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Pioneering Flipped Educators Launch 'Flipped Learning Network' Non-profit network helps educators successfully implement Flipped Learning Washington, D.C. (May 24, 2012) - Flipped Learning pioneers Jonathan Bergmann and Aaron Sams have launched the Flipped Learning Network™, a non-profit organization for teachers interested in the Flipped Learning ideology.

An interesting article since the Flipped Learning pioneers are trying to clarify all of the information that is out in the public about the flipped classroom. They will hopefully make a profit on the book they have written, which can be used for their non-profit "Flipped Learning Network" which will allow teachers to do Vodcasting and have a Ning site as well. It was very informative.

I found a link from the Newstand that connected me to an article from mashable.com, which discusses a new educational program from the people at TED talks. The program allows teachers to turn any YouTube video, including TED talks into a lesson. The article aligned this new tool with the phenomenon of flipping classrooms. To flip a classroom means to prepare a lesson that students can complete at home. The pedagogical foundation of flipped classes is connected to project-based learning. The proponents of this approach believe if students can cover lessons at home, then classroom time could be used for collaborative student projects. The new TED-Ed program allows for teachers to create a unique URL, where student can access the video as well as a series of questions. The types of questions vary from multiple choices, to short answer, to more high order thinking questions. These HOT questions expand the ideas from the video into high order thinking akin to Bloom's Taxonomy. The TED-Ed team is also producing their own educational videos, which are a collaboration between educators and animators. At this point there aren't many of the TED-Ed videos produced, but the ones I explored are quite interesting. The mashable.com article has links to TED-Ed. I am not the biggest proponent of flipped teaching, but I am intrigued by TED's involvement.

Cindy, the instructional technologist from a school in Northeastern North Carolina sees administrators using the flip camera in creative ways all the time. One principal takes her flip camera on her daily walk-through through her school. When she sees great interaction between students, unique teaching methods, or an overall great experience in a classroom she pulls out her handy camera and records the experience. Then, during faculty meetings and staff development she shares her videos with the staff as great examples of what is and should contiunue to happen in her school.

This article presents many ways Flip Cams can be used in the classroom. Students and teachers can be very creative using Flip Cams. Suggestions included students sharing their world, digital story telling and others. Creativity can be enhanced Flip Cams.

Science oriented flipped classroom

Really liked the link to this article to the infographic explanation of the Flipped Classroom.

What is adaptive learning, and how can it be used in a flipped classroom? A look at adaptive learning in a developmental writing flipped classroom.

What teachers are doing with Flips

Introduce Flips to your staff: A PowerPoint with some great ideas on how to use Flips in the classroom.

Fantastic compilation of links and resources for flip cameras

Digital Storytelling with the Flip Camera

This article outlines the notion of flipping the classroom to ensure there is more time in class "doing" your discipline and working on skills together, rather than "listening" or "looking" at how it is done. Being selective about what media you ask students to consume for HW, having them do blogs or discussion posts as HW and then using class time to work in groups and go deeper with the analysis of bias, perspective, sourcing, etc. is a great model. If we want to push the thinking further on the media literacy, we need to have class time to do this work with them.

This link accesses a number of articles based on the model of the "flipped" classroom. In this model, students view videos as homework and engage in collaborative learning activities tied to their homework. This approach advocates for, and emphasizes, less teacher "lecture" and more student collaboration engagement, while in the progecss, the application of higher level thinking skills.

How do we use such a great and simple tool in the classroom? Well here are some ideas for student use.

Donald Clark, Blogger, has quite the following of online community which he is respected and supported. I can agree with some on his comments yet wonder where he stands on how connectivist, constructivist theories and what role making meaning from the information one is learning and making connections to current knowledge base plays when using these tips. Donald Clark reviews Salman Khan's work with Flipped classrooms. "He understands the difference between learning and teaching, between classrooms and self-paced environments between formative and summative assessment, between scalable and non-scalable components in education. Most of all he is not encumbered with traditional methods and thoughts about what education needs to be."

This article views a bold move by two Standford professors, ditching lectures and webcam lectures for hands on learning in the classroom. They do rely on technology to flip their classroom. Here is a quote "in an era with a perfect video-delivery platform - one that serves up billions of YouTube views and millions of TED Talks on such things as technology, entertainment, and design - why would anyone waste precious class time on a lecture?,"

"The taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong.  Here's why." I don't think I'm buying this rethinking, but it's worth a read.

This article gives a great description of flipped classrooms and how a flipped classroom will expand on media and 21st century learning skills in the classroom and outside of the classroom. It develops a sense of the changing paradigm of the typical sage on the stage teacher and creating the digital literate classroom.

At an educational technology conference in Boston July 27, Harvard University physics professor Eric Mazur explained how he uses "peer instruction" to help his students engage in deeper learning than traditional lectures can provide-and he unveiled a brand-new ed-tech service that can help educators take this concept to a whole new level.

This article by Dennis Pierce discusses events at a July 27 technology conference in Boston. The point of the article is to stress that education needs to move from information giving to student creation. He explains that students need the ability to assimilate the information given so that they can then apply it to another context. Web 2.0 tools have allowed for this "flipped" type classroom that he references, where students read up on a concept for homework, then in the f2f classroom use the higher order thinking skills....application, analysis, creation and publication with the new tools available.

Discussing how the videos used by The Khan Academy have allowed teachers to "flip" their classroom, providing more time for teacher/student interaction and allowing students to learn concepts at their own pace.

A discussion of "disruptive innovations" and how online learning can be used in brick and mortar schools to engage students in richer, more complex learning experience and increase student/teacher interactions.

The article explains the importance of Problem-Based Learning in Education. It is crucial to create lessons that incorporate interesting, safe and useful activities.

I read this and thought how true it is that giving feedback to students taking an online course...or working on a website etc. is as important as feedback we give on essay writing, reading, speaking and listening. Feedback is a key communication tool for students to know where they stand. As is any feedback - provided it is constructive.

Maryellen Weimer, in her article sets out clear reasons why collaborative work, enhances creativity '. Students can see how different perspectives, constructive deliberation, questioning, and critical analysis can result in better solutions and performance.' Working effectively in groups demands students to think outside the box, and use multiple creative skills.

It was many years ago that I attended a seminar at the former GE Plastics headquarters here (now Sabic) outlining what for years has been obvious. Two key points included: 1) the need to adjust the school calendar, both in number of days and hours per day from the agrarian-based schedule which so many districts and schools still follow; 2) the need to include more group work in syllabi and lesson plans. The presenter emphasized that companies do not want to hire a person who is intelligent if that person cannot work well in a collaborative group situation. Opportunities abound to prepare our students for higher education and careers through group work in face-to-face instruction, the flipped classroom concept and the design of VHS courses.