Unit 1: Flipping the Classroom in the Science Setting


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In the flipped classroom, the traditional idea of lecturing during class time and assigning practice or an activity for homework is completely flipped around to benefit the students and their valuable time that they get to spend in the science classroom. Many flipped classroom models involve a video for students to watch as homework and class time is saved for in-class activities and the ability to provide students with one-on-one help and guidance. However, with the emergence of new technologies created and geared towards educating students, the flipped classroom can be even more than just sending students home with a video lecture. These lectures that we can create can be interactive, interesting, and engaging! In the introduction video below the teacher provides the example of a flipped classroom with recorded lectures. In lesson two we will explore some of these new technologies to enhance and get even more out of the ‘homework’ portion of the flipped classroom. But, first we will take a look at why the flipped classroom enhances learning in the science classroom, and review some first hand experiences from teachers who have flipped.

Unit Objectives

1.1 Students will review research on the flipped classroom in science.
1.2 Students will view teacher accounts of the flipped classroom.
1.3 Students will reflect on their own classroom in order to determine how the flipped classroom can benift them and post thier thoughts to a classroom blog.

1.1 What is the Flipped Classroom and why do it?


For your first assignment, you are going to watch a video through Edpuzzle, a program that was designed for learning online. Watch the video by clicking here:Flipping the Science Classroom, click 'get started' and answer the questions as they appear!

Why Flip the Classroom?

With the flipped classroom students receive their lessons as online homework, which allows students the ability to work at their own pace, have unlimited resources for exploration, have time for meaningful reflection, and engage in in-depth inquiry based discussions with their peers. As we take a look at other resources for flipping the classroom, it also becomes easier to individualize lessons for students, and let them choose what they want to learn or have the opportunity to explore more in depth into topics that interest them. Individualizing lessons makes for great classroom discussions online or in class the next day. The goal is to give students an online lesson that will prepare them for the next day’s activities and really engage them into the topic at hand. Angelone (2019), an experienced teacher in flipped classroom environment explains the purpose of the online homework portion: “Working online can allow students to take more or less time on a specific assignment/module as needed, work at their “just right” level of reading, or choose among a variety of modules that teach the same content in ways that serve different types of learners” (p.58). The online portion allows for flexibility for students to learn the best way to fit their individual needs, to create a learning experience that is engaging and true to their individual learning styles. Some students may have the chance to explore more heavily, while other students may focus on obtaining the basic information and exploration needed for the course, depending on their level of learning. Lessons as homework allows more time for students to engage with their thinking and learning at their own pace. Students who work quickly can make better use of their extra time that they would otherwise have in the face-to-face classroom, while other students that need greater processing or reflecting time, can take their time without having the constraints of the single class period. Students are encouraged to take control of their own learning, which requires high amounts of self-regulation (Patrick , 2015). Having the ability to work on their self-regulatory skills will allow students to become more productive and thoughtful, as they learn to manage their own learning. Wang (2015) suggests that students who are able to study the lecture notes at home at their own pace allow them to develop a deeper understanding before they participate in the face-to-face classroom. This helps them engage even more in the activities and experiments completed in class. Students will have a sense of belonging and independence, when they can manage their own learning (Cameron, 2020).

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Now that the students have participated in the lesson, class time becomes research, group work, problem-solving, and experimenting. The great thing about the flipped classroom, is that it will cut down on the lecture time in class that will allow for not only a more engaging online homework lesson, but an engaging class in-person as well. Of course you may want to discuss the lecture from the night before as a class, but your class time can now be spent with meaningful discussions, problem solving activities, and experiments that allow students the time to spend their science class doing just that, science!

Because students have completed the lesson the night before, you can see each and every student's thought process on each lesson before the class even begins. This also allows you to see the genuinity of the students’ work as you can create lessons that require original thought and that show true engagement in the lesson. Students do not need to rely on each other to copy answers and get the answers correct. Checking for learning during lessons becomes much easier, as evidence of student understanding can be reviewed before the students even walk into the classroom. You will no longer need to spend the first 20 minutes of class reviewing homework sheets, that only a few students may have struggled with. It allows the teacher to see right away what needs to be done in class and what students might not have understood from the lesson. Cameron (2020), recaps Delialioglue’s (2011) research that explains that providing timely feedback increases student achievement and learning, because they are able to connect the feedback with recently learned material. They will have the ability to correct their misunderstandings in a timely manner before continuing on further in a lesson. Students will learn through constructive feedback to help them to understand misconceptions and will be motivated by positive responses (Hattie & Timperly, 2007) and the ability to use their class time to develop their understanding with the presence of an instructor and their peers.

Students can use these virtual lessons to ask questions or ask for clarification that can then be addressed in class as well. Students that do not regularly volunteer or raise their hand will have a voice in the flipped classroom. Their questions can be asked right on the online platform and addressed anonymously or individually in class.

When students are in the classroom, face-to-face with their teachers and peers, they will be engaged in active, hands-on,memorable, science experimentation and will reap the benefits of social interaction, building teamwork skills through group work, the brainstorming of ideas, and have the opportunity to get individualized help from the teacher. Cameron (2020) restates Angelone (2019) as she lays out the benefits of the face-to-face portion of a successful flipped classroom approach: “The face-to-face portions of class time are spent working with students individually or in small groups, allowing students to engage and socialize with other learners, and providing a common space that encourages learning in more personalized ways” (p.58). When having the ability to save the information delivery for online, instructors have a greater opportunity to reach and interact with individual students through the face-to-face setting. Through the combination of the online and face-to-face learning, students will have a valuable learning experience that will be centered around their individual learning needs and create a learning environment that is interactive and conducive to a true learning experience. In this way increasing the engagement of the classroom through in class and through their ‘homework’ will allow students to further engage in their work. Delialioglu (2011) states that student engagement has an overwhelming effect on student satisfaction, positive experience, and ultimately class outcome (Cameron, 2020).


Reflection Task: After reviewing some benefits of the flipped classroom, write down any questions or concerns you have about the flipped classroom to look back to as you complete this course.

1.2 Teacher Accounts of the Flipped Classroom

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The best way to learn about the flipped classroom is to hear from teachers who have done it! Some teachers below take time to discuss challenges within the classroom, such as what to do when students do not do the work. You will find that some of the teachers below handle that question differently. Other’s describe their layout and expectations of the flipped classroom. These teacher accounts show that there is no ‘right’ way to flip the classroom, just your way and what works in your classroom.


Task: Take a look back at your concerns from the previous section. Can any of these teacher accounts address your concerns? Use your questions and concerns as a guide in choosing 2-3 teacher accounts to explore before moving onto the next section. Each teacher account below contains a short description along with the link to the page.

1. Flipped Classroom; Thoughts from Teachers who made it work: A general overview of different benefits of the flipped classroom provided by multiple educators: https://blog.planbook.com/flipped-classroom/

2.Teacher on a Mission Blog: Various pages from teacher, Mandy’s blog as she helps teachers successfully flip the classroom. You can listen to or read what Mandy has to say.

3. 10 Minute Teacher Podcast: Flipping Awesome Science- Take a listen at how this teacher flips his classroom and how he developed it over the years. He also shares a different view on what to do when the students do not do their work: https://www.coolcatteacher.com/e273/

4. Classroom Management in the Flipped Classroom: https://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

5. The Teacher Report: Portrait of a Flipped Classroom: Written interview style answering popular questions in the flipped classroom and getting started. https://www.weareteachers.com/the-teacher-report-portrait-of-a-flipped-classroom-2/:

6. Rethink Class Time- Never Lecture in class again: This teacher expresses that it doesn’t mean no direct instruction, allows for individualized help to students and uses flipped classroom to answer the question “What is the best use of face-to-face class time?” https://www.jonbergmann.com/blog/RETHINK%20CLASS%20TIME%20%E2%80%94%20NEVER%20LECTURE%20IN%20CLASS%20AGAIN

1.3 Unit 1 Reflections


Padlet is an online web app that lets users post notes on a digital wall. Padlet is yet another way to enhance your flipped classroom experience, give it a try! And be sure to interact with other posts on the page. To add a new ‘post-it’ click the button at the bottom right.


Your task:Post your response to the discussion question below using this link to Padlet: https://padlet.com/camesm95/tkx12wq1du8fdpzg.

Your question: ‘ Use this space to share any of your concerns or questions that still remain thus far in your flipped classroom exploration. Describe at least one advantage of the flipped classroom and how it relates to your students and your teaching style. Can you envision the flipped classroom working for you? Use examples from the teacher accounts, video, and reading throughout the unit.’

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Return to Course Homepage: Flipping the Science Classroom Using Google Applications

What's next: Unit 2: Google Applications to Flip the Classroom

References and Resources

Angelone, L. (2019). Blended Learning in the Science Classroom. Science Scope, 043(04), 58–64. https://doi.org/10.2505/4/ss19_043_04_58

Bergmann, J. (2014, June 20). Classroom Management and the Flipped Class. Edutopia. https://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

Cameron, S. (2020). Blended Learning in Secondary Science Education: Grades 7-12. [Unpublished manuscript]. SUNY Albany.

Delialioğlu, Ö. (2012). Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches . Journal of Educational Technology & Society, 15(3) 310–322. Journal of Educational Technology & Society.

Davis, V. (2020, May 8). Flipping Awesome Science. Cool Cat Teacher Blog. https://www.coolcatteacher.com/e273/

Edpuzzle | Make Any Video Your Lesson. (2020). Edpuzzle. https://edpuzzle.com/

The Flipped Science Classroom. (2012, September 20). [Video]. YouTube. https://www.youtube.com/watch?v=S7evmlYWzdg

Hattie , J., & Timperly, H. (2007). The Power of Feedback . Review of Educational Research, 77(1), 81–112.

Padlet. Padlet. https://padlet.com

Patrick , S. (2011). New Learning Models: The Evolution of Online Learning into Innovative K–12 Blended Programs. Educational Technology, 51(6), 19–26. Educational Technology.

Rice, M. (2019). Supporting teachers through the flipped classroom and content coaching. Teach on a Mission. https://www.teachonamission.com/

Rethink Class Time and Never Lecture in Class Again. (2021). Mastery Learning Simplified. ttps://www.jonbergmann.com/blog/RETHINK%20CLASS%20TIME%20%E2%80%94%20NEVER%20LECTURE%20IN%20CLASS%20AGAIN

Team, P. (2017, December 14). Flipped Classroom: Thoughts from Teachers Who Made it Work. Planbook Blog. https://blog.planbook.com/flipped-classroom/

Today, O. E. A. S. (2015, September 17). Classroom practices and teachers’ beliefs about teaching. OECD Education and Skills Today. https://oecdedutoday.com/classroom-practices-and-teachers-beliefs-about-teaching/

Wang , Y., Han, X., & Yang, J. (2012). Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework. Journal of Educational Technology & Society, 18(2), 380–393. Journal of Educational Technology & Society.

WeAreTeachers. (2012). The Teacher Report: Portrait of a Flipped Classroom. We Are Teachers. https://www.weareteachers.com/the-teacher-report-portrait-of-a-flipped-classroom-2/: