our Chemistry lessons together, and to save time we divided up much of the
work. Aaron would set up one lab and Jon the next. Aaron would write the first test and Jon the next.
One of the problems we noticed right away about teaching in a relatively rural school is that many of our students missed a lot of school due to sports
and activities. The nearby schools are not nearby. Students spent an inordinate amount of time on buses traveling to and from events. Thus, students
missed our classes and struggled to stay caught up.
"And how the Flipped Classroom changes

the way teachers talk with parents . . . "
And then one day our world changed. Aaron was thumbing through a technology magazine and showed Jon an article about some software that would
record a PowerPoint slide-show including voice and any annotations, and then it converted the recording into a video file that could be easily distributed
online. As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning.
So in the spring of 2007, we began to record our live lessons using screen capture software. We posted our lectures online so our students could
access them. When we did this YouTube was just getting started and the world of online video was just in its infancy.
Flipping the classroom has transformed our teaching practice. We no longer stand in front of our students and talk at them for thirty to sixty minutes at
a time. This radical change has allowed us to take on a different role with our students. Both of us taught for many years (a combined thirty-seven
http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php Page 1 of 7
years) using this model. We were both good teachers. In fact,

Jonathan received the Presidential Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron received the
same award under the Flipped model. Though as we look back, we could never go back to teaching in the traditional manner.
The flipped classroom has not only changed our classrooms, but many teachers from around the world have adopted the model and are using it to
teach Spanish, Science, Math, elementary, middle, high school, and adults. We have presented all over North America and have seen how flipping
your classroom can change kids' lives.
Flipping has transformed our classes in so many ways. In this post we will address just two: Student interaction and parent responses to flipping.
Flipping Increases Student Interaction
One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Since the role of the teacher has
changed from presenter of content to learning coach, we spend our time talking to kids. We are answering questions, working with small groups, and
guiding the learning of each student individually.
When students are working on an assignment and we notice a group of students who are struggling with the same thing, we automatically organize the
students into a tutorial group. We often conduct mini-lectures with groups of students who are struggling with the same content. The beauty of these
mini-lectures is we are delivering "just in time" instruction when the students are ready for learning.
Since the role of the teacher has changed, to more of a tutor than a deliverer of content, we have the privilege of observing students interact with each
other. As we roam around the class, we notice the students developing their own collaborative groups. Students are helping each other learn instead
of relying on the teacher as the sole disseminator of knowledge. It truly is magical to observe. We are often in awe of how well our students work
together and learn from each other.
Some might ask how we developed a culture of learning. We think the key is for students to identify learning as their goal, instead of striving for the
completion of assignments. We have purposely tried to make our classes places where students carry out meaningful activities instead of completing
busy work. When we respect our students in this way, they usually respond. They begin to realize, and for some it takes time, that we are here to
guide them in their learning instead of being the authoritative pedagogue. Our goal is for them to be the best learner possible, and to truly understand
the content in our classes. When our students grasp the concept that we are on their side, they respond by doing their best.
Flipping Changes the Way We Talk with Parents
We both remember sitting in parent conferences for years and parents would often ask us how their son or daughter behaved in class. What they were
really asking was does my son or daughter sit quietly, act respectfully, raise their hand, and not disturb other students. These traits are certainly good
for all to learn, but we struggled answering this question when we first started flipping the classroom.
You see, the question is a non-issue in our classroom. Since students are coming with the primary focus on learning, the real question is now: Is your
student learning or not? If they are not learning, what can we do to help them learn? This is a much more profound question and when we can discuss
this with parents, we can really move students into a place which will help them become better learners.
There are a myriad of reasons why a student is not learning well. Do they have some missing background knowledge? Do they have personal issues
that interfere with their learning? Or are they more concerned with "playing school" rather than learning. When we (the parents and teachers) can
diagnose why the child is not learning we create a powerful moment where the necessary interventions can be implemented.
The Flipped Classroom Book

As of right now we are almost done with a book about flipping the classroom. It will be published by ISTE. We anticipate a fall of 2011 release.
Editor's Note: Since this post was written, Bergmann and Sams have released their book, Flip your Classroom:
Reach Every Student in Every Class Every Day. Do check it out.
###
Jonathan Bergmann has been an educator for 25 years and holds a masters degree from the University of Colorado in Instructional Technology. He currently teaches science
at Woodland Park High School in Woodland Park, Colorado. In 2002 he was awarded the prestigious Presidential Award for Excellence for Math and Science Teaching. He is a
national board certified teacher in Adolescent and Young Adult Science. In 2009 he was named a semi-finalist for Colorado Teacher of the Year.
Aaron Sams has been an educator for 12 years. He currently teaches science at Woodland Park High School in Woodland Park, Colorado where his peers consider him to be
an innovator in the implementation of technology in the classroom. He has taught many staff development courses, primarily in the area of technology integration. He was
awarded the 2009 Presidential Award for Excellence for Math and Science Teaching. Aaron recently served as co-chair of the Colorado State Science Standards Revision
Committee.
Contact info and further Links

Twitter: @jonbergmann, @chemicalsams
Websites: Flipping: http://educationalvodcasting.com
Quality Learning Videos: http://learning4mastery.com
Originally posted by The Daily Riff 1/12/2011
Related posts from The Daily Riff:
The Flipped Class Manifest by Brian E. Bennett, Dan Spencer, Jon Bergmann, Troy Cockrum, Ramsey Musallam, Aaron Sams, Karl Fisch, Jerry
Overmyer
The Flipped Class: Shedding light on the confusion, critique and hype by Aaron Sams
Are you Ready to Flip? by Dan Spencer, Deb Wolf, and Aaron Sams
"The Flipped Class: Myths vs. Reality" by Jon Bergmann, Jerry Overmyer and Brett Wilie
"The Flipped Class: What Does a Good One Look Like?" by Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh
Private School Math Teacher Flips Learning by Stacey Roshan
The Flipped Class: Show Me the Data! by Stacey Roshan
Teachers "Doing the Flip" to Help Students Become Learners
Reflecting on the Flipped Class through Student Feedback- by Stacey Roshan
The Best Way to Reach Each Student? Private Math Teacher Flips Learning by Stacey Roshan
The Flipped Class: Show Me the Data! by Stacey Roshan
The Flipped Class=Flipped Homework
Tags: Aaron Sams, flipped classroom, how to talk with parents about their children in school, how to talk with teachers about your child's learning, Jonathan Bergmann, learning
high school chemistry, parental involvement in education, reverse instruction, teaching high school chemistry, technology in education
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Avatar micheal clark • 4 months ago

I would like to provide a clarification. While this may be the story of
how the flipped classroom came to your attention in 2007, the phrase
"inverted classroom" and the model you describe were first articulate in
a 2000 article in the Journal of Economic Education titled "Inverting
the Classroom". This model was not developed in 2007, but was clearly
elucidated and documented in our work in 2000. Please see the
aforementioned article if there is any question as to the ownership and
authorship of this concept. For more information you can visit: http://www.sidney.cervantes.es...
△ ▽ Reply Share ›
Avatar Staci • 5 months ago

Please anonymously provide your input about "flipping the classroom" here https://docs.google.com/forms/... for a preservice
Avatar
Please anonymously provide your input about "flipping the classroom" here https://docs.google.com/forms/... for a preservice
teacher project. Thank you!
Avatar Brandi Whitewolf • 11 months ago
As a former Technology Curriculum Specialist, I love how flipped classrooms have increased interaction and participation, as well
as promoted content retainment.
I've since moved roles and am an associate producer for The Smart Girls Channel on Youtube. We have recently launched a new
show called "Girls of the World" that elucidates how different girls from a myriad of cultures, ethnicities, and groups utilize their
heritage and intelligence in being themselves. For classrooms, it serves as a great resource for students to learn geography and
culture firsthand from kids their age.
Avatar Alaa Sadik • a year ago
I am very pleased to share with all of you this research-based project for producing and sharing video presentation,
PresentationTube at http://presentationtube.net. PresentationTube provides a desktop presentation recorder and video sharing
network to help instructors, students, virtual presenters, and business professionals record, upload and share quality, accessible,
and interactive video presentations. Video presentations can be used in regular classrooms, flipped classrooms, home revisions, e-
learning courses, blended learning environments, distance education settings, virtual conferences, and business orientations.
Avatar Welearners • a year ago
Learning can never stop right? Actually we must learn from our lives, or surroundings like our parents, teachers, elders or younger
even!
Professional website: Welearners.com
Avatar Glenn Platt • 2 years ago
I would like to provide a clarification. While this may be the story of how the flipped classroom came to your attention in 2007, the
phrase "inverted classroom" and the model you describe were first articulate in a 2000 article in the Journal of Economic Education
titled "Inverting the Classroom". This model was not developed in 2007, but was clearly elucidated and documented in our work in
2000. Please see the aforementioned article if there is any question as to the ownership and authorship of this concept.
Avatar ColoradoDan • 2 years ago
Sorry, not seeing what's new here. It's great that you record your learning and make it available to students that are absent. You
can even use these recordings to learn to improve your teaching, for example, really sit through your own lectures and learn how to
avoid talking for 30-60 minutes straight without interacting with your students, giving them time to process, activities, etc. This is
not new. Nor revolutionary.
What could be new, is if you plan to have the learning/lecture take place at home and then the reinforcement of learning happen in
the classroom. ANd this would be a travesty. New learning needs to happen in the classroom, under the direct guidance of the
teacher. Work at home, IMO, needs to reinforce that learning, meaningfully. Parents should not be put in the position to teach or
clarify new content learning for which they are not qualified to teach. This is why we have classroom teachers.
And I don't think classroom teachers should be expected to be available 24/7 outside of the classroom to answer questions.
Though if this were sustainable, this WOULD be revolutionary.
Work at home, again in my opinion, ought to provide opportunities to trigger informal learning related to personal interests. And
why assess on this, if you really want to inspire learning in a way that meets the needs of the modern world. Yes, it's more fun for
the teacher to get to do the fun activities. But you should learn how to make your teaching fun enough to engage your students
while they are in the classroom, and differentiate IN THE CLASSROOM. And then turn them loose in the real world to find the joy of
continuing the learning.
Avatar MomOfMathLD • 2 years ago
This might be a new concept to public schools but it's not to private. I'm 50 and the schools I attended taught this way. A better
term than flipping might be modeling private, or incorporating modern tech.
Avatar bcteacher • 2 years ago
Wondering why you never figured out long before technology that lecturing wasn't the best way for kids to learn about science?
Avatar Greg Green • 2 years ago
I had the plesure of meeting Jon and Aaron at ISTE through TechSmith and the flipped classroom is the key to the future. We have
flipped our ninth grade center and have seen a reduction in our failure rates, improve grades, a decrease in our discipline rates and
increases in our standardize testing scores. We are flipping our entire school next year. It properly aligns the students needs with a
school's resources. It is a game changer for at-risk students! Find us at www.flippedhighschool.com.
Avatar Sarah Valdivia • 2 years ago
I am currently looking at taking over a K-12 charter school as a site director. Our school is in a low socioeconomic area with 60%
of the students lacking access to internet outside of the home; what would anyone suggest for my site in order to have success
with this plan? I wouldl like to implement this strategy school-wide.
Avatar Naomi Epstein • 3 years ago
This is a fascinating idea. Do you have any experience using it with special ed. students or students from "underprivelged "
homes?
As a teacher of English as a foreign language to deaf students, who has begun giving very brief online homework (I focus each time
on one specific thing and keep the homework short) I have discovered all sorts of surprising things. Deaf pupils use computers for
communication so almost all pupils have one. But some don't have WORD - I paste exercises for them into the email. Not all have
powerpoint. A few use FACEBOOK but are surpisingly illietrate about anything else. And then there are the pupils whose home life
is so disruptive that even attractive, short (or easy, as the case may be!) homework is never done. The last group never studies for
tests either.
I'd love to hear your input on these populations.
Jonathan Bergmann > Naomi Epstein • 3 years ago
Naomi: we have trained folks all over North America on the flipped model and this includes English teachers, special ed
teachers, etc. My best advice would be for you to join our NING and ask them. We have over 600 teachers who are either
flipping their class or thinking about the flip. Go to: http://vodcasting.ning.com and see all the great conversations
happening.
Avatar Nicole P • 3 years ago
This is so great! I wish I had flipped lessons in my chemistry class. I could never soak it in during class, and I think it would have
been a great way to really learn it, rather than just trying to absorb some random facts from the chalkboard.
I also think you're offering a fantastic model for collaboration-- neither of you were considered about "who get the credit"-- and all
of the wonderful things that it can do for both teachers and students.
The learning-directed questions you are now asking are wonderful as well. Glad you chose to share what you're doing with us. =)
Avatar Russ Antracoli • 3 years ago
This is an exciting new learning tool. In looking at the process as well as the organization my one question is how can this be done
for all classes? However the ability to provide student support, immediate feedback, collaboration among students, and providing
the support students don't get when they do difficult tasks as apart of homework is real encouraging. I have been reading about
this technique for a while and am ready to share with staff as an alternative we might take the time to do some research, careful
planning, and use in some areas.
Jonathan Bergmann > Russ Antracoli • 3 years ago
Russ: If you are interested, we are conducting a conference on the Flipped Model this summer. You can find more info at:
http://vodcasting.ning.com/events/mastery-learning-the-flipped
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History | flipped learning 9/30/13 12:40 AM
History
The Short History of Flipped Learning

As told by Jonathan Bergmann and Aaron Sams
In 2004, Jonathan Bergmann and Aaron Sams started teaching at Woodland Park High School in
Woodland Park, Colorado. Jon came from Denver and Aaron from Southern California. We became
the Chemistry department at our school of 950 students. We developed a friendship and realized that
we had very similar philosophies of education. To make our lives easier we began planning our
Chemistry lessons together, and to save time we divided up much of the work. Aaron would set up
one lab and Jon the next. Aaron would write the first test and Jon the next.
One of the problems we noticed right away about teaching in a relatively rural school is that many of
our students missed a lot of school due to sports and activities. The nearby schools are not nearby.
Students spent an inordinate amount of time on buses traveling to and from events. Thus, students
missed our classes and struggled to stay caught up.
And then one day our world changed. Aaron was thumbing through a technology magazine and
showed Jon an article about some software that would record a PowerPoint slide-show including
voice and any annotations, and then it converted the recording into a video file that could be easily
distributed online. As we discussed the potential of such software we realized this might be a way for
our students who missed class to not miss out on learning. So in the spring of 2007, we began to
record our live lessons using screen capture software. We posted our lectures online so our students
could access them. When we did this YouTube was just getting started and the world of online video
was just in its infancy.
Flipping the classroom has transformed our teaching practice. We no longer stand in front of our
students and talk at them for thirty to sixty minutes at a time. This radical change has allowed us to
take on a different role with our students. Both of us taught for many years (a combined thirty-seven
years) using this model. We were both good teachers. In fact, Jonathan received the Presidential
Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron
received the same award under the Flipped model. Though as we look back, we could never go back
to teaching in the traditional manner.
The flipped classroom has not only changed our classrooms, but many teachers from around the
world have adopted the model and are using it to teach Spanish, Science, Math, elementary, middle,
high school, and adults. We have presented all over North America and have seen how flipping your
classroom can change kids’ lives.
Continue to read How the Flipped Classroom Was Born (http://www.thedailyriff.com/articles/how-
http://flippedlearning1.wordpress.com/history/ Page 1 of 2
Flipping Law School Classes | Best Practices for Legal Education 9/29/13 11:29 PM
Best Practices for Legal Education
Flipping Law School Classes
Posted on August 27, 2013 by Michele Pistone

I flipped my class yesterday. And I think it worked!
The class was on persuasive lawyering. Over the summer I made a video about persuasive
lawyering. It talks about persuasion in relation to classic rhetoric, and the elements of logos, pathos
and ethos. The video is available on LegalED (http://legaledweb.com/practical-lawyering-skills/).
Here is what I did during the 55-minute class segment that I allocate in my syllabus for introducing
the topic:
I assigned the video for students to watch as homework. It is less than 5 minutes long. Then, when
we got to class, instead of starting the discussion of persuasion with a short lecture on the topic, I
started with an exercise. The students were asked to work with a partner to persuade my co-teacher
(I am very fortunate to be co-teaching with Harriet Power from our university’s theater department
this semester) and I that we should serve wine and cheese during each class. The student teams had
two minutes to come up with their arguments. Then, each student team had one minute to stand up
and persuade us, with each partner contributing equally to the argument. Most argued about the
health benefits of wine, others about how drinking wine would make the students more relaxed and
open, which would facilitate better in class discussions, and others pointed out how the professors
could benefit from the wine as well, at the end of a long, busy day. The theme of culture was raised
as well; some arguments tied the wine and cheese to our abilities to learn about different cultures
through their food and drink.
My co-teacher and I then facilitated a discussion of the arguments in relation to the theory of
persuasion. We used the students’ arguments as jumping off points – we broke them apart to
identify what worked and why, relating everything back to the theory the students had learned from
the video and the tactics of persuasion – logos, pathos and ethos. For example, the argument drew on
logos when it referred to the research on the health benefits of drinking red wine. The part of the
argument that was more personal about us as professors and how we could also enjoy the wine, was
about pathos, appealing to the audience’s emotions.
http://bestpracticeslegaled.albanylawblogs.org/2013/08/27/flipping-law-school-classes/ Page 1 of 3
Flipping Law School Classes | Best Practices for Legal Education 9/29/13 11:29 PM
I have taught a class on persuasive lawyering about ten times before and this one seemed different; it
was better. Instead of my talking at the students about the foundations of persuasive argument, by
flipping the classroom my students could learn the foundational information before coming to class.
That opened up the class for an activity in which the students could actually try it out.
Another added benefit was that we could provide feedback on the students’ presentation skills as
well. We told them whether their tone was appropriate and authoritative. By getting the students
out of their chairs, we could provide feedback to the students on their posture and stance and how
body language can enhance or detracted from the persuasiveness of an argument.
I hope to make shorter videos on each of the three elements – ethos, pathos and logos – in which I
flesh each out in more detail in the coming weeks.
If you have any questions, ask them in the comments section below. I’d be happy to share more
about the experience. I also welcome comments on the video.
Filed under: Uncategorized Tagged: | blended learning, flipped learning, law schools, legaled,
Pistone, practical lawyering skills, reforming legal education
« New Blog Client Interviewing — Costume, Setting and Posture »
5 Responses
Wes Porter, on August 27, 2013 at 9:42 am said:

Thank you for this post. Flipping the classroom is possible – and highly beneficial – in the law
school setting. I haven’t offered much lecture in several of my recent advocacy courses – more
time for student presentations, peer feedback, critique, and redos. One question is, did you
consider making the videos publicly available (ie. YouTube)? Why or why not?
Reply
Michele Pistone, on August 27, 2013 at 4:26 pm said:

Wes, glad to see you are flipping the classroom too. As to your question about whether or not
to make the videos public, I advocate making the videos publicly available. The video I used in
class this week, on persuasive lawyering, is available here, http://legaledweb.com/practical-
lawyering-skills/.
In fact, I am working with a group of law professors (including some of my co-bloggers on this
site) from around the country to create a central repository for videos and other resources that
can be used in legal education. The website is LegalED, legaledweb.com. We think that by
http://bestpracticeslegaled.albanylawblogs.org/2013/08/27/flipping-law-school-classes/ Page 2 of 3
Flipped Learning Model Dramatically Improves
Course Pass Rate for At-Risk Students
Clintondale High School, Clintondale Community Schools,
Clinton Township, Michigan
Foundations of Flipped Learning™
Demographics Implementation
› Urban school in greater Detroit area In September 2010, CHS tested the flipped learning model in one
› Grades 9–12 freshman at-risk social studies class, and every student passed
the class. In a freshman social studies class made up of students
› 31 teachers performing on grade level in which a traditional lecture model was
› 553 students used, the pass rate was unchanged.
› 74% free and reduced lunch
That fall, CHS made the decision to implement the flipped
› 73% African American learning model in all its freshman classes, and then it expanded
› 26% white the implementation to every grade in the 2011–12 school year.
Teachers now videotape their classroom lectures and have
› 18% special education
students watch the videos for homework, along with using other
resources. In the classroom, teachers work with students on
individual assignments and facilitate collaborative learning in small
Challenge groups.
In 2009–2010, the pass rate for students at Clintondale Math teachers, for example, create videos outlining the steps in a
High School (CHS) in Clinton Township, Michigan, was low set of sample problems, post the videos online, and ask students
across all subject areas. Among freshmen, only 48 percent to watch them at home. In class the next day, students work
of students passed English language arts, 56 percent passed together in groups to solve similar problems, supported by their
math, 59 percent passed science, and 72 percent passed teacher and their classmates, with individual help provided as
social studies. needed.
CHS teachers, led by Principal Greg Green, decided that the Approximately 82 percent of students use their own devices
situation was no longer tenable. “We looked at our low pass to watch the videos at home. For other students, CHS makes
rate and decided it was unconscionable,” said Mr. Green. “We computers available before and after school in the media center.
had to find a new way to educate our at-risk students. We Teachers use screen-capture software as well as graphics tablets
were asking them to process information in an environment and pen displays to demonstrate concepts and simulate the
that was often not conducive to learning.” classroom experience in their videos.
Teachers recognized that students lacked a safe and effective The amount of one-on-one time teachers spend with students
learning environment at school and at home, as well as has increased by a factor of four, allowing them to get to know
supportive relationships, collaboration opportunities, and students better, personalize learning and assessment, and improve
consistent access to instructional technology. “We realized students’ skills and understanding.
that the flipped learning model, unlike the traditional lecture
model, could provide what our students needed,” said Mr.
Green.
According to Mr. Green, teachers’ lives have changed In 2012, although the graduating class had participated in the
dramatically. “Teachers feel good at night knowing they have flipped learning model for only about six months, the graduation
done something very positive for students. The flipped approach rate increased from 80 to 90 percent, college attendance
frees up classroom time so teachers can help students master jumped from 73 to 80 percent, and college readiness improved
topics, deepen relationships, and build critical thinking skills,” he substantially.
said.
On the Michigan Merit Exam in 2012, the pass rate for students in
“The flipped approach frees up classroom the eleventh grade increased in every subject area over the prior
time so teachers can help students master year. The most notable gain was in reading, where the percentage
of students passing increased by 11 percentage points.
topics, deepen relationships, and build
critical thinking skills.” Flipped learning has brought several additional benefits. “We
—Greg Green, Principal, Clintondale High School can now share classroom materials more easily, serve students
when they are absent, and ensure a consistent curriculum, as
well as accurate classroom content for substitute teachers,” said
Under the Michigan School of Choice program, students Mr. Green. The benefits also extend beyond the student body,
from across the metropolitan Detroit area are attending CHS. because parents often watch the online videos with their children
“We believe students are choosing us because our flipped at home. “Not only are we educating our students, but we are also
environment offers a new level of support,” said Mr. Green. educating the entire community,” he said.
“Not only are we educating our students,

Results but we are also educating the entire
Test scores, graduation rates, and college attendance have
community.”
increased at CHS, student engagement has improved —Greg Green, Principal, Clintondale High School
dramatically, and discipline problems have declined in both
number and severity. In the freshman class in the first flipped Mr. Green is a cadre member of the Flipped Learning Network
learning semester, the pass rate increased to 67 percent in and participated in the development of the Foundations of
English language arts, 69 percent in math, 78 percent in science, Flipped Learning™ blended course, which assists educators in
and 81 percent in social studies, representing an increase of 9 implementing flipped learning. “I believe flipped learning has the
to 19 percentage points across the subjects. Discipline referrals potential to help struggling students across the country improve
declined by 66 percent. their academic performance,” he said.
Passing Rate Increases in All Subject Areas on State Test

100
90
80
70
60
Percent passing
50
40 34
30 28
23 23
21
20 16 13 12
9 9
10
0
2010–2011 2011–12
Math Reading Science Social Studies Writing
Percentage of students in grade 11 who passed the Michigan Merit Exam
Copyright © 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Flipped Learning Model Increases Student
Engagement and Performance
Byron High School, Byron, Minnesota
Foundations of Flipped Learning™
Demographics Implementation
›› Rural/suburban school in greater Rochester area
In the fall of 2010, Mr. Faulkner piloted flipped learning using one
›› Grades 9–12
unit in each of his math classes in grades 10, 11, and 12. He liked
›› 32 teachers the flipped learning model right away. “With flipped learning,
›› 525 students students were actively doing math rather than passively watching
›› 11% free and reduced lunch me do math on the interactive whiteboard,” he said.
›› 95% white “With flipped learning, students were

›› 8% special education actively doing math rather than passively
watching me do math on the interactive
Challenge whiteboard.”
—Troy Faulkner, Math Department Chair, Byron High School
In 2006, when only 30 percent of students at Byron High
School were rated as proficient in math on the Minnesota In the spring of 2011, encouraged by improvements in student
Comprehensive Assessments, the math teachers committed engagement and performance, Mr. Faulkner switched to the
to a process of continuous improvement. In 2009, however, flipped learning model in almost every one of his classes, and
Byron High School faced substantial budget cuts. The school the other math teachers began to make the transition as well.
was unable to replace its outdated math textbooks, although Teachers recorded their classroom lectures, posted them online,
the books no longer matched state standards and were not and assigned the videos for homework. In class, they worked with
meeting student needs. students on individual and group assignments.
According to Troy Faulkner, the math department chair, “We In January 2012, when another math teacher, Rob Warneke,
needed to change our curriculum, but there was no money came across Eric Mazur’s book Peer Instruction: A User’s Manual,
available. So we decided to write our own.” Recognizing that he and Mr. Faulkner decided to try the methodology, since peer
they would need new resources, the math teachers created instruction was an integral part of the flipped learning model.
units aligned to state standards and based on student data. Students answered questions individually and worked in groups to
They also recorded all their lessons and posted them online try to convince their peers that their answers were correct, and
during the summer of 2010 so the lessons would be available the teacher quickly went over the answers with the whole class.
for students in the fall. Peer instruction soon became part of the flipped learning model in
every math class.
Over the summer, when one of the math teachers, Jen
Green, came across the pioneering work on flipped learning Mr. Faulkner now implements flipped learning in every course,
by Jonathan Bergmann and Aaron Sams, the team realized right from the start. In January 2013, when the first two days of a
that the flipped learning model could take their work to a new course were snow days, he sent an email to all his students,
whole new level. including new students he had not met, asking them to watch the
online videos at home and do the homework. On the first day
back in school, one class took a quiz on the material. “One of
the many benefits of flipped learning is that we don’t have any
downtime due to weather,” said Mr. Faulkner.
Flipped learning was soon adopted by middle school math teachers

in the district and is now spreading to social studies, science, and
English. “Math is the most flipped subject area, but the others are
in process,” said Mr. Faulkner.
Results
Flipped learning has been a success with teachers, students, and

parents. In surveys administered by Byron High School math
teachers, 87 percent of parents and 95 percent of students said
that they preferred flipped learning to the traditional lecture
format. Some students said they preferred interacting with
others to sitting through classroom lectures, others said they
liked re-watching the videos when they needed to, and still
others said they appreciated always having help available.
Teacher-student relationships have improved with the

implementation of flipped learning. “We have been able
to build better relationships with students because of the
increased one-on-one time in the classroom,” said Mr. Faulkner,
who is now training other educators as part of the Foundations
of Flipped Learning™ course developed by the Flipped
Learning Network.
The gains that can be obtained from flipped learning are clear
when results from Mr. Faulkner’s math classes from 2007–2010,
when he used a lecture format, are compared with the results
from 2010–2013, when he used the flipped learning model.
The number of students scoring proficient or above in Algebra
2 increased by 12 percentage points, in pre-calculus the
number increased by 11 percentage points, and in Calculus
1 the number grew by 9 percentage points. “The increase in
Calculus 1 proficiency is a testament to flipped learning, since
students are coming in with significantly lower test scores but
outperforming students who learned calculus the old way.
More students are now taking the higher-level math courses
because their overall proficiency has increased,” said Mr.
Faulkner.
“More students are now taking the higher-

level math courses because their overall
proficiency has increased.”
—Troy Faulkner, Math Department Chair, Byron High School
In 2011, Byron High School was named an Intel School of

Distinction, in recognition of the school’s exemplary instruction
in math.
Copyright © 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Focus on Teachers: Katie Christie, Using Technology to "Flip" Her Classroom | Impatient Optimists 9/29/13 11:29 PM
Education
Focus on Teachers: Katie Christie, Using Technology to "Flip" Her

Classroom
Vicki Phillips
August 01, 2013
Elementary teacher Katie Christie credits her school district of Littleton, CO for providing “amazing support
for technology in the classroom.” Students receive their own online accounts in 2nd grade to produce,
collaborate and share their work, an email account in 4th grade and then their own netbook computer in 5th
grade. Each student keeps their work in an e-portfolio that follows them from year to year.
For teachers, Littleton hosts “Inspired Learning Cohorts” on technology-related

instructional strategies. Participating teachers meet four to five times per year and
then present their work at the district’s annual technology conference. The conference
has grown so popular, according to Katie, teachers from other districts are now
attending on their own time.
While she doesn’t say it herself, Katie also deserves much credit for her role in
Littleton’s vanguard approach to technology. This past year she was a mentor for an Inspired Learning
Cohort and is poised to co-lead the same team next year. Katie also is pioneering a “flipped classroom”—a
strategy that uses technology to minimize the class time used for lecturing and maximize the class time for
students to work on challenging problems either with the teacher, in pairs or groups or individually.
So, what does Katie’s “flipped classroom” look like? Each day, Katie assigns students homework in the
form of a video mini-lesson she either conducted or adopted from teaching sites such as LearnZillon.
Students watch the lesson (and re-watch or fast forward as necessary) and then complete a few problems on
their own.
The next day, Katie looks at the preliminary student work and leads discussions to see which students are
beginning to acquire the skills and concepts from the video and which aren’t. Students are then grouped
based on what they need: whether it is an opportunity to apply their new skills to more challenging problems,
time alone to just practice what they learned or time with her directly so she can address misconceptions or
reteach a step a student might finding confusing.
“The idea of the ‘flipped classroom’ is that students do the deep, hard work of practicing, applying and
expanding upon the new concepts in class with me, not at home alone or with their parents. ” Katie explains.
“It doesn’t mean that students are just doing their homework in class but, instead, we are taking class time for
more meaningful and real-world problem solving that would be difficult for students to do without my
support or the support of their classmates.”
Katie easily remembers the day she became “hooked” on the flipped classroom approach. ”During my
division unit last fall, my class had just watched a mini-lesson video on partial quotients for homework.
http://www.impatientoptimists.org/Posts/2013/07/Focus-on-Teachers-Katie-Christie-Using-Technology-to-quotFlipquot-her-Classroom?p=1 Page 1 of 2
Focus on Teachers: Katie Christie, Using Technology to "Flip" Her Classroom | Impatient Optimists 9/29/13 11:29 PM
During class, I was reviewing the concepts with a small group of students who were struggling with it. At the
same time, two students were identifying a more advanced set of problems and new concepts to work on
together. Others were busy practicing what they had just learned. And, a fourth group was working on
computers and breaking down both the videos and the math problems step by step. Basically, when I looked
around the classroom, there were four groups of students who were directing themselves in their math
learning and engaging with me when they had questions, were confused or were proud of their work and
wanted to share it. I remember thinking, ‘This is what differentiated instruction is supposed to look like!’”
Katie’s approach grew out of her own participation in Littleton’s Inspired Learning Cohorts. At one of the
conferences, Katie presented her use of recorded lessons. At the time, she was posting videos of her teaching
online so that students could review the lesson at home before they did their homework and parents could see
what their children were learning. At the end of her presentation, a colleague asked Katie if she ever thought
about assigning the videos for homework either as a mini-lesson itself or as a preview to the next day’s
lesson. Katie took it from there.
Katie sums up the experience, “It was this one teacher and one conversation that shifted my thinking and
prompted me to change my approach. And it is working. I wouldn’t go back to the other way.”
Details
Category Education
Topics College-Ready Education (U.S.)
Country United States
Tags Blended Learning, Effective Teacher, Effective Teaching, Teacher Effectiveness, Teacher focus,
Teachers Voices, Technology
©2013 Bill & Melinda Gates Foundation
http://www.impatientoptimists.org/Posts/2013/07/Focus-on-Teachers-Katie-Christie-Using-Technology-to-quotFlipquot-her-Classroom?p=1 Page 2 of 2
Education Week: 'Flipped' PD Initiative Boosts Teachers' Tech Skills 9/29/13 11:30 PM
Published Online: June 11, 2013

Published in Print: June 12, 2013, as Flipped PD: Building Blocks to Success
FEATURES
'Flipped' PD Initiative Boosts Teachers' Tech Skills

A Minnesota district relies on video and job-embedded coaching to improve teachers' tech skills
By Robin L. Flanigan
Anna Wilcek was comfortable instructing her students on how

to interview residents of a nearby retirement community and
write biographies of those people. How to integrate
technology into the project was another story.
The 6th grade teacher recalls asking, "What ideas do you

have for me?" during a recent face-to-face workshop with
Wayne Feller and Kristin Daniels, the technology-integration
specialists in the 8,500-student Stillwater Area Public Schools,
in Minnesota.
The collaborative, technology-driven nature of the relationship

between teachers and the technology coaches is the hallmark
of what the Stillwater district calls "flipped professional
development." Known as job-embedded coaching in
educational leadership circles, flipped PD offers face-to-face
support and personalized online resources, such as how-to
videos on using interactive-whiteboard software or the iPad's
multi-tasking bar. Teachers watch the videos to find new or
better approaches and then discuss developing those
approaches with the technology-integration specialists.
Under that system, Wilcek, who teaches at the 347-student

Andersen Elementary School, learned how to edit student-shot
movies in iMovie, export them into iBooks Author, and post
the finished products on her website for downloading.
"I wouldn't have had the knowledge or time to pull all of that
together," she says. "It's such a gift to have the specialists sit
right next to you. They give me the confidence to move
forward because I know I can have support whenever I want
it."
Stillwater started flipped PD in 2011-12. Here's how it works:

Feller and Daniels meet with 200 classroom teachers and
specialists in small groups each month for structured, two-
hour coaching/training and workshop sessions that focus on individual projects, then offer additional
guidance by request. So far, the model is used in all nine of the district's elementary schools, with 93
http://www.edweek.org/dd/articles/2013/06/12/03whatworks.h06.html?tkn=YTVFyfLyrvYqHbDqs5G04aIFA%2FoNIz8%2FqPhs&intc=es&print=1 Page 1 of 5
percent of classroom teachers participating.
Coaching support is essential if teachers are to use technology effectively in the classroom, according to a
2011 white paper released by the International Society for Technology in Education, a Washington-based
membership association that promotes innovative uses of educational technology. To support that idea,
ISTE now has benchmarks for technology coaches seeking to give effective guidance and support to
teachers in a digital age.
Attitude Shifts
Unlike in traditional professional development, context plays a critical role in flipped PD. Content area,
grade level, technological expertise, and the interests of each teacher and specialist affect the type of
online training offered.
"We don't come in dictating what they're here to learn and work on," Daniels says. "When they realize
they're being given time to think about what they want to be doing, and to grow at their own pace,
they're absolutely relieved. And there's been a remarkable shift in attitude toward personal growth
because of that."
Stillwater embraced flipped PD because "it had the largest impact and really was the highest return on
investment," says Michael Dronen, the coordinator of educational innovation and technology in the district.
The district was inspired by research from the 1980s, still cited today, that showed only 10 percent to 15
percent of teachers added a new classroom practice to their repertoire when given professional
development but no follow-up support. That figure jumped to 90 percent, however, with sustained support.
Bruce Joyce, who helped conduct the research, reinforces that statistic in a book he co-wrote, Realizing
the Promise of 21st-Century Education: An Owner's Manual, which was published in 2012.
Stillwater's personalized professional development is "extraordinarily ambitious, and worth everybody

taking a look at," says Joyce, the director of Booksend Laboratories, based in St. Simons, Ga., which
partners with school districts on projects for long-term staff development and improvement.
The district produces four types of videos. "Proactive" videos are typically tutorials covering the basics of
Stillwater's most-used technology tools. "Reactive" videos are created in response to a specific request;
one teacher, for example, learned how to create a video about online bullying after an incident the day
before. "Spontaneous capture" videos document best practices, project ideas, and success stories.
And "individual backpack" videos are raw, unedited snippets created on the fly to answer specific
questions.
'Try Something New'
Although teachers are still warming up to the idea of watching videos to learn, the technology-integration
specialists have noticed an appreciation among them for being able to determine the direction of their own
professional development.
As a nod to that role, Feller, who is writing a book that

Lessons Learned
identifies promising classroom practices created in Stillwater
As with any new initiative, there are lessons
through flipped PD, uses the term "teacher client" when to be learned from one year to the next.
referring to teachers. The Stillwater school system in Minnesota, in

its second year of using a professional-
Substitute teachers rotate classrooms on formal training days development model called “flipped PD,”
to allow small groups of teachers and specialists to learn side learned several lessons:
by side.
• Include principals, not just teachers.
"When we bring them together, there's a real dynamic In the first year, conversations with
synergy that happens," says Daniels. "They can go right back principals in schools that used flipped PD
to their classroom and try something new later that day." often shifted from how it was helping
teachers to the way technology could help
To increase collaboration and transparency, the technology school leaders be more efficient and manage
specialists guide teachers through the use of Google Docs to personnel more effectively.
set goals for the year, link to videos and other resources, and
chronicle their progress. • Strengthen the use of online
resources. A collection of such resources is
Feller points to a dramatic increase in innovative, multimedia useful, but teachers and specialists would
projects over the past two years as evidence that flipped PD is learn even more if those resources were
working. available through an online course.
In the first year, three teachers began helping students • Allow teachers to self-reflect. It took
publish their own books using text and images. That number until the second year to realize a self-
jumped to nearly two dozen this school year. Meanwhile, reflection process would be invaluable for
students are collaborating more, some are blogging, and their teachers and specialists. Now they’re asked
tech-related vocabulary is expanding, says Feller. to write in online journals throughout the
school year about their flipped-PD
"A fifth grade student was talking to a group of adults, and in experiences.
a matter-of-fact way referenced the idea of creating and
• Realize the potential for continuous
sharing a document with his teacher and classmates," he
growth. Michael Dronen, Stillwater’s
says. "He was referring to Google Docs. He had this new way
technology director, says that had the
of expressing a concept that was nonexistent a few years
district understood earlier how much of an
ago."
impact flipped PD would have on continuous
Like technology itself, flipped PD continues to evolve. growth, it would have accelerated the rate of
adoption.
A complete overhaul of the way in which instruction is planned
Source: Education Week
and delivered takes time and is laden with risks, Dronen
acknowledges.
"It's not unlike asking someone without any training to walk out on a tightrope," he says. "But once you're
on the rope and have those basic skills, it's a really thrilling place to be. And it allows for deep
reformational changes."
Vol. 06, Issue 03, Pages 16,18

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brock

international prize in education

2014 Brock International

The Flipped Classroom Grows

The Flipped Mastery Class Begins

A WHITE PAPER BASED ON THE

Katherine McKnight, Ph.D. Pearson’s Center for Educator Effectiveness

Kari M. Arfstrom, Ph.D. Flipped Learning Network

PEER REVIEW SUP PORT FROM

(c) Flipped Learning Network 2013

Kristin Daniels, Board Member, Flipped Learning

David J. Harrison, Instructional Designer,

WHITE PAPER FLIPPED LEARNING

1 See www.flippedlearning.org/review for full length review.

WHITE PAPER FLIPPED LEARNING

FLIPPED LEARNING REQUIRES

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FLIPPED LEARNING REQUIRES

FLIPPED LEARNING REQUIRES

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RESEARCH ON FLIPPED LEARNING

4 Keynote at the Building Learning Communities conference in Boston, 2012.

WHITE PAPER FLIPPED LEARNING

FLIPPED LEARNING RESULTS

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PERCEPTIONS FROM TEACHERS,

Teachers: In fall 2012, over 466,000 K-12 students, parents,

WHITE PAPER FLIPPED LEARNING

Parents: The Flipped Learning

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CONCERNS ABOUT FLIPPED LEARNING

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Hake, R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of

Papadapoulos, C. & Roman, A. S. (2010). Implementing an inverted classroom model in engineering

WHITE PAPER FLIPPED LEARNING

Project Tomorrow. (2013). Speak Up Survey. Retrieved from

Stumpenhorst, J. (December 3, 2012). Not Flipping for Flipped. Retrieved from

WHITE PAPER FLIPPED LEARNING

DEFINITION RESEARCH AND RESULTS

P ILLARS OF F LIPPED L EARNING

FLIPPED LEARNING REQUIRES:

F L E X I B LE INTE NTIO NAL C ONTENT

FOR MORE INFORMATION

( preliminary data as of 6/21/12, with responses from 453 flipped educators )

Impact on Teachers Impact on Students

88% HAVE PUT 50%

99% would use it Teachers reported benefits for all

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back-to-school procedures; library skills; poetry; mythology; polynomial functions; comparing

ecology; diet; maps; and life in the colonies.

“Flipped Day “Turn-key lessons include:

! Carolina Biological Supply Company: How Big is a Living Cell?

! PBS LearningMedia: Design and Build a Tangle-Free Headphone Holder

! Sophia Learning: The Study of Density