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Emergency Medical Technician courses are a natural for the flipped classroom It’s 17:00 and I’m walking into the high school cafeteria that is currently host to my Emergency Medical Technician class. The room is set up for maybe two hundred 
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Jacqui Kelly's insight:
About flipped classrooms, active learning, online engagement - a great set of online resources from UQ.
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It's no secret that I am a passionate advocate for using video in the classroom. When used well, videos can help students make connections to people and ideas beyond their usual frame of reference. Th Via Beth Dichter
Frances's curator insight,
March 8, 2014 9:42 AM
Multiple ways to represent info and idea; to ask qs; to stimulate engagement 
Charlotte Lovie's curator insight,
March 9, 2014 6:33 AM
An amazing collection of tools that allow you to add a range of learning tools to existing videos. 
Leslie Minton's curator insight,
March 29, 2016 5:05 PM
This post not only provides 8 interactive video tools it also a section on "Reviews and Guides for Interactive Video Tools" and "Sources and Ideas for Using Videos in the Classroom." * Zaption * TED-Ed Website Tour * How to use Vialogues * Using Metta.io * Add Questions and Quizzes to YouTube Videos! * VideoNot.es: Improving How We Learn with Online Videos * eduCanon * Huzzaz
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Though all classrooms are different, there are four critical elements that successful flipped classrooms have in common, according to a new report developed by the Flipped Learning Network, George Mason University, and Pearson's Center for Educator Effectiveness.
The report, "A Review of Flipped Learning," is designed to guide teachers and administrators through the concepts of flipped classrooms and provide definitions and examples of flipped learning in action.
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Kim Flintoff's insight:
Watch this free presentation, given by Mary Fanelli Ayala, Dean of the College of Liberal Arts and Sciences at Eastern New Mexico University (ENMU), to learn how they achieved the ambitious goal of deploying campus-wide capture technology in less than 12 months.
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Switching from a traditional classroom to a flipped classroom can be daunting because there are a lack of effective models. So, what should an effective flipped classroom look like? In our experience, effective flipped classrooms share many of these characteristics: Via Nik Peachey
Jane Sowter-Maranion's curator insight,
May 22, 2013 7:28 PM
The development of critical literacy in students is a large part of the new Australian Curriculum. The 'flipped classroom' can really assist teachers in developing higher order thinking skills, ICT literacy, and Information literacy. 
Ness Crouch's curator insight,
June 22, 2013 5:22 PM
Very useful article with some great suggestions worth reading.
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Preview and download the course Flipping Professional Development on iTunes U.
Jacqui Kelly's insight:
Although school based, this itunesu course focuses on providing PD on flipping your classroom.
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From preschool to graduate school, if you are a classroom educator the term “flip” teaching has crossed, or is about to cross your path. Formally defined in the literature by Lage, Platt and Treglia (2000) as the “Inverted Classroom”, the catalyst for initial research was a need, particularly at the university level, to address a detrimental mismatch observed between instructor pedagogy and student learning style.
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Though I often talk about how the flipped classroom is not about the videos, most flipped class teachers do use videos. What are some tips on how to make good quality videos. Aaron Sams...
Learning Futures's insight:
Some useful advice and tips when creating flipped videos.
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Lecture-free college model blazes path
All classes will follow a learning lab approach. Like a science laboratory class, students will engage, experiment, discover, apply and evaluate. Every class will have a problem, issue or project to solve and the semester will be spent learning not only solutions, but will also explore what the most effective processes are to discover solutions.
Between flipped and lecture-free classes loaded with technological enhancements, today’s students have new options for identifying learning styles they can build upon to successfully earn their degrees and have better skills to compete in the global marketplace immediately upon graduation. This is something Benedictine University at Mesa feels is essential for teaching the next generation of college students.
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Another premise of the flipped classroom model is that in order for students to interact with content in class, they must watch a videotaped lecture on that content before class (courtesy of their teacher or a virtual teacher like Salman Khan). In short, students watch the lecture at home, then work in class the following day on what would have been their homework. Hence the term flipped instruction.
But what if students don't need any instruction? What if they could learn from an activity by simply engaging in that activity? What if lectures are unnecessary, as I asserted at a recent workshop for new teachers?
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Contents1 Do you struggle to reach your students during lecture? Why not try a flipped classroom approach?2 What is a flipped classroom?3 How is a Flipped Classroom beneficial?4 What type of lesson should be used for a Flipped Classroom approach?5 Test Your Understanding6 Apply your Knowledge7 Putting it all Together8 References
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As we progress rapidly into the middle of the second decade of the 21st century, questions continue to be raised about how education addresses the ever .. Via Beth Dichter
Beth Dichter's curator insight,
April 5, 2015 11:11 PM
This post includes the inforgraphic (shown above) as well as additional information on pros and cons of flipping a class. The sections in the post are: * Flipped Learning for a Flipped World * Flipping the Numbers * Flipping to Engage Active Learning * Flipping from Passive to Active * In a Nutshell You may find new ideas in this post that will allow your learners to be be more engaged 
Elizabeth Roman's curator insight,
April 29, 2015 8:44 PM
Infografía sobre el aprendizaje invertido: ¿Qué apoyo se necesita? ¿Qué se hace dentro y qué se hace fuera del aula?
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Jacqui Kelly's insight:
Some excellent tips and resource for getting started with flipped classroom activities.
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Shifting responsibility for learning basic course content onto the student, alters the instructor’s role to that of setting the stage, not being on it.
In the end, the benefits of the flipped approach are considerable. Students take more responsibility for their own learning. Working in class along with a master of the discipline (you), they learn to think more critically, communicate more effectively, and have a greater appreciation for the unique importance and logic of the subject. And they experience at least some of the satisfaction of learning how to think in a new and, in some cases, life-changing way.
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The Flipped Classroom Field Guide is a compilation of best-practices and community resources centered around the flipped classroom and blended learning initiatives of the Coursera-partner community. In addition to the resources outlined in the table of contents, be sure to click on the reports below to learn more about the instructors and their flipped classrooms that motivated and informed the creation of this guide:
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The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they’ve taken a step back and realized some things shouldn’t be in lecture form, and therefore shouldn’t be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.
Via Nik Peachey
Lisa Simmons's curator insight,
May 24, 2013 11:24 AM
This is an Interesting article and something to think about for Flipped Classrooms 
Adam Lenaarts's curator insight,
May 24, 2013 4:23 PM
Interesting ...scaffolding what should be flipped and what not ... 
James Wilson's curator insight,
September 11, 2013 9:28 AM
A useful insight into the developing attitude towards the Learner Centred approach - "Mastery Learning".
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Dr. Mohamed Noor, a biology professor at Duke University, has taught his Genetics and Evolutionclass twice in MOOC form, including last semester when he decided to teach it simultaneously with a new flipped classroom version for his on-campus students.
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• Flipped academic – the academic who informs first and publishes later, using teaching time and community engagement to feed into research
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Though I often talk about how the flipped classroom is not about the videos, most flipped class teachers do use videos. What are some tips on how to make good quality videos. Aaron Sams...
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The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Via Stephen Harlow
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Benedictine University at Mesa aims to improve student engagement and performance by moving away from traditional lecture-based instruction to a lecture-free learning environment.
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Ramsey Musallam (@ramusallam on Twitter) is a high school chem teacher in San Francisco and teaches in the Masters of Ed. program at the University of San Francisco. He blogs at FlipTeaching.com
On this note, I would like to share a personal story that I feel provides a metaphor for why the flipped classroom is a technique that works well for me. On May 25th of this year I underwent a fairly complicated open-heart surgery to correct an aneurysm of my thoracic aorta that was found randomly at a routine check up. The surgery went well, and five months later, minus a long scar down the center of my chest, I rarely think of the physical struggle that was the summer of 2011.
Throughout the process, I was very impressed with the confidence and knowledge my thoracic surgeon embodied. Then one day, it hit me: My surgeon had a teacher! He learned to how to perform my surgery in school! An instructor taught him how to do something, something very, very important, in a very effective way! As a teacher myself, I have a hunch my surgeon didn't learn how to repair my aorta by passively taking in information through a textbook or lecture. Rather, I'm certain his confidence and skill was cultivated through hours of inquiry, trial and error, with strong mentors by his side the whole way. In short, I'm sure he learned by doing, not observing. We must strive to be facilitators, mentors and guides for our students, as if what we are preparing them for, much like my surgeon, will one day change lives. Any teaching methodology that amplifies this role is a step in the right direction.
Are you using various elements of flipped instruction in your practice? If so, how are you using it to foster student inquiry?
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Health Sciences has been flipping activities for a number of years and here's another example providing a detailed breakdown/example of the different active learning activities being used in place of lectures.