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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:

a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format

As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in which students respond to Web-based questions before class, and the professor uses this feedback to inform his or her teaching), and peer instruction. But the techniques all share the same underlying imperative: Students cannot passively receive material in class, which is one reason some students dislike flipping. Instead they gather the information largely outside of class, by reading, watching recorded lectures, or listening to podcasts.

Flipping the classroom has transformed our teaching practice.  We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time.  This radical change has allowed us to take on a different role with our students.