ly if there is more than one student in a
household assigned to watch videos for
homework. Students with no internet
connection can get the lessons on a
jump drive or CD.
BHS is already seeing a ripple effect.
Other departments and grade levels
are creating their own versions and
applications of flipped classrooms. The
social studies department is building
digital curriculum, and language arts
teachers are using e-portfolios.
With class time freed up from lectures, teachers are developing open-ended, cross-curricular projects that
actively engage students and bring
real-life relevance to their math skills.
And, because of eighth grade teacher
Jeremy Baumbach’s involvement in
the math curriculum redesign, some
middle school students are already
experiencing flipped classes.
BHS educators are the first to admit that one size does not fit all, with
flipped teaching or any instructional
approach. What is common, however,
is their shared commitment to student
learning and their belief that today’s
educators must guide students to use
technology in ways they will embrace
for future learning.
An email to Faulkner from recent
BHS grad Timothy Salazar validates
The online lectures were extra-
ordinarily helpful, even in my
post-secondary schooling. ...
The You Tube videos served as
excellent review sessions for
my college calculus classes.
They present a very visual medium that I feel complements
traditional class lectures well,
especially since they are accessible
from virtually anywhere, so long
as I have access to the internet.
For BHS, flipping is no fad. It is
a way to ensure students have 24/7
access to extraordinary teaching!
Byron High School Math Department website:
The Flipped Class Network: http://vodcasting.
Vodcasting and the Flipped Classroom:
Kathleen Fulton is an indepen- dent consultant. She has also worked as a policy analyst and writer for the National Commis- sion on Teaching and America’s Future, the Web Based Educa- tion Commission, the University
of Maryland, and the Congressional Office of Technology Assessment.
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We can’t be upset with teachers
who are hesitant in using unfamiliar
technology if we do not participate
ourselves. How can school leaders
better model the expectations that they
have for staff members and students?
—Patrick Larkin, Principal
OCTOBER 21–23, 2012