ACSI Vol 17.3 : Page 27

hands in exasperation because they do not understand it. Viewing a short video is a meaningful and manageable task that can be done with minimal supervision and support at home. Some parents even report enjoying learning right alongside their children by viewing the content with them. relationships. This scenario could never be replaced by a computer. Human interaction is too complex, and it thrives on individual contact within a learning commu-nity. We believe that the teacher is actually more valuable in a flipped classroom. Content can be disseminated in a lot of ways, but the education we aspire to for our students goes far beyond just learning the facts. We want them to become engaged, thoughtful, moral, godly humans who can make an impact on the greater world. What About Parents? What do parents think of this “new” method? The key is to communicate with the parent community what and why you are changing how you are teaching. Send a letter home or explain it at parent-teacher conferences. Share with them the benefits of the flipped classroom. Some teachers have started flipping back-to-school night by creating a video explaining the flipped classroom to parents. When parents arrive at the event, they are able to ask questions of the teacher and discuss class procedures more directly. We have found that once the flipped class-room is explained to the parents well, they are eager to embrace it. Jon wrote a blog post to parents who find their children are in a flipped classroom; many teachers have used it to share with their parent communities. You can read it at Conclusion The flipped classroom radically changed the way we taught. We were able to know our students better than ever before, and we were able to meet the educational needs of each student. We encourage you to consider flipping a few lessons or maybe to completely flip your class. We have been amazed at how this simple concept not only has helped our students but has made an impact on thousands of students across the globe. You can read much more in our book Flip Your Classroom: What Will I Do with Class Time? We once had a teacher come up to us after a workshop and tell us, We have been amazed at how this simple concept not only has helped our students but has made an impact on thousands of students across the globe. Reach Every Student in Every Class Every Day (ISTE/ASCD, 2012). We also encourage you to read more about what we call “Flipped Learning—The Next Stage of the Flipped Classroom.” You can read “I love the idea. I want to flip my class, but what will I do with class time?” Essentially, she was telling us that all she had ever done in class was lecture. She couldn’t fig-ure out what to do with the class time if she didn’t lecture. This is a very important question that we think you must answer for yourself. To help frame this question, we often ask teachers, “What is the best use of your face-to-face class time?” Once you have determined what that is, then you should do that, and only that, in your class. more about this in our upcoming second book: Flipped Learning: Gateway to Student Engagement (ISTE, 2014). Jon Bergmann is the chief learning officer of Flipped Learning LLC. He is coauthor of Flip Your Classroom and Flipped Learning . Along with his wife, Kris, he leads the young married group at his church. Before this, he was a public school teacher and a technology facilitator for 26 years. He holds a BS in science education from Oregon State University and an MAEd from the University of Colorado at Denver. Is Video Instruction Going to Replace the Teacher? One of the concerns some have raised about the flipped classroom is that students will now be taught via comput-ers, and the role of teachers will become diminished. If education were just about a transfer of knowledge, then students could all be taught via videos on the Internet. But we see education as complex cognitive interchanges between teachers and students in the context of caring Aaron Sams is the director of Digital Learning at the Reformed Presbyterian Theological Seminary in Pittsburgh, Pennsylvania; board chair of the Flipped Learning Network; and coauthor of Flip Your Classroom and Flipped Learning . He is a former board member of the Evangelical Christian Academy in Colorado Springs, Colorado. He has taught chemistry in Woodland Park, Colorado, and in Hacienda Heights, California. He holds a BS in biochemistry and an MAEd from Biola University. The Flipped Classroom . cse Volume 17 Number 3 . 2013/2014 27

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