Bennett, B., Kern, J., Gudenrath, A., and McIntosh, P. (2012, May 3). The flipped class: What does a good one look like? [The Daily Riff: Learning, Innovation, & Tech]. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like-692.php
The authors explain the term “flip” originated from switching the lecture as the homework instead of class work. Instead of taking class time to lecture, more student-centered, engaging class activities can be implemented. The design of the activities takes into consideration the students’ demographics, interests, and needs as well as resources available at the school site. The final recommendation is to view – via The Flipped Learning Network – an actual flipped classroom and explore the site’s resources to be inspired.
Bergmann, J., Overmyer, J., and Wilie, B. (2011, July). The flipped class: What it is and what it is not Part 1 [The Daily Riff: Learning, Innovation, & Tech]. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
The article provides a traditional description of what the flipped learning model and what it has become for its developers and facilitators: an opportunity for active engagement with the subject, focused participation of students in the classroom, and direct instruction by teachers on needed areas for individual or groups of students. The list of what is not flipped learning addresses the concerns about replacement of teachers, online course format, unsupported teaching and learning. Links to Part 2 Are You Ready to Flip? and Part 3 The Flipped Class Revealed: What Does A Good One Look Like offer more insight from developers and practitioners about what flipped learning and teaching is. The articles do state that the model is not for all and may be implemented poorly or incorrectly. Comments to the articles provide positive and negative experiences.
Flipped Learning Network. (2002-2013). Course: Foundations of flipped learning. Retrieved from http://flippedlearning.org/domain/31
The page offers interested educators the opportunity to access the blended learning course on the flipped learning model. It includes sample videos and links to Pearson which offers the course.
Hamdan, N., McKnight, P., McKnight, K., and Arfstrom, K. (2013). The flipped learning model: A white paper based on the literature review titled A review of flipped learning [Flipped Learning Network]. Retrieved from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/WhitePaper_FlippedLearning.pdf
The paper presents the beginning of flipped learning concept with Jonathan Bergmann and Aaron Sams, their book, and the creation of Flipped Learning Network (FLN) as a resource and support for interested and practicing educators. It outlines the four principles of flipped learning, discusses use of peer instruction, active learning, teacher as learning facilitator, and provides assessment data from classrooms and schools implementing the concept. The paper also included comments from teachers, students, parents, and administrators, concerns about flipped learning, and the need for more research. The Flipped Learning Network has affiliations with George Mason University and Pearson Education, Inc.
Spencer, D., Wolf, D., and Sams, A. (2011, June 24). Are you ready to flip? Part 2 of 3 [The Daily Riff: Learning, Innovation, & Tech]. Retrieved from
http://www.thedailyriff.com/articles/are-you-ready-to-flip-691.php
The authors provide “steps” to creating a flipped classroom. They recommend starting “with the end in mind:” What does mastery learning look like? What are the main – “essential” – objectives that students must come away with at the end of the course? Selecting quality learning materials means matching the information to be presented in the most appropriate format with “whatever-whenever-wherever” accessibility. The final recommendation is using the “extra” class time to maximize student learning – personalized, engaged, connected to what they know, aligned to what they should know, and meaningful to what they will encounter.