CJ Westerberg, July 9, 2011 8:40 PM Editor's Note: On the heels of our viral posts about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic.
I love the flip. I do. And I realize by saying this I'm making a controversial statement. I believe if used judiciously, in the right context, the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.
CJ Westerberg, June 23, 2011 6:43 PM We also realize there is a lot of mis-information about the Flipped Classroom and quite a bit of controversy about whether or not this is a viable instructional methodology. If everyone is thinking alike, then somebody isn't thinking.
I have become interested in the idea of ‘flipping' the classroom since I first read about it on Karl Fisch's Fischalgebra blog (see resources at the end of this post). He describes how he makes eight to ten minute ‘mini-lessons/lectures' for his students which they have to watch at home as ‘homework'.
CJ Westerberg, June 28, 2011 11:55 AM by Jonathan Bergmann and Aaron Sams Jonathan Bergmann has been an educator for 25 years and holds a masters degree from the University of Colorado in Instructional Technology. He currently teaches science at Woodland Park High School in Woodland Park, Colorado.
CJ Westerberg, June 24, 2011 10:01 AM We also realize there is a lot of mis-information about the Flipped Classroom and quite a bit of controversy about whether or not this is a viable instructional methodology. If everyone is thinking alike, then somebody isn't thinking.
Regardless of all of the advice we seek in advance, we all know that unique situations will present unique problems. Share your experiences as a first time flipper, or seek and offer advice to others in the same boat. Teachers who are exploring the flipped classroom model in the middle school or junior high setting.