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2. April Gudenrath @agudteach: Teacher of Literature and English in Colorado Springs, CO.  April found that giving her students meaningful feedback on papers was difficult with only a pen and paper.  She began to screencast her grading sessions so students could hear her voice and follow her thought process as she annotated the student paper.  April didn't begin screencasting to "go paperless," she did so to meet an educational need of her students.

3. Greg Green @flippedschool: Principal in Michigan.  Greg is known for using the Flipped Classroom model of pre-recording lessons to free up time in class in his entire high school.  He found that too many students were disengaged and failing, and that most students did not have the support network at home necessary to complete assignments at home.  So, he decided to bridge this gap by making all work done in class where an expert was available to assist the students.  In order to avoid creating a digital divide by delivering instruction at home he has made sure that all students have adequate technological access to the institutional screencasts.  Greg didn't screencast to try to create a high-tech high school, he did so to meet the educational needs of his students.

4. Brian Bennett @bennettscience: Science Teacher in Indiana.  Brian taught in South Korea and recently moved back to the US and teaches in Indiana.  He was using a Flipped Classroom model in Korea with great success, but noticed that his students in the US were not as successful under the same model.  So, Brian changed the role of the screencasts in his class.  Instead of using them to front-load instruction, he used them as remediation and re-teaching tools with greater success.  I regularly read his blog and follow his thoughts on Twitter and have noticed that Brian continually tries new ideas, reflects on his practices, and strives to daily meet the needs of his students.  Brian did not create screencasts for his students and blindly continue to use them when they weren't effective instructional tools.  He recognized the limitations of the screencasts in his new educational setting and modified his practice accordingly to meet the educational needs of his students.

5. Kevin Byers @kevinbyers: From his Twitter profile: "I used to teach science, technology, AVID, and then math. Now I am working to bring anywhere, anytime learning to our district." Kevin works in a school district in the Denver, CO area in which the entire district has adopted a Standards Based Grading system in which students learn at a level that is appropriate for that individual.  All classes are heterogeneous with students at different levels, and each student is likely at a different level in each subject.  This district has decided that screencasts will be an effective tool to deliver asynchronous instruction to their students.  Kevin helps oversee and coordinate the screencasting project.  Kevin and his district did not decide to use screencasts as a novel way to deliver content, he/they saw a need and leveraged the appropriate technology to meet the needs of students.

not all material is suitable to be taught through a video lesson.

We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.

If you have some of the following goals or priorities for your class, then flipping might be a good option:Interactive questioningContent and idea explorationStudent content creationStudent voice and choiceEffective differentiation in instructional strategiesCollaboration with other professionals with the same goals

Dan Spencer is currently the educational technology consultant for the Jackson County (MI) Intermediate School District.  Before that he taught at Michigan Center High School (MI) and American Fork Junior High (UT).  He has actively used the Flipped-Mastery model along with iPod Touches for the past three years in his chemistry classes.

Deb Wolf is a science teacher and instructional coach in Sioux Falls, SD.  She has been teaching for 23 years.  She first flipped her class in 2008 in both chemistry and AP chemistry.  This past year Deb coordinated a federal grant, "Teaching Smarter in the 21st Century" the focus of which was to train 40 middle school and high school math and science teachers in the flipped-mastery model and 21st century skills and tools.

Aaron Sams is the co-creator of the flipped class model and the co-author of the book on the flipped class.  He has been an educator for 12 years. He currently teaches science at Woodland Park High School in Woodland Park, Colorado. He was awarded the 2009 Presidential Award for Excellence for Math and Science Teaching. Aaron recently served as co-chair of the Colorado State Science Standards Revision Committee.

Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press.  He is the Lead Technology Facilitator at the Joseph Sears School in Kenilworth, Illinois.

Jerry Overmyer has teaching experience in secondary and college mathematics. He is the coordinator for MAST WebConnect, and provides expertise on quality resources for teachers and students in mathematics and science. He is the creator of the Flipped Class Network.

Brett Wilie is a secondary science teacher from the Dallas, Texas area. Brett has been an educator for 13 years and has been a Science Department Chair for the past 5 years. He has recently been nominated to the "20 Educators to Watch Project" and was recently a presenter at the Flipped Class Conference.