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It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.

No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.

When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content

Students need a learning environment that encourages success, but how can a teacher create such a place?

In the classroom, a technical success arises when a teacher prepares her students to succeed, and a technical failure exists when she sets them up to fail.

Just as a store owner must lay out his store for maximum sales, a teacher must set up her classroom as an effective learning environment. The structure may vary with the teacher’s style of teaching and her students’ needs.

PARCC's policy will be that students earn the "college readiness" determination by performing at level 4 on a 5-level test

Reaching that level on the language arts part of the exam will mean that students have "demonstrated the academic knowledge, skills, and practices necessary" to skip remedial classes and go directly into entry-level, credit-bearing courses in "college English composition, literature, and technical courses requiring college-level reading and writing."

college-readiness scores on the test will be set in such a way that students who score at that level—level 4—will have a 75 percent chance of earning a grade of C or better in those college courses.