We’ve seen a significant ramping up of interest in – and exposure to – the flipped/inverted classroom over the last few years, and it’s been nice to see an uptick in the amount of research being done ...

Bergmann referenced the Flipped Learning Network’s definition as a pretty solid explanation for educators who are unsure: “Flipped learning is a pedagogical approach in which direct instruction moves ...

In addition, I’ve collected additional resources at The Best Posts On The “Flipped Classroom” Idea. Response From Kristina J. Doubet & Eric M. Carbaugh Kristina J. Doubet, Ph.D. (@kjdoubet) and Eric M ...

The Flipped Learning Global Initiative (FLGI), an international coalition of educators, researchers, technologists, professional development providers and education leaders, has declared a new era in ...

So, your school district has bought a device for every ­student, or you just opened your network for students to bring their own devices. Now what? What should you have students do with those devices ...

While most agree that the flipped classroom model benefits learning, researchers are delving into the details and exploring the many facets of a flip. In general, research has shown that the flipped ...

Students in Socrates’ day may have had a different definition of “tablet” and “scrolling” than students do today, but teaching and learning hasn’t fundamentally changed much in the last couple of ...

Flipped learning transforms conventional chemistry instruction by shifting passive content delivery—such as lectures and demonstrations—to pre-class activities, typically through short videos, ...

The flipped classroom inverts traditional teaching by relocating content delivery—often through recorded lectures or interactive modules—to pre-class activities, and dedicating in-class time to ...

When we look at all the assumptions that have been overturned in higher education because of the pandemic and all the needs that have only grown during this time, what becomes clear is that frameworks ...

Rebecca Torchia is a web editor for EdTech: Focus on K–12. Previously, she has produced podcasts and written for several publications in Maryland, Washington, D.C., and her hometown of Pittsburgh.

In the early 2000’s, then-high school chemistry teachers Aaron Sams and Jon Bergmann taught in adjoining classrooms. Sams recalled their impromptu brainstorming sessions on how best to convey complex ...