So now, at the end of a unit, a student has to score a minimum on a test. What we want kids to do is to master the content. But one thing that is particularly true in chemistry is that if a kid doesn’t know how to do A, then B is hard and C is difficult and E is impossible. In the first iteration, every kid watches Video 5 on Tuesday night, and on Wednesday you do the same activities. We were like, “Wow.” Then we realized we were still unsatisfied with our interactions with kids. The kids were better by one standard deviation, which is a lot. We realized that the kids had improved on the tests we gave them. The second iteration was the “flipped mastery” model. A lot of kids had computers but no Internet access. We burned DVDs, handed them out and said, “Push play.” We also burned them onto flash drives. We had about 160 kids taking chemistry class, and 30 had no access. She said, ‘I don’t have to go to class anymore.’ ” So we had an aha moment.
Our assistant superintendent knew we were doing this with the videos - we called them vodcasts - and he told us, “My daughter is at college and loves podcasts. Here are excerpts of conversations I had with Bergmann on the phone and by e-mail:Īaron Sams and I decided to start making videos that we could give kids to take home so they wouldn’t have to spend so much time after school getting help. He is now the lead technology facilitator for the Joseph Sears School in Kenilworth, Ill. He and Sams also are launching a nonprofit organization to train teachers in the concept.
A book he and Sams wrote, “Flip Your Classroom: Reach Every Student in Every Class Every Day,” is coming out in June, and Bergmann is planning the fifth annual conference on Flipped Learning this summer. Last week, he was at Harvard Law School talking about the virtues of flipping. Today, the 48-year-old helps teachers around the world “flip” their classrooms. The result has been a total rethinking of how classrooms operate, all based on a question every teacher should be asking: “What is the best use of our face-to-face class time?” The answer for Bergmann: turning his class upside down. The initial impetus was reducing the time kids spend with teachers after school. But seven years ago, he and Aaron Sams, another teacher at Woodland Park High School in Colorado, decided to do something different. He was good enough to win a teacher award. For nearly 20 years, high school chemistry teacher Jonathan Bergmann would teach a lesson in class, help students after school and give them standard homework assignments.
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