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Three good suggestions for classroom activities which get groups of students interacting deeply with course content. Notice how these would work whether your "flipped" classroom relies on videos or more traditional out-of-class reading.

A critique of an article published by USA Today titled"'Flipped classrooms' may not have any impact on learning." Research into the effectiveness of classroom practices is vital, but the USA Today article makes the article title's striking pronouncement based on unfinished and very limited "preliminary research."

An interesting idea about the flipped classroom model. The professors in the article are not only challenging the idea of class time and homework time, but the idea that the whole class needs to move through the same syllabus at the same pace. From the article: "We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content," said Bergmann.

Flipping the classroom is about more than students watching videos outside of class. It is about taking advantage newly available classroom time to lead students in active and engaging activities for improved learning outcomes. Developing new and effective activities can be a challenge and differs by discipline. This useful article discusses a range of practices at various universities and the offers thoughtful quotes from faculty about the pros and cons of those activities.

Active learning in the classroom can increase student engagement and improve learning outcomes but how can instructors be sure to include introverts in an environment that tends to favor extroverts? The article outlines a framework for thinking about engaging all learners without leaving introverts behind and details some simple techniques for doing so.

Even in this bookmark list, we use the term "flipped classroom". This article describes an attempt at a definition of "flipped learning", where the emphasis is on the student's learning process and not the logistics of the classroom. I think it provides a set of metrics which may be useful in examining anyone's pedagogy.

This article presents one view on classroom rules. The comments open up the floodgates of counter opinions. Comments in this case break down into snarkiness and vitriol; I'm sure that a face-to-face conversation with colleagues about such policies would be much more productive.

It's a common complaint that our students aren't comfortable taking risks, and don't deal well with setbacks. This article provides a set of classroom techniques, from showing your own struggles with disciplinary material to celebrating success when it finally comes, which will help students get used to "fail more, fail better."

Mastery learning promises more individualized educational experiences within a class. Students who reach a benchmark of skill or content mastery can move on to the next unit, allowing them a deeper educational experience; students who struggle get more opportunities for review and feedback. It's extremely challenging to build a syllabus this way; this article cites some educators who are finding that the flipped classroom model can also aid a mastery learning orientation. If this all sounds like too much chaotic change, it might be worth considering whether particular elements of a course could be converted to a mastery orientation, without upsetting the whole apple cart.

So you've decided to "free up" some class time by using technology differently in your class. What then? This article gives interesting examples of increasing group work in a "blended" classroom, and the kind of environment which supports independent but collaborative learning.

A personal essay about the ways in which classroom formality (and the lack of it) is affected by the race and class of the professor and students.

"Our businesslike efforts to measure and improve quality are now blocking the altruism, indeed the love, that motivates people to enter the helping professions." How can we make sure our assessments are focused on the most important things - inside the classroom and of the classroom?

Tips from Stephen Brookfield for planning and facilitating excellent classroom discussions.

Gentle thoughts from James Lang as we head into the home stretch of the semester. "When you are faced with challenging questions about a relationship or a social problem in the world, just assume that the answer is always compassion. The same principle would serve us well in the college classroom."

How is "recreational fear" in a haunted house similar to the intellectual challenge in a successful classroom?

Specific scripts you can practice so you have an answer at the ready when conflict arises in the classroom.

Classroom participation is difficult to track and assess equitably. Why not have the students contribute regular self-assessment to the process?

The AAUP has published some guidelines for understanding what is and is not protected classroom speech when addressing political issues and student comments.

"So while the similarities between the flipped classroom and studio/lab/seminar courses probably outnumber their differences, there is something different, and it's in the intentionality of the design behind both the in- and out-of-class experience."

Simple suggestions for improving the quality of "flipped classroom" screencasts. Suggestion 1: buy a microphone. (The CIP is recommending the Samson GoMic, retailing around $50.) Suggestion 2: look at your lighting. You may need to turn 90 or 180 degrees, or get a desk lamp, to look your best. (I decided to post this under the title from the print edition of the magazine, instead of the online title "The Problem With Flipped Classrooms: Teachers Shoot Lousy Video.")