Educational Theory & Practice
Bergmann, J., & Sams, A. (2012). Chapter 1. Our Story: Creating The Flipped Classroom. Retrieved August 1, 2018, from http://www.ascd.org/publications/books/112060/chapters/Our-Story@-Creating-The-Flipped-Classroom.aspx
FLIP teaching stems from the idea that students don’t need to just hear teachers give content all day; they can get content on their own. Students need teachers the most when they get stuck and need the teacher’s individual help. A teacher can record themselves giving a lecture, assign the video for homework, then spend class time helping students with the concepts they don’t understand. This is a great tool for students who have missed class, and students who want to review concepts. This leaves class time open for students to explore personalized learning through inquiry projects.
I loved hearing what Bergmann and Sams did at their school. Filming their lessons became a great way to get the most use out of class time, give lessons to students who had missed class, allow students a chance to review lessons if needed, and let them focus their school days on differentiated inquiry. Saving these videos from year to year would also allow teachers to reuse the videos, and focus their lessons, instead, on the needs of their new group of students each year.