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This course is designed for teachers and administrators interested in the flipped classroom model. The course has two main components: WHY flip your classroom and HOW to flip your classroom. Why Flip? Participants will get a glimpse into the what and why of the flipped classroom beginning with an iBook. This iBook will provide readers with the history, background, research, and examples of flipped classrooms through interactive texts, keynotes, and videos. This text is the preface to the second portion of the course addressing how to flip the classroom. How to Flip Once participants understand the WHY, this self-paced course will provide specific support for the skill acquisition needed for successful implementation of a flipped classroom model. Tutorials, strategies, resources and examples will provide the materials needed to create accessible videos, implement instruction and assess student success.

"Everywhere I look I'm seeing 'Flip teaching' or 'Flipped classroom'. There's a lot of hype about this 'flipping' idea and it's getting me flipping irritated. What does flipping actually involve? Does anyone know, or is the term being misused or misrepresented? Even Aaron Sams, a highly visible proponent of the flipped movement admits that the term is ambiguous. This morning, the May issue of Wired Magazine landed on my doormat, and what did I see inside? An article entitled 'University just flipped'. Well, dip me in mayonnaise. Perhaps I'm mistaken, but when you get down to the fundamentals, isn't flipping the classroom a load of old hat? Haven't we been doing it for years?"

Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments. I wish the conversation focused more on what actually happens in a flipped classroom. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students? What is our role as the teacher in the flipped classroom? How are we maximizing the potential of the group when students are together to design collaborative, creative, student-centered activities and assignments? This is the part I want to hear more about!

"This event takes place on Wednesday, Nov. 28, 2012, 1 to 2 p.m. ET. The flipped classroom model-in which students watch video lessons for homework and receive more direct, individual instruction from teachers during class time-is rapidly gaining popularity in K-12 schools, with websites such as Khan Academy offering thousands of free video lessons. Some teachers see flipped learning as a way to spend more time working with their students and less time lecturing. But critics of the approach have called it nothing more than a high-tech, time-shifting tool that often leaves students confused about the content they're supposed to be absorbing at home. Our guests will discuss the pros and cons of this approach and highlight the best methods for making a flipped classroom successful. "

"The "Flipped Classroom" is a term that has recently taken root in education. Much information and misinformation currently surrounds the conversation. We, as outspoken advocates for the "Flipped Classroom" concept, believe the following:".....

"Shelley Wright is not afraid to admit that she made a mistake when it came to embracing the popular concept of flipped classrooms. About two years ago she gave the approach a try in her own classroom, saying at the time that in the hands of the right teacher, it could be a completely revolutionary approach to education. Since then, she has flipped back, and in an article for Ed Tech Magazine she explains why."

Andrew Miller, an educational consultant, writes that a "flipped" classroom still requires instructors to demonstrate the value of their content, whether online or offline. "Just because I record something, or use a recorded material, does not mean that my students will want to watch, nor see the relevance in watching it," he writes. " … If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason[s] to know the content."

There are news stories and web articles about reverse instruction, or 'flipping the classroom', published just about every day lately. Here's 15 news stories from the last 4 weeks focused on this instructional technology phenomenon. Many of these articles mention 'the flip' in their title (and for every one of these, there have been one or two additional articles that discuss the concept).

Flipped classroom teachers almost universally agree that it's not the instructional videos on their own, but how they are integrated into an overall approach, that makes the difference. In his classes, Bergmann says, students can't just "watch the video and be done with it." He checks their notes and requires each student to come to class with a question. And, while he says it takes a little while for students to get used to the system, as the year progresses he sees them asking better questions and thinking more deeply about the content. After flipping his classroom, Bergmann says he can more easily query individual students, probe for misconceptions around scientific concepts, and clear up incorrect notions.

"Knewton released an infographic called "The Flipped Classroom" that explores how educators are reorganizing the classroom to deliver instruction online, outside of class and using class time for "homework.""

This article looks at what it takes for someone to teach effectively in a flipped classroom.

"Here are five can't-miss resources for planning your own flipped lessons."

Educators interested in "flipping" their classroom (that is, providing traditional lecture material for review at home and problem-solving exercises in the classroom) now have two more options to provide core content with a minimum of effort.

The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner. People wanted to know what it was, what it wasn't, how it's done and why it works. Others wanted to sing its praises and often included a vignette about how it works in their classroom and how it transformed learning for their students. Still others railed that the model is nothing transformative at all and that it still emphasizes sage-on-the-stage direct instruction rather than student-centered learning. I engaged in a few of these discussions offline and online, and while I'm still on the fence about my feelings toward the model, I can offer some insight and interpretation."

Lots of great resources and examples for flipping your classroom

"Recently, I wrote a post regarding some ideas that I did not believe that would transform school culture. Although most agreed on two of the ideas that I shared, there was a large contingent of educators that argued regarding the "flip" and are very passionate about what it can do for the classroom (one even referred to me as a "nut" for even suggesting this!)."