Running head: The Flipped Classroom 1

Flipped Classroom: Why Teachers Should Flip Their Classroom and How to Overcome Initial
Challenges
Melinda K. Dye
Purdue University










The Flipped Classroom 2
Abstract
A decade ago, teachers and professors would have cringed at the thought of children or adults
watching YouTube videos as a substitute for a classroom lecture. Those same teachers and
professors would have never considered homework as sitting in front of a computer screen
watching a video or PowerPoint narrative. Times have changed with the introduction of the
flipped classroom. The flipped classroom capitalizes on todays technology to change the
format of the classroom to provide more one-on-one instruction with the teacher, engaging
activities, and stimulating discussion based off of videos or other media used as homework,
typically replacing the classroom lecture. The author will define what a flipped classroom is,
and discuss the many reasons why educators should flip their classroom. This paper will also
discuss possible challenges to a flipped classroom and best practices for overcoming these issues.








The Flipped Classroom 3
Flipped Classroom: Why Teachers Should Flip Their Classroom and How to Overcome Initial
Challenges
Nobody knows who created the term flipped classroom, however it is become
associated with two teachers from Colorado who turned teaching upside down. In 2007, Jon
Bergmann and Aaron Sams began recording their lessons out of selfishness (Sams & Bergmann,
2012, p. 16). They taught in a rural school setting and because of this, students who were in
activities had to leave class early to travel on buses to and from events. Therefore students
missed class and struggled to stay up. Sams and Bergmann were spending inordinate amounts of
time re-teaching lessons to students who missed class and the recorded lessons became their first
line of defense (Sams & Bergmann, 2012 p. 16). Sams and Bergman went on to spread the
flipped classroom approach and most recently wrote the book Flip Your Classroom: Reach
Every Student in Every Class Every Day to assist educators and administrators with
implementing the flipped classroom approach. James McNutt (2013) of Queens University
describes the flipped classroom as philosophical model of pedagogy in which instructional time
is reorganized so that students learn their material on their own time as homework which
leaves the in-class time for questions and checking for understanding. Goodwin and Miller
state, The flipped classroom seems to be growing. According to the Flipped Learning Network
(2012), membership on its social media site rose from 2,500 teachers in 2011 to 9000 teachers in
2012. (Goodwin & Miller, 2013, p.1 ). This paper will outline what a flipped classroom is and
is not, because there seems to be confusion on exactly what a flipped classroom is. While there
are numerous reasons why the flipped classroom is beneficial, this paper will explore four of the
main reasons why a flipped classroom is beneficial. Every concept has pros and cons and there
The Flipped Classroom 4
are definitely challenges to implementing a flipped classroom, however there are solutions to
these problems which will be explored in detail.
Defining a Flipped Classroom
Many people think a flipped classroom is just another version of an online course,
however it is far from it. In the article The Flipped Class: Myth vs. Reality, Bergmann,
Overmyer and Wilie (2012) clearly outline what a flipped classroom is and is not in the
following table:
Table 1
Clarification of What a Flipped Classroom Is and Is Not
A Flipped Classroom Is: A Flipped Classroom is NOT:
A means to INCREASE interaction and
personalized contact time between students and
teachers.
A synonym for online videos. When most
people hear about the flipped class all they
think about are the videos. It is the interaction
and the meaningful learning activities that
occur during the face-to-face time that is most
important
An environment where students take
responsibility for their own learning.
About replacing teachers with videos.
A classroom where the teacher is not the sage
on the stage, but the guide on the side.
An online course.
A blending of direct instruction with
constructivist learning.
Students working without structure.
A classroom where content is permanently
archived for review or remediation.
Students spending the entire class staring at a
computer screen.
A class where all students are engaged in their
learning.
Students working in isolation.
A place where all students can get a
personalized education.


In reviewing Table 1, if a person was new to the flipped classroom concept they might
believe much of what a flipped classroom is not. Contrary to what many believe, teachers spend
more time interacting with the students while checking for understanding of the assigned media
The Flipped Classroom 5
through question and answer sessions and then again during labs and exercises. A flipped
classroom takes in my opinion, much more time and planning on the part of the teacher to ensure
the classroom is not just a study hall or time for students to catch-up with one another. Students
spend more time working together in labs and practices then they do working alone in isolation.
I think many of the statements listed in what a flipped classroom is not, is why media in the
classroom has a bad name. Teachers play a video when they need to step out of the room or they
are given computer assignments to do in class while the teacher does administrative work. In
todays flipped classroom, media is about engaging students and making the most of the time
each student has with the teacher.
The flipped classroom is not a one-size fits all model. The way a flipped classroom may
be most effective depends on the context of a class, so there is not a single flipped classroom
method (Bull, Ferster, Kjellstrom, 2012, p.1). Teachers need to learn how to restructure their
time within class which is provided in the diagram below (Sam & Bergmann, 2012, p. 25)
Table 2
Comparison of Classroom Time: Traditional vs. Flipped Classroom
Traditional Classroom Flipped Classroom
Activity Time Activity Time
Warm-up Activity 5 min. Warm-up Activity 5 min.
Go over previous nights
homework
20 min Q&A time on video 10 min.
Lecture new content 30-45 min. Guided and independent practice
and/or lab activity
75 min.
Guided and independent practice
and/or lab activity
20-35 min.

In Table 2, the teacher must have taken the time to prepare an extensive practice and or activity
since it is now the bulk of the class. In the Traditional Classroom model, the teacher can easily
add lecture to the class when they need to provide a filler to the days agenda. The teacher
The Flipped Classroom 6
must also be prepared to discuss the video and ask informative questions to check for
understanding and ensure the students have watched the assigned homework. Again, a flipped
classroom is not turning on a video and saying watch.
Why Educators Should Flip
In Flip Your Class (2012, 28-38), Sams and Bergmann provide a list of reasons why an
should flip their classroom. There are numerous reasons, however there are four reasons listed
below (bolded) which I have found to be the most significant of all the reasons listed.
Flipping speaks the language of todays students
Flipping helps busy students
Flipping helps struggling students
Flipping helps students of all abilities to excel
Flipping allows students to pause and rewind their teacher
Flipping increases student-teacher interaction
Flipping allows teachers to know their students better
Flipping increases student-student interaction
Flipping allows for real differentiation
Flipping changes classroom management
Flipping changes the way we talk to parents
Flipping educates parents
Flipping makes your classroom transparent
Flipping is a great technique for absent teachers
Flipping can lead to a flipped mastery program
The Flipped Classroom 7
Flipping Speaks the Language of Todays Students
Technology is all around and should be embraced to improve the learning process. A
new Pew Internet Project report reveals that 93% of all teens and 93% of all young adults go
online which can be from several times a day to less than a few times every week (Lenhart,
Purcell, Smith, & Zickuhr, 2010, p.4). If a students time and attention can be captured by using
the internet, shouldnt we use it? Most teens use some form of social media such as Facebook,
YouTube, MySpace, and Instagram as a way to stay connected with their peers (Sterling, 2013,
p.2).
Table 3
Where Teens Have Social Media Accounts (2012)
Media Site % Who Have Profiels
Facebook 94%
Twitter 26%
Instagram 11%
MySpace 7%

Integrating these different platforms into the classroom will help engage students who power-
off when they come to school and the learning curve is almost non-existent because todays teen
has matured in the digital age.
Flipping Allows Students to Pause and Rewind Their Teacher
Most everyone has been a student at one time or another and has probably experienced a
lecture in which the teacher or professor was speaking to quickly or maybe we just did not
understand the concept and wish we could hear it again for further clarification. One of the main
advantages to the flipped classroom is giving the students control of the remote (Sams &
Bergman, 2012, p.30). Salman Khan who founded the Khan Academy saw this first hand when
The Flipped Classroom 8
tutoring his 13 year old niece Nadia. What began as phone conversations on math, developed
into occasional videos when Khan was unavailable. In the article How Khan Academy is
Changing the Rules of Education, author Clive Thompson (2011) provides insight on when
Khan had his aha moment:
One day Nadia told him she did not want to talk on the phone anymore; she wanted him
to just record videos. Why? Because that way she could review the video as many times
as she wanted, scrolling back several times over puzzling parts and fast-forwarding
through the boring bits she already knew. She basically said, I like you better on the
video than in person., Khan says. A lightbulb went off: Khan realized that remediation
going over and over something that you really ought to already know is less
embarrassing when you can do it privately.
Another benefit of students having the ability to pause and rewind is putting control at
their finger tips. Jennifer Douglas is a chemistry teacher in Macon, Georgia who flipped her
classroom has seen positive results and states:
They were getting to choose to push the play button. They were very, very excited about
accepting that responsibility. They actually like having the power to make decisions.
Thats the biggest impact Ive seen in my classroom the ownership has gone from
teacher to student (Butrymowicz, 2012, p.3).
Flipping Increases Student-Teacher Interaction
Another point Sams and Bergman make is that all students are engaged in their learning.
This could also be called active learning which encompasses a variety of instructional
techniques, in which students participate in activities during class time that involve more than
The Flipped Classroom 9
passive listening (Zappe, Leicht, Messner, Litizinger, & Lee, 2009). Reeve states (as cited in
Newberry, 2010) that the more supportive teachers are in their relationships with students, the
more comfortable and engaged students are in the classroom.
Flipping Allows for Real Differentiation
According to Sams and Bergman (2012), When we began flipping our classrooms, we
quickly realized that we had stumbled on a framework that enables teachers to effectively
personalize the education of each student the goal of educators since the concept of
individualized learning first appeared (p. 21). Houston and Lin site this in their paper where
they state this is also supported by Blooms taxonomy which has been considered a cornerstone
of learning and it was revised as recently as 2000 (Bloom, 1956; Pohl, 2000). Bloom also stated
(as cited Houston, Lin, 2012) an average student who receives one-on-one attention is enabled by
constant feedback and corrective process, can jump into the 98
th
percentile of the student
population in academic achievement. According to Goodwin and Miller (2013):
To date, theres no scientific research base to indicate exactly how well flipped classroom
work. But some preliminary scientific data suggest that flipping the classroom may
produce benefits. In one survey of 453 teachers who flipped their classroom, 67 percent
reports increased test scores, with particular benefits for students in advanced placement
classes and students with special needs; 80 percent reported improved student attitudes,
and 99 percent said they would flip their classrooms again next year (Flipped Learning
Network, 2012).
On-Going Challenges of the Flipped Classroom
The Flipped Classroom 10
Even after educators and parents understand what a flipped classroom is, there are still
other issues to address. Sams and Bergmann (2012, p. 82-90) found that some of the most
common questions were: What do you do with kids who dont have access to a computer at
home? How do I know if my students watched the videos? Does it work? Do students learn
better with the flipped model? Who makes the videos? How do you find time to make the
videos?
No Internet Access
It is a fact that not all households have access to fast, reliable internet service. Severson
states, according to a report released by the Department of Commerce, in rural America, only
60 percent of households use broadband Internet service. That is 10 percent less than urban
households (Severson, 2011, p. 1). Access should be addressed early in class advises
magazine Education Week. They recommend surveying students to find out what technology
they have at home. There are workarounds to student households with no internet service:
For those with computers but no internet, content can be put on flash drives
For those with DVD players but no computers, DVDs can be provided
Allow time before or after class or in class, for students to watch the videos using school
equipment
Utilize smartphones with wifi access
Time to Make the Videos
Teachers are already pressed for time and the thought of making videos could deter even the
most organized teacher. Today there are many resources for teachers who are camera shy or
simply dont have the time. The Khan Academy was created in 2008 and provides over 2,400
The Flipped Classroom 11
videos on subjects such as math, science, and economics (Thompson, 2011, p.1). Wayne Feller
who is the technology integration specialist for the Stillwater (Minn.) Area Public Schools states
that teachers have worked to pool resources so they could create video tutorials for one another
(Finkel, 2012, p.4). He also states that his teachers have not taken advantage of many online
videos for two reasons: 1.) in-house videos better align with the districts curriculum and 2.)
students prefer seeing their own teachers (Finkel, 2012, p.4). Other software does exist to create
content such as:
CamStudio (open source software)
Educreations (free iPad app to make interactive video lessons)
Coursera
Accountability for Watching the Videos
One of the main concerns of teachers reluctant to use a flipped classroom, is how to
determine if the student has watched the video. Teachers using the flipped classroom concept
have been very innovative in coming up with solutions to this problem. A leading advocate of
the flipped classroom is Dr. Eric Mazur who is the area dean of Applied Physics at Harvard
University and Balkanski professor of physics and applied physics. He started experimenting
with the flipped classroom model back in 1991. He requires every student to submit reflections,
questions, and concerns before each class period (November & Mull, 2012, p. 5) The Khan
Academy has developed a dashboard which allows teachers to track individual statistics,
showing them and their instructors how many videos theyd watched, how many questions
theyd answered and which ones theyd gotten wrong or right (Thompson, 2011, p. 4). Be it a
traditional or flipped classroom, there is no way to know 100% if a student has watched a video
The Flipped Classroom 12
or completed the required reading and retained that knowledge. This will always be a challenge
for teachers regardless of improving technology.
Do Students Learn Better
Most teachers who have implemented the flipped classroom concept have seen improved
results. However, there will always be students who do not improve or continue to fail even
when we change our methods. Sams states that about 9 percent of his students have received
Fs every year he has taught both before and after he started flipping his classroom
(Butrymowicz, 2012, p. 2). Courtney Cadwell, a seventh grade math teach in Los Altos,
California who is part of a test pilot using Khans system in the Los Altos system, has seen
amazing results. The classs test scores improved more than 106 percent in half a year
(Thompson, 2011, p.4). Butrymowicz writes, Macon, Georgia, social studies teacher Sydney
Elkin said her students test scores on the Georgia state end-of-course exams increased
particularly for her special-education students. The semester before she flipped her classroom,
about 30 percent of all students passes. In her first semester with a flipped class, she said, nearly
three quarters passes, including nine out of 10 special-education students (Butrymowicz, 2012,
p. 2).
Conclusion
While there is no definitive answer on when the flipped classroom was created, the
concept has definitely grown in popularity over the past 10 years. This paper only outlined some
of the reasons why a teacher should flip their classroom and a few of the main challenges that
exist and the work-around for each of them. What was highlighted is hopefully enough for
educators to be intrigued and to further explore this topic. This method will not fix education.
The Flipped Classroom 13
Deb Wolf, a high school instructional coach for the 24,000 student Sioux Falls district in South
Dakota understands the limitations of the flipped classroom. She states, You cant just hand the
flipped classroom off to an ineffective teacher and say youre going to transform the classroom.
It is not going to make a bad teacher a good teacher (Ash, 2012, p. 2). However, the flipped
classroom is another approach to possibly reach the one student who hasnt been engaged while
still impacting the other students. The method allows the educators to use technology in a
positive manner and embrace it as their students have. The flipped classroom is definitely here
to stay and will only improve.










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The Flipped Classroom 16
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