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via PocketOffice of Instructional Consulting: IU School of Education April 28, 2012 at 03:41AM @jgh @brainysmurf FYI these Bonk 10-min videos run fine on iPad (site says Firefox, IE...yuck) http://t.co/SW5ViZnm #bonkopen #bonkland via PocketOffice of Instructional Consulting: IU School of Education May 16, 2012 at 05:47PM

Other web presences to look at: http://weverworld.weebly.com/student-webpages-2012-2013.html http://redcedargeography.wikispaces.com/ https://twitter.com/WeverWorld

Delia Bush

To follow up, I'd like to visit these kinds of situations to witness what the f2f environment "looks" and tap students brains a bit to see how it's working for them.

- I liked what this teacher says about his approach to flipped teaching. I thought it was going to be same ol' same ol' but he offered up some good insights as to why just doing the video thing wasn't going to work. Not necessarily blog worthy, but thought I'd pass it along. - Jeff - I like how this discusses the trial and error of his approach. That it is something that he worked at for awhile and continues to evolve. -dave I love that he even has qualitative data in a case study to share. Let's get this guy to Michigan!

I know Missy McCarthy. I met her when she did a presentation for the MAET summer session in 2012. I invited her to participate in a breakfast series to talk about the challenges and opportunities she has encountered while implementing a flipped/blended environment for her math students. She might be a good person to connect with as a potential writing partner. I appreciate her not shying away from talking about the hard work it takes to do it well and her willingness to talk about the challenges she has encountered.

I appreciate how Missy McCarthy has gone through the process of flipping her Math classroom and reflecting on the things she has learned. Missy teaches math at Okemos High School in Okemos, Michigan. In this post, in particular, she recounts how she took one class period to observe her students while they watched her screencasted instructional video to learn about their viewing habits of the content she has been creating. Her findings were interesting as they relate to the common concern of the flipped classroom regarding if the students are actually watching the videos or not, their note taking habits, if they are doing the practice problems or diving right into the required homework, and the ability for students to transfer what they are learning in the videos to problems that were not in the exact form as the examples provided. This, in turn, is now guiding how Missy is structuring her content, providing required note taking guides to evaluate if conceptual understanding improves, and even guide some of the questions she poses and instruction she delivers in the classroom together so that she can help students through the process of transferring the knowledge to new contexts.