Flipped Class Manifesto

I was at Woodland Park High School in Woodland Park, CO last week at the 2011 Flipped Class Conference.  This is my second year at the conference (last year, attendee, this year, presenter) and I was extremely excited about the size of the conference this year...around 130 participants!  We talked about everything from what a flipped class is to how to more effectively run your flipped classroom.

At the pre-conference, the presenters sat down to write a "Flipped Class Manifesto" of sorts to try and answer some of the major concerns that have been brought up about the flipped classroom.  You can read some opposition articles that raise valid questions about flipclass and its implementation here and here.  In response to this, we decided to begin drafting this document.

Essentially, too much discussion has been given to the videos in the classroom (Sal Khan, anyone?) and not nearly enough on what happens inside an effective flipped classroom.

The Daily Riff has agreed to post this article in a three-day series on the Flipped Classroom from the perspective of teachers that use it effectively. Each day will focus on a particular aspect, starting with what do you need to flip and ending with what a good, effective class looks like.

You can read part 1 and part 2 on the Daily Riff's website. I'll be co-posting part 3 (my part) after it is published on their site.

Let's start to pull away from what mass media is saying and show what a true, effective flipped classroom looks like.


Note - I unintentionally misrepresented Dr. Jackie Gerstein's article as opposition. I apologize for the mistake and I've made the appropriate correction. You can read more of her posts at User Generated Education

4 thoughts on “Flipped Class Manifesto

  1. Jackie Gerstein says:

    I really appreciate and like the manifesto as the flipped classroom has a lot of potential. I have a concern, though, that you referenced my blog, The Flipped Classroom: The Full Picture as an opposition article. If you view the entire blog, you will note that I am an advocate but believes it needs to fall within a larger framework of learning. As such, it is a piece on advocacy not opposition as you state.

    • Brian Bennett says:

      Jackie,
      I’m really sorry about that…I must have misinterpreted the post and I’ve made a correction to the blog post. I apologize for the mistake.

      -Brian

      • John Burrell says:

        Brian
        both articles you cite draw attention to valid concerns that teachers have about the ‘flipped classroom’and Jackie’s in particular publishes a fuller method (learning cycle) than can be found of the Flipped Classroom Ning. The problem with the ‘Flipped Classroom’ method is in the actual name! It draws too much attention to the flip, advocates of the method (including myself) have to spend so much time talking about the videos and this distracts from the development of richer learning cycles that can be developed. I know from the conference tweets that the principle advocates of flipped classroom also recognise the relative importance of the ‘flip’ nd that this is just the beginning of a process. ‘Flipping’ creates the opportunity to develop all those wonderful high order, inquiry led lessons. It should be celebrated for that but it is not a complete method (learning cycle) in any sense. One gets the impression that the principle advocates ‘Flipped Classroom’ feel the need to create a total method. They don’t. The ‘flip’ is a success, its a small but significant change in practice. Its the accumulation of such small steps that causes major changes in teaching not some paradigm shift.

        • Brian Bennett says:

          I’m not trying to say that the flipped class is the end-all, be-all of education, and neither are any of the other authors. What we’re saying is that this is the method we’ve used with our students to move into more dynamic, meaningful learning for students. It is simply a tool…nothing more. I mentioned in another blog post that it worked for my class, but it is the last method I would use for a different class. I’m not even guaranteeing I’ll use it next year, because my class might not work best with that arrangement.

          As far as the NING, the purpose of it is to provide a launching point for people interested in moving to something more dynamic…again, not “this is the final product” or “this is as far as it goes” site.

          I agree with you…the flip should NOT be where education stops. It is a small step in a large process…just one I’ve found success in.

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