1|The Flipped Classroom

The Flipped Classroom

Derek Cohen
Azusa Pacific University

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Abstract
In this case study, I will be discussing the components that make up a flipped classroom. I
will outlinr what a flipped classroom is, how it works, and what the goals of a flipped classroom
are. I will also address the most common misconceptions regarding the flipped classroom, and
why this method of instruction would be beneficial to use inside of the classroom.
Keywords: flipped, classroom, instruction, technology, presentations, collaboration,
engagement.

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Nobody can really pinpoint where the first flipped classroom was first designed; however,
there are two individuals that are recognized for adopting and implementing the flipped
classroom in their own classrooms. Jonathan Bergmann and Aaron Sams, two teachers at at
Woodland Park High school in Woodland Park, CO, discovered the potential for new technology
software that would allow them to share and record PowerPoint presentations in a brand new
way. These two teachers worked with software that would allow them to record a PowerPoint
slide-show that included voice and annotation. They then converted that presentation into a video
file that could be easily distributed online. Since they taught in a rural school, many of their
students missed a lot of school due to sports and other activities. There werent many nearby
schools in the area for students to attend, so much of the students time was wasted due to
students traveling to and from school and other events. For this reason, their students struggled to
stay caught up with learning and their work. In 2007, Bergmann and Sams began to record their
lessons using screen capture software. With the help of YouTube, this essentially pioneered the
flipped classroom. This technology has allowed them to take on a different role with their
students, which has not only changed their classrooms, but many other classrooms around the
world.
So what exactly is a "flipped classroom?" The best way to define it is to think about it in
contrast to a traditional class. According to Strayer (2014) the flipped classroom inverts
traditional teaching methods by delivering instruction online, outside of class, and moving
homework into the classroom. In a traditional classroom, the teachers role would be the
source of all new knowledge. They are essentially presenters of new content. In a flipped
classroom, the role of the teacher changes from the presenter and source of all knowledge to the
learning coach. Strayer (2014) calls this the inversion of the classroom where the teacher goes

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from the sage on the stage to the guide on the side. Essentially what happens is that instead of
studying the topic in class and applying it at home by the teacher assigning homework, students
study a topic at home and at their own pace (typically using video lessons prepared by their
teacher) and come to class ready to dive into an activity related to what was watched online at
home.
By having the students watch the lesson(s) at home, students can apply the knowledge they
learned at home towards the classroom activity that is created by the teacher. This is where the
magic happens; the teacher prepares purposeful hands-on activities that require their students to
apply what they have learned at home to the classroom activity. In a flipped classroom, students
learn by doing and asking questions, classmates work together on assignments, engage
in discussions, and collaborate on projects. Students help each other while the teacher monitors
student learning and steps in only to guide them through understanding or challenge those who
are ready for more.
So, what are the most common misconceptions of a flipped classroom? Simply put, the
flipped classroom is not a replacement of classroom lecture. Yes there are some lectures that will
be done at home through video uploading services, but ultimately the teacher uses their
professional judgment to explore when it is best to use it and when it is best not to. Also, it is not
like the Khan Academy. Although Kahn Academy is a great resource to use in and out of the
classroom, the style of video is not what flipped classroom lesson are like. Flipped classroom
video lessons are created by the teacher specifically for their students in order to fit the students
abilities. Unlike Kahn Academy, the flipped classroom videos are interactive and more
personalized to the audience they are intended for.

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Its also most definitely not a replacement of the teacher. The teacher doesnt get out of
teaching now that they are teaching through videos. The teacher now holds a different role in the
process. They are facilitators of learning. Not only that, but teachers must keep students engaged,
challenged, and intervene when necessary. The flipped classroom is also not all about the
videos. The videos uploaded by the teacher are the backbone of the classroom, but it is the
flexibility the videos provide that are the true benefit of a flipped classroom. The videos now
allow teachers to now have the additional class time to work with groups and give individualized
time and instruction as needed. Johnson also argues that the flipped classroom is not the silver
bullet and it does not solve all that is broken in education. The flipped classroom is just another
tool to increase student learning and flexibility in the classroom.
So does it work? Traditionally, a teacher introduces the knowledge piece in the form of direct
instruction or explicit instruction in the classroom. After direct instruction occurs, there usually
comes review from the teacher with the students. What is then left of class time (which usually
isnt a lot of time) is spent on application, which in turn ends up being homework because of the
insufficient amount of class time. Also, the reality of this process is that the teacher ends up
teaching to the middle group of the class. The higher groups of students in the class are not
challenged and the lower struggling students are not receiving enough effective remediation. In
most instances, they do not have the basic content they need to be able to work on the current
content being covered. The bulk of the class time is spent on delivering and reviewing of the
content being covered and not much is left for application. This leaves the teacher with
insufficient time to differentiate instruction for students.
Allowing students to participate in a flipped classroom takes the direct instruction straight to
the students home. Students are still getting well-rounded, interactive lessons that are

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purposefully put together in video form. Students have the freedom to pause and rewind videos
as much as needed. They can also post questions online and ask friends or the teacher for help.
The lesson is self-paced since they can go back to review previous topics or even more forward
if they have mastered a concept or idea. Students then come in to class where the teacher has put
students into differentiated groups focused on different pieces of application. The teacher now
has the opportunity to work between each of the groups that are moving at their own pace. With
the flipped classroom model, the majority of the time is spent on application versus delivery,
something most students need practice with. Also, the flipped classroom method leaves the
student wondering, What are we going to do with this information? This is when the creative
teacher takes hold of the lesson content and make an engaging activity for students to work on in
class.
There are many reasons that are driving the increased adoption of the flipped classroom
model. Although it might not be the solution to education, it is something that can enhance
teaching and ultimately learning in the classroom. Todays students (as well as I) grew up in the
digital world; in essence they are truly digital natives. They grew up accessing information
through the internet and videos. They understand digital learning. Bergmann and Sams (2012)
mention that we must embrace todays tools; we must embrace digital learning and blend it into
our classrooms. The digital classroom can be as limited as the teacher wants it to be.
The teacher develops a culture of learning for the basic reason that they are no longer up front
trying to get information out to students. Classroom management doesnt seem to be such a big
issue in the class since students remain productive and carry out collaborative, meaningful
activities in which every student is accommodated for according to their abilities. Throughout the
process, the teacher also gets to know their students much better as well and creates a community

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within the classroom where students help and learn from each other. Lastly, Bergmann and Sams
(2012) mention that once a classroom is flipped, it opens up the doors to the classroom. This
allows parents to see what their children are learning and best of all, it is also educating our
parents on the content their children are learning. What a way to boost parent involvement and
take it to the next level!

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Works Cited
Bergmann, J., & Sams, A. (2012, April 15). How the Flipped Classroom Is Radically
Transforming Learning. Retrieved May 30, 2015, from
http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforminglearning-536.php
Bergmann, J., & Sams, A. (2012, July 1). Why You Should Flip Your Classroom. Retrieved May
30, 2015, from http://www.ascd.org/publications/books/112060/chapters/Why-You-ShouldFlip-Your-Classroom.aspx
Hughes, K. (2013, August 1). I Flip, You Flip, We All Flip: Setting Up a Flipped Classroom.
Retrieved June 1, 2015, from https://www.youtube.com/watch?v=ZRvmjjeZ9CA
Knewton. (2011, August 29). The Flipped Classroom. Retrieved May 30, 2015, from
http://www.knewton.com/blog/education-infographics/flipped-classroom-infographic/
Noonoo, S. (2012, June 12). Flipped Learning Founders Set the Record Straight. Retrieved May
30, 2015, from http://thejournal.com/articles/2012/06/20/flipped-learning-founders-q-anda.aspx
The Short History of Flipped Learning. (2013, July 1). Retrieved May 30, 2015, from
https://flippedlearning1.wordpress.com/history/