Flipping Out Over "Flipping"

We've all heard the hype about "flipping" or "blending" the classroom. Yet when it comes down to actually incorporating that model of instruction--or even partially doing so--the concept seems daunting. Especially in light of our busy lives as teachers. 

So why do we keep coming back to this idea? Because it's hard to argue with facts. The concept of flipped instruction has actually been around for years--long before we introduced mobile technology into classrooms. In fact, many of us already practice this model at least in part without realizing it. And research shows that flipped instruction has a significant impact on student engagement and learning. (For instance, click HERE for a fabulous in-depth article from The Center for Teaching at Vanderbilt about the flipped model, how it functions and the research that backs it up.)

But what does it boil down to? 
Step 1: Instead of having lectures in class and then doing traditional homework (practice problems, worksheets, answering questions, etc.), students gain initial exposure to content outside the classroom through videos, readings, etc. As technology has improved,  teachers and professors have successfully experimented with short screencast videos, short video lectures, and a vast array of already available online content (videos, articles, iTunesU courses, etc.).
Step 2: In-class time is spent on collaborative, interactive activities that encourage higher-level thinking about the content through application and creation. Instead of being the central figure in the class, the teacher becomes more of a coach and facilitator.

I'm definitely interested in this approach. But how do I get started? And how do I make it work well? 

• Start small to get your feet under you--try this with just one lesson. Choose something that already exists (a great video on YouTube for instance) that provides the content you might usually lecture about in a particular lesson or unit. 
• As you get more comfortable, start creating your own videos or online presentations for content that doesn't already exist online. But keep them short (10 minutes or less) and interesting. No one wants to watch a 60 minute lecture on video.
• Provide some kind of incentive for the at-home preparation--completion points, quick quizzes, etc. For fun, engaging quizzes that allow you to instantly assess understanding, try Secretive or Kahoot.
• In-class time should be spent on an activity that applies the content in a creative, interactive way (solve a problem, create a product, debate an issue, discuss a chapter, etc.) Ensure that in-class activities are interactive, collaborative, and directly related to the material students learned at home.

For some great ideas, check out the following infographics. Click on them for larger versions online. And don't "flip out"--have fun with it!