Bergmann-2012-Ch2-The Flipped Classroom

Flip Your Classroom
by Jonathan Bergmann and Aaron Sams

Table of Contents
Chapter 2. The Flipped Classroom

At this point you should have an idea of what a flipped class entails, but you may
be asking exactly what in the classroom is "flipped." Basically the concept of a
flipped class is this: that which is traditionally done in class is now done at home,
and that which is traditionally done as homework is now completed in class. But
as you will see, there is more to a flipped classroom than this.
We are often asked about what the flipped classroom looks like on a day-to-day
basis. Essentially, we start each class with a few minutes of discussion about the
video from the night before. One of the drawbacks to the flipped model is that
students cannot ask immediate questions that come to their mind, as they could
if the topic were being taught live. To address this issue, we spend a
considerable amount of time at the beginning of the year training the students to
view our videos effectively. We encourage them to turn off iPods, phones, and
other distractions while they watch the video. We then teach them that they now
have the ability to "pause" and "rewind" their teacher. We encourage them to
liberally use the pause button so they can write down key points of the lesson. In
addition, we instruct them in the Cornell note-taking method, in which they take
notes, record any questions they have, and summarize their learning. Students
who adopt this model of note taking typically come to class with appropriate
questions that help us address their misconceptions. We also use these
questions to evaluate the effectiveness of our videos. If every student has a
similar question, we clearly did not teach that topic well, and we make a note to
remake or correct that particular video.
After the initial questions are answered, students are given the assignment for
the day. It might be a lab, an inquiry activity, a directed problem-solving activity,
or a test. Because we are on a 95-minute block schedule, students usually do
more than one of these activities in any given class period.
We continue to grade assignments, labs, and tests just as we always have under
the traditional model. But the role of the teacher in the classroom has
dramatically changed. We are no longer the presenters of information; instead,
we take on more of a tutorial role. The change experienced by the teacher was
probably identified best by Shari Kendrick, a teacher in San Antonio who adopted
our model: "I don't have to go to school and perform five times a day. Instead I
spend my days interacting with and helping my students." One huge benefit of
flipping is that the students who struggle get the most help. We spend our time
walking around the room helping students with concepts they are stuck on.
In the traditional model, students would usually come into class confused about
some of the homework problems from the previous night. Generally we would
spend the first 25 minutes doing a warm-up activity and going over those
problems they didn't understand. We would then present new content for 30 to 45
minutes and spend the remainder of the class with independent practice or a lab.
In the flipped model, the time is completely restructured. Students still need to
ask questions about the content that has been delivered via video, so we
generally answer these questions during the first few minutes of class. This
allows us to clear up misconceptions before they are practiced and applied
incorrectly. The remainder of the time is used for more extensive hands-on
activities and/or directed problem-solving time (see Table 2.1).
Table 2.1. Comparison of Class Time in Traditional versus Flipped

Classrooms
Traditional Classroom
Activity
Time
Warm-up activity
5 min.
Go over previous night's homework 20 min.
Lecture new content
3045 min.
Guided and independent practice
and/or lab activity
Flipped Classroom
Activity
Time
Warm-up activity
5 min.
Q&A time on video
10 min.
Guided and independent
75 min.
practice and/or lab activity
2035 min.
Let's look at a typical unit in Aaron's AP chemistry class and see an example of
how the role of the teacher has changed.
Aaron's AP chemistry class begins the night before in the home of each student.
Students are not assigned problems or reading from the book, but rather, a
video. All students will watch a video (on their iPod, computer, or TV) of Aaron
and Jonathan explaining the material that will be applied in class in the morning.
Class begins. Aaron quickly takes attendance and starts a question-and-answer
session. Students ask questions about the previous night's video, and Aaron
helps clarify misconceptions. After 10 minutes or so, Aaron instructs the students
to take out their packet of practice problems, many of which are similar in
structure to the type of questions they will see on the AP Chemistry exam. He
leads the class through a few examples that reflect the content students learned
the night before and takes any further questions. Then it is time to work. The
students complete the remaining assigned problems while Aaron moves around
the class helping students as they have questions. A solution guide is available
to students who want to check their work.
On days when a lab will be conducted, no video is assigned. Instead, students
complete a prelab activity at home. In class, Aaron fields any pertinent questions
about the lab and discusses safety. Then the students begin experimenting.
Under a traditional model, the completion of any calculations and discussions is
usually assigned as homework after a lab. Under the flipped classroom model,
however, the next video is assigned for homework, and students are given time
in class the next day to complete the lab. This allows Aaron to answer specific
questions about the lab and assist struggling students with their calculations, as
well as discuss the data collected as a class.
When exam day rolls around, all students take the exam at the same time and
are provided timely feedback so misconceptions can be addressed. Ultimately,
all students need to be through the curriculum by the end of April so preparation
can be made for the AP exam in May. So that all students are prepared for the
exam by the established date, they all work at the same pace.
Clearly, the class is centered around the students and not the teacher. Students
are responsible for viewing the videos and asking appropriate questions. The
teacher is simply there to provide expert feedback. The students are responsible
for completing and sharing their work. Because a solution guide is available,
students are motivated to learn, not just to complete the assignments in a rote
manner. Students are responsible for making appropriate use of the resident
expert to help them understand the concepts. The role of the teacher in the
classroom is to help students, not to deliver information.
Teaching under a traditional model is draining. I feel like I have to "perform,"
which requires energy, enthusiasm, and a "you are on-stage" effort at all times. I
remember last year driving into work, thinking, "Man, I feel like just being a
student today. I wish I could go in and let someone else do all the workbe in
the passenger seat for once." When I switched over I felt free. I was able to go in
and watch my students work. I don't mean that I sat back and drank coffeeI
stayed busy interacting one-on-one; working with kids who were struggling;
addressing questions that students had that I never had time for before; really
getting to know my kids. It is just that the burden of learning had traded hands.
And you know, really, it had to be passed on. I can't force someone to learn
they have to accept that responsibility for themselves. This method allows them
to clearly see thatand gives them a structured environment that ensures
success.
Jennifer Douglass (Westside High School, Macon, Georgia)

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Flip Your Classroom

by Jonathan Bergmann and Aaron Sams

Chapter 2. The Flipped Classroom

Table 2.1. Comparison of Class Time in Traditional versus Flipped

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