- Paperback: 100 pages
- Publisher: International Society for Technology in Education; 1 edition (July 15, 2012)
- Language: English
- ISBN-10: 1564843157
- ISBN-13: 978-1564843159
- Product Dimensions: 5.5 x 0.2 x 8.8 inches
- Shipping Weight: 6.4 ounces (View shipping rates and policies)
- Average Customer Review: 191 customer reviews
Amazon Best Sellers Rank:
#72,292 in Books (See Top 100 in Books)
- #29 in Books > Education & Teaching > Schools & Teaching > Curriculum & Lesson Plans > Education Standards
- #59 in Books > Education & Teaching > Schools & Teaching > Education Theory > Experimental Methods
- #65 in Books > Education & Teaching > Schools & Teaching > Instruction Methods > Science & Technology
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Flip Your Classroom: Reach Every Student in Every Class Every Day 1st Edition
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Flip Your Classroom is a strong pick for those looking for ways for technology to revolutionize the classroom and enable students to succeed at higher levels. --James A. Cox, Editor-in-Chief of The Midwest Book Review, Oregon, Wisc.
Throughout, [Bergmann and Sams] maintain their passion about serving students, of putting kids at the front of every decision and ensuring the technology choices follow the learning goals. They are open-minded, experimental, and truly innovative in all the right ways. They take care to offer clarity of direction, to be nuanced and open-minded, allowing for nuance and for variety. --Jonathan Martin, education writer and consultant, Tucson, Ariz. (This review appeared in the 21k12 blog.)
Flip Your Classroom was a ForeWord Book of the Year Award finalist in the adult nonfiction education category. ForeWord s Book of the Year Awards program highlights the most distinguished books from independent publishers each year; this year s finalists were selected from 1,300 entries in 62 categories.
In Flip Your Classroom: Reach Every Student In Every Class Every Day, a pair of experienced teachers, Jonathan Bergmann and Aaron Sams, come in from the trenches to present a new approach to teaching that shows great promise as an effective way to use modern technology to revolutionize classroom instruction. --Darroll Hargraves, communications/management consultant, School and Community Resources, Wasilla, Alaska (Reprinted with permission from the May 2013 issue of School Administrator magazine, published by the American Association of School Administrators
About the Author
Jonathan Bergmann has spent 25 years as a high school science teacher. He received the Presidential Award for Excellence for Math and Science Teaching in 2002 and was named a semi-finalist for the Colorado Teacher of the Year in 2010. He is the lead technology facilitator for the Joseph Sears School in Kenilworth, Illinois.
Aaron Sams has been an educator since 2000. He received the Presidential Award for Excellence in Math and Science Teaching in 2009 and co-chaired the committee to revise the Colorado Science Academic Standards. Sams holds a BS in biochemistry and an MAEd from Biola University. He is a classroom science teacher in Woodland Park, Colorado.
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I began flipping my Math Analysis (Pre-Calculus) classes second semester last year after reading only a few articles about it. I had already been recording my lectures and posting them online for absent students for a year or so, so the technology was already in place for me. While I experienced tremendous success with it (even at the basic level that I implemented), I can only wish that I had this book in my hands before I started. I had to figure out what to do and, more importantly, what not to do on the fly on a daily basis. How do you deal with technology issues? What about students who don't watch the videos? How do you check to see who is actually watching and who isn't? etc. This book would have saved me countless sleepless hours and additional gray hairs. Jon and Aaron have written a book that lays out the basic tenets of the model in an easily understandable and usable way. This book is short and to the point. They left all of the fluff out and got right down to the backbone issues that need to be addressed for a successful flipped classroom. They have also thrown in real world examples from other teachers which is always highly useful.
In addition to laying out the details of the model, they then move on to talk about the Flipped Mastery model. Being that I already have the video technology in place and am already going to be flipping all of my classes this year, this was really the most informative part of the book for me. Flipping your classroom is not meant to be an end in and of itself. It is a mechanism for changing the focus of the learning in your classroom and to create deeper student understanding. The Flipped Mastery model then provides an even deeper level of learning than a simple flipped approach. This is where asynchronous learning and differentiated instruction really comes into play. As I go through my first full year of flipping, I will come back to this book repeatedly as I look to constantly improve upon the implementation in my classroom. This is a process not a goal. I cannot see how I will ever be 100% satisfied with my implementation. There will always be a way to take it further and to help my students learn even better. I am grateful to Aaron and Jon (and the entire Flipped Class community) for helping me along this journey. As a teacher of 17 years I can honestly say that this approach has completely re-energized me. I could not possibly recommend any book any more highly than I do this one!!!
One thing I really liked about this book is how it breaks down the information. First, they describe what their classroom looked like before they flipped their classroom and then gave a very brief explanation of what it looks like now. Then they explained that they do not use the flipped classroom method, but the flipped mastery classroom. The way they describe it only touches the surface of what these two style look like and it makes you want to keep on reading to see what it looks like in action. Their next chapters follow a here is the definition, what are its components, and then what it looks like in action.
They first explained the flipped classroom style. I liked how they broke it up in their explanation. It made it seem that implementing it in your classroom is very simple. They made a point that you should only implement this if it is beneficial for your students. That what ever you do to set up your classroom, it should be for the benefit of your students. Another thing I liked was that they explained their reasoning behind why they first started using the flipped style. After they explained what it is, they then described how to first set it up in your classroom. They recommended that it was best to start off your year with this model instead of easing the students into it. Their reasoning for this was that the first couple of weeks of school is when the dynamic of the classroom is established. If you start out with one style of teaching, but then change it during the year, it is just going to confuse your students. They also said to not make all of your videos in one year. They suggested slowly making your own videos and using other teacher’s videos that first year. They also suggested recording yourself teaching the lesson to an actual class to use for next year. That way you will have a library of record lessons from the previous year.
They then explained the flipped mastery classroom in the same outline. One key point was to implement the flipped mastery classroom AFTER you have already established the flipped classroom method. This way you can build your way up and you already have a library of videos and lessons for your students to use as they work ahead or if they need more supplemental work if they need to go over a certain topic over again. The main idea of the flipped mastery style is that students work at their own pace and move on to the next unit when they have demonstrated that they have mastered the previous topic. This gives the students the freedom to take control of their learning and not be afraid of getting behind or being bored if the pace of the class is moving to slow.
The role of the teacher is also changed. Instead of being the main giver of knowledge, they become the supplemental source of information. Students first use the videos, articles, book, each other and hands on activities before they work with the teacher. The main role of the teacher is to serve as a tutor or aid in the classroom. This allows the teacher to aid the students who are struggling and also allowing the teacher to work with each of their students one on one.
I really enjoyed this book and I thought it was very informative on how to set up a flipped classroom and how it looks in practice. One critique I would have is they only gave examples on how to do this in a science classroom. It would have been nice if they gave more examples for other subjects and grade levels.