Flipped classroom ; why and how ?

1 Flipped classroom -European Project 2014
This project has been funded with support from the European Commission.
This publication reflects the views only f the author, and
the Commission cannot be held responsible for any use
which may be made of the information contained therein.
EUROPEN PROJECT 2014-2015
ADULTS IN THE FLIPPED CLASSROOM

INDEX
INTRODUCTION ---------------------------___-------------------------------------------------------- 3
1.FLIPPED DEFINITION---------------------------------------------------------------------------- 4-5
2.BACKGROUND ------------------------------------------------------------------------------------------- 5-8
3.FLIPPED CLASSROOM METHODOLOGY ----------------------------------------------------------- 9-16
4.BENEFITS AND ADVANTAGES ---------------------------------------------------------------------- 16-20
5.GOOD PRACTICES WITH FLIPPED METHODOLOGY ------------------------------------------- 20-33
6.TOOLS FOR FLIPPED TEACHERS --------------------------------------------------------------------31-35
7.REFERENCES--------------------------------------------------------------------------------------------- 36

INTRODUCTION
Today’s students will be tomorrow’s citizens, workers, parents, employees, learners
and leaders. It is obvious for the fast growing technology and the poor learning outcomes, an
average of 7.200 students drop out of high school each day have demanded that our
education system modifies the priorities and methods used to prepare young people for
adulthood.
All our lives we have learnt a lot of facts, and have received a lot of content without knowing
how to apply it, however, for the twenty first century we need other skills in order to success
in life, communication, collaboration, creativity and critical thinking.
It is vital that the students learn to thinks for themselves, to critique, to filter, to prioritize, to
apply and to draw conclusion, in short they must own critical thinking skills.Other skills that
young people need are reading and skimming skills, they will need to search through volumes
of text to find a specific concept, so is necessary to develop the skimming skills; nowadays with
a smart mobile in their hands the world of learning is only one click away.
With the explosion of the video and other visual media on the internet, young people need to
be able to produce professional looking presentations in order to effectively share with peers.
Teachers need to explicitly teach video production, photography and presentation software as
well as give students ample opportunity to practice and get feedback. Technology must be an
element in the classrooms. However pedagogy is the key element in the Flipped classroom.
Students must be able to develop autonomy and independence and learn how to learn. The
leader of tomorrow will achieve this status primarily through teaching themselves .
In Flipped classroom we need to help students how to behave properly online, what is called
netiquette. Technology, provides an explosions of information and opportunities, so students
must learn how to organize and prioritize the ideas, data and activities.
There is one important change that needs to occur. In the traditional classroom the teacher
delivers instructions and guides the pace of the class. In the flipped classroom the students

guide the class and apply the content learnt in the videos. The Educational technology and
activity learning are the two key components of the FC model. They both influence student
learning environment in fundamental ways.
The flipped classroom seems to be catching on. According to the flipped nextwork 2012. To
date, there is no scientific research base to indicate exactly how well flipped classroom work.
But the lack of evidence doesn’t mean teachers should not flip their classrooms. In the present
research we will show some good practices of this pedagogical model.
1.DEFINITION
What is a flipped classroom ? The flipped classroom inverts the traditional teaching methods,
delivering instructions online outside the classroom and moving homework into classroom.
What a flipped classroom model does? students learn new content by watching video
lectures at their own pace, usually at home, communicating with their peers and teachers via
online; and what used to be assigned problems (homework) is now done in class. Concept
engagement takes place in the classroom with the help of the teacher. Teacher have the
chance to offer more personalized guidance and interaction with students, instead of
lecturing. This is also known as backwards classroom, reverse instructions, flipping the
classroom or reverse teaching.

According to Torkelson (2012), Flipping Classroom is a new style of teaching that puts
learning back into the hands of the student and allows the teacher to facilitate each child’s
learning based on their individual needs. The Flipped classroom is an educational technique
that consists of two parts: interactive group learning activities inside the classroom, and direct
computer-based individual instruction outside the classroom. Figure 1 definition as follows;
Figure 1
2 key factors are driving increased adoption of the flipped classroom, first the poor learning
outcomes : An average of 7.200 students drop out of high school each day, totally 1.3 million
year. Second, Prevalence of online videos : the availability of online videos and increasing
students access to technology have paved the way for flipped classroom model.
FLIPPED CLASSROOM (FC) is an educational model that transfers some tasks of the learning
process out of the classroom and use the class time with the experience of the teacher in
order to facilitate, strengthen and apply all the contents inside the classroom helping
students to master the subject. However to flip is not just to make and edit a video, It is a total
care education that combines the direct instruction with constructivist methods, the growth
of engagement and implication of the students with the content of the subject and improve
their intellectual understanding.
Basic component in a flipped classroom
• Responsibility of the learner
• Classroom where teacher serves as a guide or facilitator
• Training concept where absent (or ill students) can follow and take part

• Curriculum and lessons stay available for review or remediation
• Engaged students
• Personalized education
The challenge is to find appropriate activities, projects and/or assignments that require higher
or thinking skills. As this approach represent a strong charge of work, it is totally acceptable to
flip only parts of their classes. The essential point is thinking in learning outcomes instead of
learning contents .
When the teacher designs a lesson and upload the video the class time is focused on the
participation of the students. An active learning through, questions, quizzes, debates, round
tables and activities that encourage the exploration, the articulation and application of ideas
are the key in a FC model. There are 2 important components in this model The educational
technology and activity learning. They both influence student learning environments in
fundamental ways.
2.BACKGROUND
The general concept of flipping the classroom is nothing new. Having student read the
chapters of a book and then come to school and apply they learning is actually a flipped
classroom.
Distance learning did not started with the internet ! even not with video ! snail mail with ink
and paper (SIC) were used since more than 300 years ago and millions of people have used this
media to increase their knowledge ,skills, and competences. Some consider that 17 000 years
ago cave painters already used distance learning . Some consider that 17 000 years ago cave
painters already used distance learning .
In 1728 Caleb Phillips published and advertisement in the Boston Gazette seeking for students
to be taught by papers sent through postal service. In 1906 the University of Winconsin
recorded lectures and sent them to students in phonographic form.
Now in classes there are different types of learners, so is much more difficult to flip the
classroom using reading. Most students are not good at reading and teachers don’t know how
to engage students. So telling the students to read a chapter of a book before coming to class
fails if the teacher has no idea of what to do with the class time and just simply redo the
lecturing again. This sends the message to the students that they don’t have to read before
class. And that’s why some teachers started to introduce videos recording with the lessons
and sent to students before classes. This allows them a familiar way of interacting with
teachers’ delivered content that can be revised as many times as needed and gives time to
teachers in class to experiment with innovative and engaging teaching techniques.

In traditional schooling, time is a constant and understanding is a variable. A fifth-grade class
will spend a set number of days on prime factorization and then move on to study greatest
common factors — whether or not every student is ready. If student turns in a ‘flipped
mastery’ class, she can’t move on to the next level.But there is another way to look at
schooling — through the lens of a method called “mastery learning,” in which the student’s
understanding of a subject is a constant and time is a variable; when the student is ready then
she/he moves on the next step, each at his/her own pace.
Mastery learning is not a new idea. It was briefly popular in the 1920s, and was revived by
Benjamin Bloom in his paper “Learning for Mastery” in 1968. It has shown dramatic success —
compilations of studies can be found there. (taxonomy of Bloom) In point 3 methodology we
will speak about Bloom’s pyramid.
One of the advantages of mastery learning is that the student, not the teacher, leads — and
we know that people learn far better when they are actively involved. The teacher provides
materials, tools and constant support. Students set their own goals and manage their own
time.
In a traditional classroom, the teacher must aim the lecture at the middle, leaving the faster
learners bored and the slower ones lost. Differentiation and personalization are big challenges.
But the mastery system allows each student to learn at her own pace.
Mastery also rewards students for actual learning. A student cannot simply turn in a shoddy
paper, take the mark D and move on. If she turns in shoddy work, she can’t move on. She has
to keep trying until she demonstrates she fully understands.
Despite these advantages, mastery learning never caught on, mainly because it was a
nightmare for teachers. One problem was how to do direct instruction; a teacher can’t give
five different lectures in one class. The other was how to test students. Multiple versions of a
test were needed so students couldn’t pass them to friends who would be taking them later.
But some teachers are now reviving mastery learning. What is making it feasible is the flipped
classroom. In a flipped classroom, teachers make videos of their lectures introducing new
concepts and assign them as homework. That frees up precious class time to work directly with
students on projects, exercises or problem sets — the stuff that students would traditionally
do at home. Now instead, of struggling alone, students can do the most important work with a
teacher or peers who can help.
The flipped classroom eliminates whole-class lecture, so students don’t need to work at a
uniform pace. Students still read for homework. But in a flipped classroom, they won’t do
problems at home any more — they’ll watch the lectures instead. However there must be an

interaction when they do watch the video. So teachers can make them to write questions and
notes or to write some comments in a blog where the video is posted.
Five years ago, a pair of science teachers at Woodland Park (Colo.) High School turned their
pedagogical approach upside down. Rather than stand up in front of the classroom, Jonathan
Bergmann and Aaron Sams sent their respective students home with videos of themselves
lecturing. And rather than assigning traditional homework, the teachers gave students time in
class—with their close supervision and help—to put their learning into practice.
They have their book “flipped mastery,” as Bergmann and his fellow chemistry teacher Aaron
Sams call it in their book, “Flip Your Classroom: Reach Every Student in Every Class Every Day.”
Since the flipped classroom eliminates the whole-class lecture, they’ve realized, it has also
eliminated the reason for students to work at a uniform pace. Tim Kelly, who teaches math at
a high school in Baumholder, Germany, which serves children of United States military
families, heard about the idea when he sat next to Sams on a bus trip when they both won the
Presidential Award for Mathematics and Science Teaching. When Kelly came back from the
ceremony in December, 2010, he talked excitedly about flipped mastery with his colleagues
Corey Sullivan and Mike Brust.That’s crazy,” said Sullivan; it sounded radical and chaotic. “No
way should we ever do that.” But as spring approached they decided to try it. “We had some
struggles with our kids,” Sullivan said. They thought, it couldn’t hurt to try something new.
They worked around the clock through spring break to design the course and create materials.
“We put in 40 to 60 hours outside school just for a unit,” Sullivan said — and there were 12
units per course. They had to make all the videos; such a quick switch was only possible
because they divided the work among them. (They now call themselves the Algebros). They
post all their lessons and materials online.
Setting up a flipped mastery class is a second full-time job, and the method can also demand
more teacher time before and after class to make sure every student gets personal attention.
But teachers also say that it saves them time on the paperwork. Tom Driscoll, who uses flipped
mastery to teach history at Putnam High School in Putnam, Conn., notes that he no longer has
to write daily lesson plans.
A typical day in a flipped mastery classroom usually starts with a brief group activity and poll:
who needs extra help or is ready for a mastery check?
Then the noise begins — “a 10-ring circus,” Bergmann and Sams call it. “Kids are coming at you
all day long,” said Kelly. “The first day, I got dizzy a couple of times.” Some teachers offer
students a menu of learning activities to choose from, and another menu of ways to
demonstrate mastery — that way, a student who does not test well, for example, could still
show her understanding in another activity. Driscoll allows students to complete three from a

list of choices, including writing an essay, giving a speech, having a debate or designing a video
game.
In math, multiple-choice tests are more common. Bergmann uses Moodle software, which
creates at random a different test each time from a pool of questions the teacher writes in
advance.A student who can’t show that she grasps the concepts must do more work and then
retake the assessment.
Driscoll structures his class like a video game — it’s a post-apocalyptic 2045, and students have
to study different civilizations to come up with a way for society to rebuild itself. “You have to
complete certain ‘missions’ to move to the next level — some are teams, some are solo,”
“Engagement has gone through the roof,” he said. (Driscoll and his fellow Putnam social
studies teacher Brian Germain have a lot of creative ideas) It is too early to have formal proof
of the effectiveness of this interation of flipped mastery, and its use is still too limited.
“Before, some kids would do the minimum amount of work possible,” said Bean. “They’d get
by with a C-. Now they know they have to master it to be able to move on. The truly struggling
students might not get through a year’s material. But Brust notes that in a traditional class,
they would be learning far less. “A kid who got a D would pass, but he was set up for failure for
the rest of his career,”. “Now it may take longer, but when you’re done you have a solid
foundation.”

This publication reflects the views only f the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
3.FLIPPED CLASSROOM METHODOLOGY
I have done a chart that in my opinion summarizes the different instructions and components involved in this pedagogical model Flipped Classroom.
Taxonomy of Bloom
Cone of Learning Edgar
Dale
Tic and Web 2.0
Learning through
activities Cooperative
learning and multiple
intelligences
Flipped classroom
Improved student-
Teacher interaction
Opportunities for real
time feedback Student
engagement Self-paced
learning More
meaningful homework
Project Based
learning PBL
Thornton’s 3
styles of teaching
Peer and instructor
feedback1.PREPARARATION
2.Group
discussion
3.Application

This publication reflects the views only f the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.

1.Bloom’s taxonomy : Flipped classroom is an overall approach that must include all the
learning cycles of Bloom's Taxonomy. The taxonomy of Learning Domains was created in 1956
by the educational psychologist Dr Benjamin Bloom in order to promote higher forms of
thinking in education, such as analyzing, evaluating, and creating rather than just remembering
facts. He and his committee identified three domains of educational activities for learning
Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude
or self) Psychomotor: manual or physical skills (Skills)
In the cognitive skills There are six major categories, which are listed in order below, starting
from the simplest behavior to the most complex. The categories can be thought of as degrees
of difficulties. That is, the first ones must normally be mastered before the next ones can take
place.

Affective Domain The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner
in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. For example, if we listen to the teacher and participate in a class.
Psychomotor Domain (Simpson, 1972) includes physical movement,
coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution.
2. The Cone learning and pyramid learning by Edgar Dale : Which type of learning do you
believe is the most efficient, active learning or passive learning?
According to the Cone of Experience (also called Cone of Learning and Pyramid of Learning),
which was originally created by Edgar Dale we remember only 10% of what we read, 20% of
what we hear, 30% of what we see demonstrated, and 50% of what we both see and hear - all
forms of passive learning. However, we remember a startling 70% of what we say and 90% of
the things that we both say and do - forms of active learning. What this tells us is that students
teaching students, also known as peer-to-peer instruction, can be almost twice as powerful as
listening to and watching the professor lecture. After some experiments, he concludes that
active learning is more efficient than passive learning.
why do we insist on lecturing? Eric Mazur, a physics professor He mixed lecturing together
with active learning because lecturing is the single most efficient way to dump a large amount

of knowledge in a short amount of time. Lecturing is an efficient way to transfer knowledge,
but it’s also a double-edged sword because we know that this knowledge dump isn’t well
retained and students have different pace.
So for a very long time Eric Mazur stuck with a mixture of 70 to 80% lecturing while prompting
the class with questions every few minutes and then 20 to 30% of class time was dedicated to
active earning. And even though this mixture was an improvement over 100% lecturing, he still
felt like his class wasn’t getting the deeper, underlying concepts of the course, and he was
unable to cover a few of the important topics in an introductory statistics course. He was torn
because He wanted more activities to better reinforce crucial concepts, but He knew that
more activities meant less class time for covering all of the topics that the course absolutely
had to cover. Lecturing provides the breadth while active learning provides the depth, but how
do we make time for both? So to answer this question we need to think about what are the
two most valuable classroom resources? According to Eric Mazue the most valuable resources
learners have in the classroom include 1.) immediate feedback from their peers and 2.)
immediate feedback from their instructor. We want to decide exactly how to leverage these
two most valuable players (MVPs) in the classroom so that we can maximize learning efficiency
so that our courses have both the breadth and depth they need. In order to determine the
kinds of activities we’re going to do in the classroom and the kinds of activities we’re going to
do outside the classroom, we should identify the levels of learning we want to happen in the
classroom and the levels of learning we want to occur outside the classroom.We need to bear
in mind the Cone of learning pyramid designed by Edgar Dale

3.Instrucción Peer (PI) developed by Eric Mazur a Harvard teacher , he adds a technique called
“just-in-time” teaching as a complementary element to the FC it lets teachers receive
students’ feedback the day before the class, so the teacher is able to prepare the strategies
and activities that the student needs, the teacher can focus on the deficiencies that can exist
in understanding the contents. Mazur model focus on conceptual content.
How does the flipped model work? We must organize our classes in 3 stages.
1.Grating: The Pre-Class Prep Stage of Learning
The pre-class stage is called grating, but we should really think of this as the prep cook stage
where we season, marinate, and tenderize little minds to groom them for the learning to come
in the classroom. To optimize learning, we need to get at least the remembering and probably
the understanding levels of learning behind us during this stage. Because lecturing is such an
efficient way to transfer knowledge, We should create fast-talking, concise mini-lecture
videos. We try to move much more quickly with little to no repetition or pauses in the videos
compared to classroom lectures because, with videos, students can always pause, rewind, and
replay. But for those students who get it quickly and the first time, this method keeps them
from growing bored and wastes no time. Knowledge dumping can also be achieved through
podcasting or other audio recordings – Other teachers used the voiceover feature in
PowerPoint – and through assigned reading. One method for ensuring basic understanding is

to learn a little, check a little - repeat, repeat,repeat. Interactive video with intermittent,
embedded questions for understanding checkups will come close to replicating the naturally
occurring classroom dialogue of live lectures. And, adding to that dialogue, online discussion
tools provide opportunities for students to ask their own questions and receive individualized
feedback and clarification. With web-based TED-Ed from the TEDTalk folks, you can take any
YouTube video and add instructions, embedded questions, discussion topics, and follow-up
resources - all with the ability to track student participation, answers, and question attempts.
Though the high-tech pre-class tools might be the most efficient way to acquire knowledge
and understanding, they are certainly not the only option. Harvard physics professor Eric
Mazur, a pioneer in moving science professors away from lecturing and toward peer
instruction, began flipping his classroom around 1990 with little to no technology. His pre-class
activities replacing the majority of his lecture required students to read photocopies of his
detailed lecture notes. In short the first stage must have the WISQing Watch the video+
summarize+question Teacher will have virtual office for students to be able to answer any
question. In this stage, teacher will identify the deficiencies of the students, so she or he can
prepare her or his class accordingly students’ needs.
2.Grilling: The In-Class Stage of Learning
Now that students minds have marinated overnight in the content and are walking in the door
with a base of both knowledge and understanding, we can really get down to business in the
classroom to foster deeper stages of learning through application and analysis and even some
evaluation and creation. (Bloom’s taxonomy) To maximize learning efficiency during our
precious classroom time, we want to constantly engage students in active learning and
optimize the use of our two classroom MVPs: peer and instructor feedback. The classroom
feedback cycle does both: students become actively invested in each class activity by first
finding their own solutions. Next, students get immediate feedback and interactions with
fellow students (with lots of opportunities for saying and doing, the optimal level of Dale’s
Cone of Learning) during the peer-to-peer discussion phase. And finally, the student gets
immediate feedback from the instructor during the instructor commentary phase. The
feedback cycle can constantly be adjusted depending on the type of activity, the
problemsolving difficulty, and student progress. With classroom response systems - whether
web-based or clickers - instructors can quickly gauge the percentage of students who’ve
achieved mastery as well as tell where students might be making mistakes.
If 75% or more individually master a question, the most efficient use of class time might be to
quickly comment on finding the correct answer and then move on to more challenging
questions. But when most students aren’t mastering a question, that is when we need to take
the time to discuss results in peer groups first, and let students try to argue and convince each
other of their answers. Then students can resubmit, and the instructor can again gauge the
amount of feedback that students still need and whether a similar question might be

beneficial. This process of using where students are to determine where you’ll go next is called
formative feedback, and this is just one more way to optimize classroom efficiency.
The classroom feedback cycle can also be adjusted for group activities. The individual thinking
and sharing aspects will often be abandoned during group activities, but there will be lots of
peer interaction, group thinking, group sharing, and instructor commentary. By creating a
mixture of fun-filled group learning activities along with peer-to-peer instruction and problem
solving, our classrooms will: 1.) maximize student engagement, 2.) use peer instruction to
optimize learning, according to Dale’s Cone of Learning, and 3.) allow instructors to know
exactly where students stand and cater feedback accordingly.
3.Garnishing: The Post-Class Stage of Learning
For post-class activities, we could use the same types of homework we’d been using before,
but because our students have already mastered the application stage and are well into the
analysis or evaluation stages, we really should kick things up a few notches. Students need
very few application exercises at this point, so we should instead place the focus on analyzing,
evaluating, and creating projects, especially group projects, provide excellent opportunities
for students to assimilate all of Bloom’s higher levels of learning.
Ideal projects prompt students to create their own professional end-products that
demonstrate a little application along with a ample analysis, evaluation, and synthesis. For
example, in a teacher in his /her introductory stats course, students form teams of five to
seven members and complete a comprehensive statistical research project where they 1.)
propose their own sampling designs and surveys, including the survey questions, 2.) gather
their own data, 3.) summarize and present their data, 4.) evaluate their own sampling designs,
5.) analyze and interpret their data, and 6.) use their sample data to make predictions and
draw conclusions about what the population data should be like. Similarly, student-created
video assignments - whether done individually or in groups – have students create an end-
product that incorporates application, analysis, evaluation, and synthesis. Previous homework
assignments could be transformed by digging deeper and asking more probing, reflective
questions: critique, compare and contrast, analyze, solve, estimate, measure, appraise,
evaluate, assess, predict, rate collect, create, design, arrange, and propose.
Thornton’s Three Styles of Teaching Directing , Discussing and Delegating must be present in
the 3 stages described above. Thornton tells us that directing creates the lowest level of
student experience while delegating the highest, but he also implies that good teaching
includes all three styles. These three styles could align well with the three stages of learning
presented: pre-class, inclass,and post-class. Thornton’s directing style is where the professor
tells students exactly what to do, clearly and concisely and in significant detail. Though it
sounds kind of bossy, Thornton’s discussing style advocates careful question preparation,
ensuring students have equal voices and equal time, student-generated discussion questions,

and making use of clicker (and I’ll add clicker-like, web based) technologies. That is exactly
what we’ve discussed doing for in-class activities that use peer instruction and instructor
feedback, and this interactive style of teaching works great for mastering the application and
analysis stages of higher order learning. Thornton’s final delegating style advocates assigning
projects to be completed independently (with as little guidance as possible) from the
professor. His examples include research projects, team projects, and capstone projects. So
students might be working in groups, here, but they shouldn’t be getting too much feedback
from the professor until the end of a project. And again, this empowering style is closely
aligned with what we discussed for post-class assignments, and the independent nature of this
style lends itself perfectly to learning that would occur after class. And this independent,
empowering style aligns with the evaluation and creation stages of highest order learning.
There is understandably much potential in this model thanks to the extra ease and
accessibility current technology such as ubiquitous video cameras and internet access is
providing it, but it is by no means an answer of itself. In fact, too much focus on the
technological side of this model could be its downfall if educators use this aspect as a
substitute for a solid curriculum and pedagogy underneath the learning itself. This is a trap
that many ICT in education programs have fallen into in the past.
Most teachers using FC have seven or more years of experience, which Kari Arfstrom
executive director of the fliiped learning network chalks up to their greater comfort with the
“chaos” that can result from any scenario in which students are working independently in the
classroom. “They have more experience to troubleshoot,” she says. “You really need to be
more comfortable with your subject matter, too, because you’re going to have students
working at various levels—a small group working ahead, another group struggling a bit and
needing a little extra tutoring.”
Students sometimes test the apparent looseness of the new system, says Brian Bennett, a
science teacher at South Bend (Ind.) Career Academy, an independent charter school
incorporated through Ball State University, who is in his third year of teaching a flipped
classroom. ‘What can we get away with [in the classroom]?’ You have to set high standards
[for behavior],” he says. “Some students are still struggling. They’re having to re-learn how
they approach classes and learning.”
In a typical class period, Bennett might spend five minutes at the beginning talking about his
expectations for the day. If students watched a video about density the night before, he might
be expecting them to complete a computer simulation that demonstrates their knowledge
during the class. Students then don headphones to keep the noise level down as they’re
watching videos or listening to music, and they start working. “I’m moving around, student to
student,” Bennett says. “I keep a clipboard with their assignments and objectives, so I can have
conversations.”

If a student fails in an activity, they have other options to show his or her master in the
subject. Choice is a wonderful thing. Suddenly the student is in control. And with that comes
responsibility, creativity and feelings of self-worth. When a teacher offers choices you may
find students doing what you would have had them do anyway, but now the teacher has their
interest and attention because THEY decided to do it.” By Choice - The Forgotten Basic Human
Right.
The learning cycle in a flipped classroom model will be :
Preparation Group discussion Application
The three principal bases of Flipped Classroom Process are: Know, interact and do. Taking
under consideration these three points, they are putting in place the educational objectives of
all teachers.
After implementing this new method, there is a common characteristic that goes out in all
groups: more dynamism in time classes. Now we can see that students are no longer
spectators of a lecture class, but they participate all the time, being completely responsible of
their learning process. This way they can experiment different ways of learning: learning by
doing, learning by knowing and learning by sharing with others.
Students’ responsibility of their own learning process makes them more committed with the
projects that are involved. They have a different relationship with teachers now, based on
confidence and closeness.
Flipped Classroom model allow students to learn at their own pace, provide more 1:1, give
you the responsability for learning and teach you the important 21st
century skills
Communication, collaboration, creativity and critical thinking skills. Finally we can say that
flipped methodology is positive for students, who improved their scores significantly.
4.BENEFITS AND ADVANTAGES
4.1 Improved Student–Teacher Interaction
Advocates of the flipped classroom claim that this practice promotes better student–teacher
interaction. For example, Bergmann and Sams (2012) point out that when teachers aren't
standing in front of the classroom talking at students, they can circulate and talk with students.
If teachers use inverted classrooms this way, they are likely to better understand and respond
to students' emotional and learning needs.
Research makes a strong case for the benefits of such interaction. Studies have shown that
having teachers who recognize and respond to students' social and emotional needs is at least

as important to academic development as specific instructional practices are, and this is
especially true for at-risk students (Hamre & Pianta, 2005).
4.2 Opportunities for Real-Time Feedback
Proponents of flipped classrooms also assert that increased student–teacher interactions give
teachers more opportunities to provide feedback to students. For example, a small pilot study
funded by the Gates Foundation observed that during a five-week summer school program in
which students received instruction through the Khan Academy website along with support
from a teacher, the teacher spent significantly more one-on-one time with students than she
had in her traditional classroom; thus, she was able to provide more feedback and
immediately correct student misperceptions (Greenberg, Medlock, & Stephens, 2011).
Such increased opportunities for feedback could improve student learning because feedback
has one of the strongest effect sizes of any instructional practice—in the 0.73–0.76 range,
according to two meta-analyses (Beesley & Apthorp, 2010; Hattie, 2008).
4.3 Student Engagement
Another purported benefit of flipped classrooms is that "they speak the language of today's
students" (Bergmann & Sams, 2012, p. 20), who are accustomed to turning to the web and
social media for information and interaction. There may also be another, deeper, reason
students find video lectures more engaging: Brain research tells us that the novelty of any
stimulus tends to wear off after about 10 minutes, and as a result, learners tend to check out
after 10 minutes of exposure to new content. After that, they either need a change of
stimulus, emotional variety, or an opportunity to step back and process what they're learning
(Medina, 2008). One benefit, then, of placing lectures online may be that they can break down
direct instruction into more engaging, 10-minute bites of learning.
4.4 Self-Paced Learning
As noted earlier, putting lectures online enables students to pace their own learning according
to their needs. Potentially, an inverted classroom allows the teacher to place an entire year or
semester's worth of lectures online, enabling students to accelerate through the curriculum if
they are ready. According to John Hattie's (2008) synthesis of 800 research meta-analyses,
such acceleration has one of the strongest effect sizes (0.88) of any instructional intervention.
Educators say that flipped learning can greatly increase a teacher’s ability to provide
differentiated instruction given that students work at their own pace in the classroom—and
teachers can provide more challenging work for those who are breezing through.

Bergmann says he and Sams moved to what he calls the “flipped mastery class,” in which
students move through the content at a flexible pace, after first trying to keep everyone on the
same page. “That, clearly for us, is where the magic happened,” Bergmann says. After insisting
that all students get through all five units of chemistry, he and Sams realized that the fifth unit
was not essential, but more of a “nice to know” that would only be important if a student
became a doctor or engineer. So they required all students to complete the first four units and
then left the fifth unit for extra enrichment for those who learned more quickly. “That was a
huge win for us, and we thought the whole thing through,” Sams says. “Amazing things
happened with those kids [who finished early]. They would slow down and help their friends,
or they would get ahead.”
Students—including special education students—having difficulty with concepts can pause and
rewind the videos to give themselves extra time to parse out what a teacher means. “That’s
one of the most powerful things about these videos: that students who process slower, can
process slower,” Bergmann says. “We had one kid each year in Colorado who watched on fast-
forward because he was one of those students who could process that fast.”
Those who still don’t grasp concepts can pull the teacher aside the next day.
Slower learners can be afraid to interrupt a teacher in a lecture, for fear of being seen as less
intelligent, Feller says, while brighter students quickly become bored. The flipped classroom
also can help ELLs (platform), especially since the videos can be equipped with closed-
captioning so they can see and hear the English at once.
Teachers in Stillwater have not made much use of online videos, Feller adds. “There’s nothing
wrong with those resources,” he says. But in-house videos align better and more closely with
the district’s curriculum, and students prefer seeing their own teachers. Witten favors teachers
making their own videos—partly because it cuts through parent concerns that “you’re not
teaching my kid”—but she adds that the Khan Academy and others can be “good backup” as
alternative sources.
4.5 More Meaningful Homework
Another purported benefit of flipped classrooms is that they alter the nature of homework by
having students practice and apply their learning in the classroom, under the watchful eye of
the teacher (Bergmann & Sams, 2012; Greenberg, Medlock, & Stephens, 2011). In current
practice, homework often appears ineffective in promoting learning. Beesley and Apthorp
(2010) found that targeted, in-class opportunities for students to practice their skills with
corrective teacher feedback had an effect size nearly four times that of homework, in which
teachers had few opportunities to monitor students during their practice.

In short, the educative innovation that this model provides can generate the following
benefits :
• Teacher can provide more attention to the students. Attention to diversity.
• It is an opportunity for teachers to share information and knowledge among them,
families and community.
• Provide the students the possiblity to replay and repeat as many times as they want
the best contents made by teachers.
• Create a cooperative learning in the classroom.
• Involve families from the beginning of the learning process.
4.6 Formative and flexible Assessment : Another advantage: less (or no) student work to
grade at home. “We stopped grading papers in the sense of taking them home and having
stacks and feeling guilty for not doing them,” said Bergmann. “Everything they turned in we
went over in class. There’s a lot of teaching in the grading process.“ After the student takes the
test or turns in a project designed to demonstrate mastery, the teacher sits with the student
and goes over the work, providing immediate feedback. Bloom called this formative
assessment. (There’s no reason teachers couldn’t do this in any classroom. But it’s far less
feasible when 30 kids are taking the test together.)
Bergmann and Sams also provided flexibility—within reason—for kids to prove they had
learned concepts, enabling them to generate alternative assessments. “We were real loose on
this,” Bergmann says. “We said, ‘You prove it to me in some other way. The creative kids,
these are the kids who built robots.
“It was really, really cool to see what they came up with,” Bergmann continues. “We still
questioned them to make sure they understood the objectives,” and didn’t game the system,
he says. “They spent more time on [their own assessments] than they ever would have done
otherwise.”
Sams’ two cents of advice to district leaders: don’t micromanage. “Don’t let your teachers be
afraid to try things out. Give them the autonomy to meet the individual needs of their
students. Give students flexibility and teachers autonomy and the test scores will work
themselves out.”
4.7 More content Less time : teachers who use flipped mastery claim that its efficiency allows
most students to do a year’s work in much less time. They build in extra units for advanced
students or work with them on independent projects.They say it’s also a better way to teach
slower learners, giving them more teacher attention and personalized instruction. Kelly said

that at Baumholder, the math department tries to put struggling students in the flipped
mastery class. “As soon as we flipped, we noticed that students’ focus really improved,” said
Kelly. “Math teachers get some really bad grades, but that doesn’t happen anymore. Maybe it
takes longer, a little more practice, but they can do it. They’re not bombing.”
“We covered more curriculum in the same amount of time,” he says. Post-pilot surveys
showed that parents felt their students were doing better and had an improved attitude
toward math, the teachers appreciated the opportunities for differentiation and wanted to
stick with flipped learning, and students were “more or less enthusiastic” while giving “keen
advice [to their teachers] on video creation techniques,” he says. The district has branched out
into science classrooms and realized that those in his role are key to the process, Feller adds.
5. GOOD PRACTICES WITH FLIPPED METHODOLOGY.
The concept of “flipped learning” has spread considerably during the past five years
throughout K12 education. It’s unknown how many schools or teachers use flipped learning
now, but one measure of its recent growth is the explosive upsurge of users—from 2,500 to
9,000 since January—on the Ning social media site of the Flipped Learning Network, a national
clearinghouse on the teaching methodology. “Is that a scientifically gauged measurement?
No,” says Kari Arfstrom, executive director of the network. “Is it teachers who seek out our site
and sign up for it? Yes. It’s an indicator of the level of growth and excitement out there.”

5.1 Snowden (2012) attempted to discover teacher perceptions of using the flipped classroom
rather than more traditional instructional methods. It examined how “core teachers” (English,
math, science, and social studies teachers) at one high school in Texas currently address the
needs of their students and the push toward technology integration. It explored the reasoning
behind the use of the flipped classroom and teacher perceptions of the impact it has on
student engagement, learning and achievement. The results of the study revealed that the
implementation of the flipped method helps facilitate that role change. Acording to the
findings of the study, the Flipped Classroom method demonstrated a trend to transition from
the traditional lecture-style classroom to one that holds students responsible for finding the
information. In addition, the study showed that because of the nature of the flipped
classroom, it was perceived more positively by teachers who typically use lecture as the
primary mean of content delivery. Those teachers who had a more interactive, discussion-
oriented means of content delivery did not perceive this method as beneficial to their
classroom. Furthermore, all participants mentioned that teacher beliefs had a major impact on
the method a teacher uses as well as what technology a teacher uses in his or her classroom.
5.2 Schwankl (2013) investigated the impact on student learning and students’ perceptions
when instruction was delivered by the flipped-classroom delivery method. One section of
Integrated II Mathematics received instruction through traditional means while another
section received instruction through a flipped-classroom delivery method. Both sections
received the same pretest, posttest, and set of six quizzes which were compared using
independent samples t-tests. Additionally, the flipped-classroom instruction completed a
survey at the end of the unit on basic trigonometry concepts. Three of the six quizzes had
significantly higher scores for the students who received instruction through the flipped-
classroom. Survey responses yielded no significant differences, but all scores were higher for
the students who received instruction by the Flipped-classroom instructional method. The
study also revealed that students had an overall more positive attitude toward their learning in
a flipped classroom.
5.3 Ogden (2014) also described the design and development of a flipped classroom teaching
model in terms of the design decisions, model implementation, and model evaluation across
three iterations of a college algebra course. The results of the study indicated that the use of
the flipped classroom teaching strategy would benefit from being situated within a formal
teaching model to provide an explicit description of the full range of procedures and
conditions needed to successfully implement the model, teaching decisions, and results of
using the model. In addition, the finding of the study indicated the following conclusions;
• Students were satisfied with the design of the video lectures.
• Video lectures allowed students to self-pace instruction.
• Students were satisfied with the formats of the face-to-face sessions

• Students had more time to ask questions regarding the material
• Students were able to asked more informed questions regarding the material
• Some students had trouble staying focused while viewing video lectures
At the end of the study, Ogden (2014; p.129) also described in Figure 2 the Flipped Classroom
as an integrated teaching model, acknowledging multiple teaching approaches, including in-
class cooperative learning, mentored laboratory activities, and online teaching video.
Figure
2
5.4 The Economist 2011, appeared an article that had been published lately in Science. The
teacher Louis Deslauriers of the British Columbia University studied 850 Science students of
undergraduate.
At the beginning of the academic year the students were distributed in two groups. Both
groups were taught by well qualified and recognized teachers with the modality of the
masterclass during 11 weeks of the course. In the week 12 the experimental students were
changed to Flipped methodology. The class time was focused on solving problems, discussions
and application of the contents. The acquisition of the content was done out of the classroom
by the own student. This method was called by the university “Deliberate Practice”.instead of
flipped method, even though they were the same.
The students in the control group followed their activities with the masterclass format.
At the end of the week 12 all the students were given a test to determine the level of
acquisition of the content during the mentioned period. The control group that follows

the model masterclass had an average score of 41% and the experimental group was
74%.
According Dr. Deslauriers and his team, the results constitute The biggest increase in
the academic performance of the students never produced and documented before in
the educative research, therefore they consider that this modes is very efficient
inclusive more than one to one. The data could be a little bit increase as the results
have been measured immediately after the experience, instead of waiting for the final
exam of the end of the period. The attendance of the experimental group increase at
20% during the week when the deliberated practices were used. And three fouth parts
of the members of the experimental group stated that “Would have learnt much more
if they had the deliberated practices the whole course” (The Economist, 2011 ) .
5.5 Manel Trenchs i Mola Art History teacher of Escola Pia Barcelona
The key is not in learning more, if not learning in a different way. “La clave no está en
aprender más, si no en aprender de manera diferente” We cannot ignote ICT as an educational
toolm I have heard about the flipped methodology and I realized that could be very
interesting. With this new approach the school is not the only place to learn and there is a

change of role between the student and the teachere. But the most interesting is the
methodological change. The teacher is who monitors and guides the students helping them to
consolidate the content, creating and directing students’ learningLos resultados que he
obtenido hasta ahora son muy alentadores, los alumnos lo reciben muy bién y la clase se
desenvuelve en un ambiente más distendido. No es lo mismo empezar la clase hablando por
primera vez de una obra que hacerlo después que los alumnos han visto un breve video
hablando de ella y preguntándoles qué han aprendido: es sorprendente!
Even though to elaborate the videos represent a lot of work, I keep with quite interest
to continue elaborating material, because I obtain a lot of benefits with this new
approach inside and outside the classroom..
5.6 José Luis Redondo, Social Science teacher in SAFA Ubeda, an innovator teacher and
worried about the authentic learning, presents his visión about the flipped classroom. He
states that is not an inverted classroom is to invest in the classroom.
You can explain a class very clearly but the students don’t remember anything. The time is
takes to explain a content can last 2 or 3 classes, with flipped classroom just takes 10 minutes
and they have a visual support, with the great advantage that students can watch the lecture
whenever they want. So we have magnificent time in class to solve problems, to discuss and
create group projects or integrated tasks. .
5.7 Dr. Lodge McCammon and Katie Gimbar Math Teachers Friday institute they have
developed The FIZZ project at the Friday Institute at NC State University from 2010-2013. The
project has come to an end at the Friday Institute, on February 1, 2014. In the text below
they support why they flipped their classrooms.
Most of the teachers, teach to the middle group of the class who can follow the content, there
is a group of higher level students who are not being challenged and get bored in class and a
group of struggling students who are not receiving enough effective remediation. These
students do not have the basic content needed to work in class and they need special
attention in order to be successful. This led us that 90% of class time is spent on delivery the
review of contents. 90% of the class teachers are in front of the classroom lecturing to a group
of students but without meeting all their needs. The students go home or outside of class to
work on application of the content given out in class, this situation makes the teacher
overwhelmed as the teacher sees the need of differentiation, but there is just not enough time
for an effective differentiation.
Now students outside the classroom get the information they are going to need for class, they
can pause, rewind, rewatch as many times as they need. They can post questions online to the

classmates and teacher, and it is a sel-paced programmed, they can be remediated by going
back and review more topics or they can go ahead and go forward as they master the content.
After watching the content, student come into class with a different distribution, they are split
up in differentiated groups. The teacher is in the middle of the class working with all of them,
but not at the same time, The teacher can focus on different pieces of application.
10% of the class spent on delivering content 90% of the class spent on application content
Each group moves on a different pace and teacher can answer doubts or questions posted,
spending most of her or his time in application of content. Now all the students are engaged
and challenged and teacher has time to work with each group, giving individualized time and
instructions. Teacher can provide differentiation for all learners, struggling students, middles
students and extend challenge to higher level students.
5.8 Elizabeth Millard University Business, December 2012 Sample Flipped Class Session
Agenda
Flipped is becoming a movement. In this type of learning space, lectures and other traditional
classroom elements are swapped out in favor of more in-person interaction, like small group
problem solving and discussion.
Instead of being a central feature of a course, lectures are delivered outside of class via some
type of streaming video, and students are expected to watch them on their own time. The
model may well be paired with student response devices i>clicker and Turning Technologies—
or a web-based system with student response capabilities like Echo360’s LectureTools—that
allow instructors to get real-time answers to test questions or to drive discussions in a certain
direction.
A professor might start a session with a five-question quiz on the lecture students were asked
to watch before class, gathering responses through clickers. If most of the students indicate
not understanding a specific aspect of the lecture—for example, correct responses on one of
the quiz questions could be very low even though students ace the rest of the quiz—the
professor could gear class time toward increasing comprehension of that aspect of the
material.
Instructors use flipped classrooms in myriad combinations; one professor might integrate
reading material and online chats into the nonclassroom work, while another could offer only
a block of video without any supporting materials. No matter what the elements include,
though, there are several advantages to the larger model itself. Here are five reasons to
consider doing a flip:

1. Increases student engagement
there’s plenty of anecdotal evidence to suggest that students respond well to using classroom
time in a way that’s more geared toward discussion.
“The difference between my classroom before flipping and after is dramatic,” shares Michael
Garver, who teaches marketing at Central Michigan University. “The students are fired up now.
They’re just devoted to active learning during the entire class period. It’s wonderful.” Like
many professors using the flipped strategy, Garver breaks his lecture into short podcasts that
accompany written or online materials. He begins every class with a brief quiz to make sure
everyone is at the same level of comprehension with the material, and then, as he says, “the
real learning begins.”
Students use clickers as part of competitions, which Garver finds to be hugely popular. He
might give them a real-world marketing scenario and ask them to make a decision based on 10
possible options. Given a short amount of time to “click in,” students work in teams to come
up with the best answers, and Garver tends to hear very lively debates during the process.
“When I hear some good, solid arguments, that’s when I know they’re learning, and they’ll
retain the information,” he says.
About 70 percent of his classes use these types of competitions on a regular basis, and often
during class, the level of emotion and intensity is compelling. “When there’s emotion, there’s
lesson retention,” Garver says. “Students love this system because they’re not listening to
some old lecture. They’re interacting and debating, and that makes them feel involved.”
2. Strengthens team-based skills
The group dynamic that Garver creates is an important part of many flipped classrooms.
Although lectures are watched individually and tests still measure each student’s
comprehension level, teamwork is an integral part of in-class discussion.
“Classroom technology isn’t about teaching students how to use mobile devices,” he says. “It’s
all about interaction—with teachers, with content, and with each other. We’re creating a
collaborative generation, and using technology for that effort.” They’ve been raised in a world
of interaction and communication, so asking them to sit and listen to a lecture, and then do
homework on their own somewhere, is foreign to many of them. That’s why higher education
is succeeding with flipped classrooms, because it adjusts the delivery style to the students.
With the access that today’s students have to information, making class time more effective
through team-based activities also tends to make students feel like showing up is worth the
effort.

3. Offers personalized student guidance
According to Roger Freedman, a physics professor at the University of California, Santa
Barbara, professors are at their best when they can provide students with an active learning
experience. “That means giving students personalized guidance about what they do and do not
understand and personalized assistance with improving their understanding,” he explains.
Freedman asks students to watch a video lecture the night before class, as well as complete
two or three simple homework-type questions based on assigned reading and the video
lecture. Each student can also submit a question to Freedman about something from the
lecture or reading that they don’t understand; he gives them homework points for submitting
the question. Before heading to class, Freedman looks them over and chooses two or three of
the most common queries to answer in person.
“Class begins with me giving the answers to the student questions I selected,” he says. “You
can hear a pin drop during this part of the class, because the students are so interested in
knowing the answers to their own questions.”
In large classes, it can be challenging for professors to keep track of individual student progress
in terms of comprehension. But because data in a flipped model is collected and presented in a
straightforward way, instructors are able to provide personalized instruction to some degree.
“Clickers shine in the classroom because they offer students instant feedback about their
understanding, and give instructors insight into the often surprising kinds of
misunderstandings that students harbor,” Freedman says.
4. Focuses classroom discussion
Students expect a higher level of discussion and technology usage than they did in the past,
and it’s likely that those expectations will only increase, believes Tina Rooks, vice president
and chief instructional officer at Turning Technologies. “Kids don’t want to power down their
devices just because they’re walking into a classroom,” she says. “They know they have access
to knowledge because of technology, so now they’re looking for teachers who can coach them,
and help them understand that information.”
The clickers can collect responses from quizzes, for example, and display the results
(anonymized or not) on a screen in front of the class. Professors can also create multiple
choice discussion topics and poll the students to see what type of direction they’d like to take.
Marsha Orr, the distance education faculty liaison in the School of Nursing at California State
University, Fullerton, notes that clickers create a Socratic environment that allows students to
think more deeply about the material, or to address the material from a particular viewpoint.

Since some of her classes have students already in the nursing field, discussions might veer
toward real-world experiences, for example, as opposed to more theoretical discussions
among those who haven’t worked with patients before.
Utilizing a variety of tools in this way—including not just clickers but also online video and
discussion boards, printed materials, discussion groups, and peer review of written
assignments—fosters more comprehension across multiple learning styles.
“We’re not just presenting information and then testing them on it,” she says. “Flipped
classrooms and interactive materials let us increase the complexity of what we’re teaching,
because we have a stronger understanding of what they’re learning and what they’re not.”
5. Provides faculty freedom
For courses taught by multiple professors, having an online lecture series can be valuable for
delivering information in a standardized way, believes Bob Brookover, director of the Clemson
International Institute for Tourism Research and Development at Clemson University (S.C.). In
his department, he’s found that professors often cover the same material in unique ways,
especially for introductory courses. Rather than have each professor record lectures that cover
the same material, Brookover creates the lectures, allowing the professors to concentrate on
in-class rich learning activities. The system provides flexibility, because comprehension might
be higher in one class than in another, and the professor can hone in on specific areas where
there’s confusion.
Brookover’s team meets on a weekly basis to decide on in-class activities, but there’s freedom
to be creative for each instructor, based on the discussions that come up in class. That
structure of providing standardized lecture materials and more collaborative environments in
class works well, Brookover notes.
“Professors appreciate the way they can take one topic and lead the students in a productive
discussion for that particular group, in a way that’s not based on lectures that take up class
time,” he says. “Students and faculty find the flipped approach to be very rewarding.”
5.9 Clintondale High school 2012 Greg Green The principal
Our students don’t need additional lecture time in the classroom. Our classroom concept is
built around the idea that our teachers, using the latest learning solutions, can provide our
students recorded lectures at home for them to view 24 hours a day / 7 days a week. This
reverse “flipped” instructional process enables our students to maximize their time in class
thus engaging in activities that drive learning. No more wasted time at home pouring through
mountains of classroom content. Content is now covered in class.

You can hear an assortment of instructional lectures through videos and recording links.
Our lectures are e-mailed directly to our students so that we have our “best” lecturer of each
content area and specific strategy in front of our students at all times. Missed class? Don’t
worry.. our lectures are recorded so our students don’t miss a thing. Quiet student? Don’t fret,
we maximize our classroom technologies for our students to engage with their teacher and
classmates in a stress-free environment. As a student of ours, you are receiving the very best
we have to offer.
After starting with one civics teacher and then expanding to about six classrooms, Clintondale
High School in the Clintondale (Mich.) Community Schools took the flipped classroom model
schoolwide in 2011-2012. “We needed to look within ourselves and say, ‘What do we need to
do to meet these kids’ needs?’ ” says Principal Greg Green, who has sent videos about basic
fundamentals—batting stance, throwing techniques and the like—home with players on his
son’s travel baseball team to maximize practice time. “It’s information, whether it’s teaching
bunt defense, or teaching a math skill,” he says.
The results in the Clintondale (Mich.) Community Schools have been very encouraging thus far:
The failure rate among freshman math students dropped from 44 percent to 13 percent in one
year’s time, while juniors taking the state math exams improved by 10 percent over the
previous year, Green says. Havana (Ill.) School District 126, which launched the flipped
classroom this school year across the entire high school, “went from 0 to 60” rather than
starting with a pilot based on the theory that “the early adopters will prove to the whole world
that it can be successful if implemented with fidelity and rigor,” says Havana Superintendent
Mark Twomey. “If you believe in something enough that you think it’s worth changing
your entire system, put it in place in 100 days.”
Teachers participated in a two-day training session about how to create and upload videos and
other online content, Twomey says, and they were required to build an online presence to
communicate with students and parents. “Like any major initiative, we have teachers clear
across the spectrum in the early phases,” he says. “Some have uploaded video series for the
entire year; others have only maybe gotten to the point where they created a couple of videos.
“Technology is how they learn today,” he adds. “All you have to do is watch kids in their free
time. They always have some sort of electronic device in front of them.”
Regarding the technology, They recently adopted a cost-effective learning software solution
to teach the students better in class and at home. Through TechSmith’s Camtasia Relay,
teachers are screen-capturing lectures so that the students can view their classroom topics at
home. This software solution allows the school district and staff to share classroom materials,

provide substitute teachers actual classroom content, streamline and guarantee curriculum,
provide an accurate baseline of instructional services and much, much more...
In addition, WACOM displays and tablets have enabled the Clintondale school to bring our
presentations to life. Their screen-draw displays and tablets have provided the staff a way to
simulate an actual classroom experience. Their drawing features have enabled the students to
easily track and follow our teacher’s on-screen demonstrations and have also provided them
with a great learning solution for all the 21st century educators.
Math teacher Kristine Schneider at Clintondale High School in Michigan helps a ninth grader
with an assignment during class. The whole school uses flipped classroom models. The
network’s research, based on a survey filled out by about 500 teachers, has shown that flipped
learning is probably more common in junior high and high schools, although used as young as
fourth or fifth grades, and more frequently used in science and math classrooms. Such vendors
as Knowledge Delivery Systems also help increase teacher retention and effectiveness.
At the Okanagan Mission Secondary School in School District 23 in Canada, students in a
flipped biology class explain how the class works to School Trustee Chris Gormann (standing on
left) and Roy Cannan, a Canadian parliament member, visiting the school. The flipped
classroom has been invaluable for students who get little homework help at home—and
sometimes have to watch a younger sibling while mom or dad works an evening job, Green
says. “We’re starting to figure out how to set up a school that sees at-risk kids and the
obstacles that face them,” he says, noting that 75 percent of students in Clintondale are on
free or reduced-price lunch. “They just need more support while they’re in school. At 3 o’clock,
their school day is done. They have to survive. That’s the reality of it.”

5.10 University of Washington-Seattle Uses Mediasite for Flipped Classroom, Lecture
Capture and Special Events
MADISON, Wis. — June 19, 2012 — Sonic Foundry, Inc. (NASDAQ: SOFO), the trusted market
leader for lecture capture, enterprise and event webcasting, today announced that The Foster
School of Business, the School of Medicine and the Professional and Continuing Education’s
EDGE Program at the University of Washington-Seattle have each selected Mediasite for
lecture capture, flipped classroom instruction, special events and inter-departmental
collaboration.
“Mediasite is an invaluable educational technology platform for us, ensuring that regardless of
where our students are learning, either remotely or in the classroom, their educations are
identical. Everyone receives the same high-quality experience and Mediasite webcasts allow
students to review the material at any time,” said Dave Coffey, video and multimedia systems
engineer for EDGE.
Jason Reep, assistant director for the School of Medicine, Academic and Learning
Technologies, who helped implement Mediasite in EDGE, now works in the School of
Medicine, where Mediasite has been used for four years. The School of Medicine is currently
involved in a re-accreditation process that occurs every 10 years. One of the pushes for the
school is the flipped classroom. Flipped instruction is a model where faculty pre-record
lectures and students watch before class. Classroom time is then dedicated to dynamic
discussion and interactions about what they learned.
“The University of Washington-Seattle’s Mediasite deployment in its medicine, business and
continuing education schools allows students, regardless of where they are in the world, to
receive the same quality education as students in the Seattle classrooms,” said Gary Weis,
chief executive officer for Sonic Foundry. “Their willingness to embrace the flipped classroom,
video-based instruction and collaborative, regional academic partnerships are true hallmarks
of the university of the future, and we are proud to be their trusted partner to enhance both
student access and achievement.”
5.11 Elizabeth School in Colorado Teacher Heather Witten
Teacher Heather Witten at Elizabeth High School in Colorado discusses with students a Spanish
reading book in class. They were excited when they figured out a tough section. Some of
Heather Witten’s fellow teachers at Elizabeth (Colo.) High School in the Elizabeth School
District have followed her lead in implementing the flipped classroom, which she began in her
upper-level Spanish classes in 2011-2012, but it hasn’t been required schoolwide. “I’ve been
very lucky with the support I’ve had from administration and at the district level,” she says.
“There is some definite fear among the other teachers. They’re afraid somebody is going to

make them do it. A lot of teachers say, ‘That would never work.’ ” Witten once was sharply
questioned by a colleague wanting to know why her students are out in the hallway talking,
reading and playing on the internet. “I asked, ‘Are they speaking Spanish?’ The teacher said,
‘Yes.’
5.12 Research Says / Evidence on Flipped Classrooms Is Still Coming In Bryan Goodwin and
Kirsten Miller
Lectures aren't necessarily bad—they can be an effective way to help students acquire new
knowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often a
matter of pacing. For some students, the information may come too slowly or cover what they
already know; other students may have trouble taking in information so rapidly, or they may
lack the prior knowledge they need to understand the concepts presented. After a hit-or-miss
lecture, teachers often assign homework, which many students perform in a private hell of
frustration and confusion. What did my teacher say about cross-multiplying? Comma use in
compound sentences? The Laffer curve?
The flipped classroom seems to be catching on. According to the Flipped Learning Network
(2012), membership on its social media site rose from 2,500 teachers in 2011 to 9,000 teachers
in 2012. But does research show that this innovation, sensible as it sounds, really improves
learning?
To date, there's no scientific research base to indicate exactly how well flipped classrooms
work. But some preliminary nonscientific data suggest that flipping the classroom may produce
benefits. In one survey of 453 teachers who flipped their classrooms, 67 percent reported
increased test scores, with particular benefits for students in advanced placement classes and
students with special needs; 80 percent reported improved student attitudes; and 99 percent
said they would flip their classrooms again next year (Flipped Learning Network, 2012).
Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop
from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012).
The lack of hard scientific evidence doesn't mean teachers should not flip their classrooms;
indeed, if we only implemented strategies supported by decades of research, we'd never try
anything new. Until researchers are able to provide reliable data, perhaps the best we can do
is to ask, Do the purported benefits of flipped classrooms reflect research-based principles of
effective teaching and learning?
At this time, we do not have direct scientific research to establish whether flipped classrooms
increase student learning. But absence of evidence is not evidence of absence. Indeed, there's
reason to believe that flipped classrooms may enhance student learning if they are
implemented thoughtfully, with careful attention to what research tells us about good

instruction.What inverted classrooms may really be flipping is not just the classroom, but the
entire paradigm of teaching—away from a traditional model of teachers as imparters of
knowledge and toward a model of teachers as coaches who carefully observe students,
identify their learning needs, and guide them to higher levels of learning.
Case in point is Salman Kahn whose prolific creation of online science and maths lessons is
often cited as one of the best examples of the flipped classroom. Salman is not a trained
teacher, but through his creation and sharing of the online Khan academy, and indeed by using
tools like a video camera and YouTube, or even a mobile app like ‘Explain Everything’, any
teacher can provide students with content that prepares them for lessons that they can access
in their own time, at their own pace. Indeed, students world-wide can also access (and create)
such content themselves, without having been directed by a teacher to do so.
5.13 Best Practices in Germany The Philipps-University Marburg, Heidelberg University of
Education and the University of Applied Sciences Bielefeld
http://www.uni-marburg.de/aktuelles/news/2012b/invertedclassroom
Professors from Universities of Bielefeld, Heidelberg and Marburg joined forces to propagate
the “inverted classroom” or “flipped classroom”. In the “lectures of 21st
century”, as they call
it, the students prepare with videos of lectures and other online learning devices. Instead of
listening to a frontal lecture, they are discussing in class and are doing group works.
But do the students really prepare for those plenary sessions? The Professors Handke,
Loviscach and Spannagel completely agree that they do. “I’m always happy to see all those
mathematical diagrams and derivations written into the closes by the students”, Loviscach
explains. His Videos regularly contain questions to think about and to work on. In Marburg one
ensures by accompanying practise exercises that the students consider the videos.
About 90% of students would choose this event concept again, if they had the choice," says
mathematical didactics professor Spannagel who, like his colleagues, records his lectures and
uploads then on YouTube, available for everyone. The advantage is that students can view the
lectures in their time at home and pause the video or rewind if they have not noticed
something, or think again on an aspect. In the lecture hall is then time to address the questions
of students or to solve problems together and to discuss.
Will the professor be unnecessary in future by the provision of lecture videos? The three are
sure: No way! At the contrary, the discussions that come up in the plenary sessions need
steering of a professional expert. "One can hardly prepare on the issues, questions and
discussions, which are introduced by the students," says Loviscach. One must be very familiar
with the subject to be able to react flexibly in the plenary. "This is much harder than holding a
90 - minute presentation".

For a professor who has ever flipped his lecture, there is no turning back. "The concept is not
suitable for every colleague," says Handke, "because you must accept a significant degree of
criticism." Finally, errors in YouTube videos are commented mercilessly. "For every inaccuracy
and every problem there is a viewer who noticed it and whinges about it" adds Loviscach .
"And that's a big advantage ," says Spannagelhaus , "after all, errors should be so noted and
corrected." Teaching in public constantly demand best performances. "I notice how my e-
Lectures are getting better," said Handke
As a result, all research showed that Flipped Classroom is beneficial and use for the
learning of the subjects in the classroom and contributes to reach students’ aims in the class.
Furthermore, regarding the use of Flipped Classroom in the classrooms, students and teachers
also can reach easily more information and recourses in the following links;
Websites Dedicated to the Flipped Classroom
-1- URL http://flippedclassroom.org/.
-2- URL http://flippedclassroom.com/.
-3- URL http://flipped-learning.com/.
-4- URL http://flippedhighschool.com/.
-5- URL http://www.techsmith.com/flipped-classroom.html.
Web Resources for Flipped Classroom Teachers
*1* URL http://www.showme.com/.
*2* URL http://www.educreations.com/.
*3* URL http://www.knowmia.com/.
*4* URL http://www.sophia.org/.
*5* URL http://www.sophia.org/flipped-classroom/flipped-classroom-certification.
*6* URL http://ed.ted.com/.
6.Tools

A flipped classroom is sometimes the best teaching learning model. Some teachers have to use
with their students. The use of technology in a Flipped classroom should never be regarded as
a supplicant of the teacher, but only a complimentary element that increases students learning
outcomes.
First we need to look for applications that can be adjusted to students’ needs. Then we must
select the most interesting and useful tool and classify according to our subjects, finally we
need to assess them in order to introduce new content, reinforce topics, exercise some
abilities, deepen knowledge etc… Even though through this report we have brought up some
tools, below we have numbered some of them.
• IPAD Applications eduapps
• Educanon tools in which you can introduce questions in a video. You will need to
open an account in you tube and download the free software in order to use it.
• Echo360
• H-iTT
• i>clicker
• Poll Everywhere
• PolyVision
• Smart Technologies
• Sonic Foundry
• Turning Technologies
• Edpuzzles
• Edmodo
• Socrative
• Movenote
• Kahoot
• Puppets Pal
• Screencast
• Celly (a mobile phone network)
• Dropbox
• Youtube
• Twitter
• Evernote
• Teaching channel
Online resources like the Khan Academy and TED Ed come into play. Bergmann and Sams have
advised TED Ed, and Bergmann says the site is “creating high-quality videos, and they’re also
creating a platform for teachers to use.”

In Stillwater, teachers have worked to pool resources so they could create video tutorials for
one another, Feller says. “The flipped classroom, when done in isolation, is a lot of work,”
Feller says. “But when done in a network, there’s the pooling of resources, and more
importantly, pooling of wisdom.”
Other tools
• Camtasia Studio (purchased software- free test version)
• Screen capture and narration, outputs can be loaded on Youtube
• Screencast-o-matic (free and paid versions) video captures can be uploaded on
youtube
• Jing (free) Each vide ois limited to 5 min
• Quicktime (paid)
• Rubrics.com
A map that summarizes how to choose the tools.
1.Choosing from contents already created
• Youtube
• Itunes

• Khan Academy
• Use English.com
• Science Learning
• History Learning Style
2.Creating new content
2.1 From PC or IPAD
IPAD PC
IMOVIE MOVIE MAKER
KEYNOTE POWERPOINT
SCREEN FLOW CAMTASIA
EXPLAIN EVERYTHING
EDUCANON
PUPPET PALS
Only required a microphone and a camara
2.2 Web 2.0 Tools
• Blogs
• Wikis
• Podcast
• Movenote
• Socrative
• Kahhot
• Rubrics.com
• Educanon
• Facebook
• Twitter
• Google hangout
• Skype

3.Mobile phone devices
• Explain everything
• Pod cast app
• Show me app
4.Platforms LMS Moodle Blackboard
To flip or not to flip
Although flipped classrooms have numerous advantages, they’re not for everyone yet. As
Roberto Torreggiani, director of sales for i>clicker, has seen, adoption tends to be on a
professor or a departmental level, rather than as a strategy for an entire institution. Also,
professors who have limited time and technology resources may not be ready to create the
type of online lecture materials that are necessary for a flipped classroom. But as success
stories keep accumulating, it’s likely that more classes will get flipped. “We’re seeing very
enthusiastic professors and extremely motivated departments,” Torreggiani says. “This is an
area where the technology development is very rapid, and the adoption is very much on the
upswing.”
7. References
Bishop, J. L. & Verleger, M. A. (23-26 June 2013). The Flipped Classroom: A Survey of the
Research, 120th ASEE Annual Conference and Exposition.
Bishop, J. L. (2013). A Controlled Study of the Flipped Classroom With Numerical Methods For
Engineers, Unpublished Doctoral Dissertation, Utah State University, USA.
Day, J. A. & Foley J. D. (2006). Evaluating a web lecture intervention in a human–computer
interaction course. IEEE Transactions on Education, 49(4):420–431.
Ogden, L. (2014). Flipping the Classroom in College Algebra: A Design and Development Study,
Unpublished Doctoral Dissertation, West Virginia University, USA.
Schwankl, E.R. (2013). Blended Learning: Achievement And Perception, Flipped Classroom:
Effects on Achievement and Student Perception. Unpublished Master’s Thesis,
Southwest Minnesota State University, USA.

Snowden, K. E. (2012). Teacher Perceptıons Of The Flipped Classroom: Usıng Video Lectures
Onlıne To Replace Tradıtıonal In-Class Lectures, Unpublished Master’s Thesis,
University Of North Texas, USA.
Torkelson, V. (2012). The Flipped Classroom, Puttıng Learning Back into the Hands of Students,
Unpublished Master’s Thesis, Saint Mary’s College of California, USA.
http://www.theflippedclassroom.es/

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