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Sams and Bergman asked a fundamental question: why are lectures delivered at school and problems worked at home? It's always been done that way, but it doesn't have to be.

They flipped the classroom to make it more flexible and dynamic, matching it with the needs of the students.

With class time liberated from lectures I was able to incorporate more hands-on activities, projects, and helping students better understand confusing and challenging concepts.

Steven B. Johnson writes in Where Good Ideas Come From about the revolutionary power of social media such as Twitter to advance ideas and innovation in a myriad of fields, and it has been fascinating to see this concept in action in the swift spread over the past six months of the practice of flipping classrooms,  which is also known as reverse instruction or learning, and is closely related to (or often synonymous with) teacher vodcasting.

  At the same time, what is now an opportunity is also becoming an urgency: if students don’t need to come to class to get informational content delivery, if they can get it easily on their own, we need to transform how we use our classroom time such that it continues to be relevant and valuable.

I decided to use [reverse instruction] to teach my students the basic concepts of neurons.  For homework, I posted to our wiki a Khan Academy video, as well as, a couple of TED talks from leading neurologists to explain some of the purposes neurons have and cutting edge research that’s being done in the field.  In total, maybe about 25 minutes of work.