After hearing about the flipped classroom at a technology retreat my university hosted for our faculty, I decided it might work for a class my students regularly struggled with and did not particularly enjoy: Fundamentals of Linguistics. My goal was to give them more time to process the very detailed and challenging material I had to present to them and to have them do linguistic problem-solving together with my guidance in class rather than at home with no assistance. I jumped in and tried it. Here is a link to a brief article about my first attempt, along with a presentation I gave at the Sloan-C Blended Learning Conference (Sloan-C is now the Online Learning Consortium). I had such positive results that I decided to pursue flipping and made it my primary area of professional development. The students had much higher grades as a group and also gave the course stronger evaluations. I had seen improvement in both their mastery and their attitudes towards the course. Success!
I began to follow the leaders of flipped learning, Jon Bergmann and Aaron Sams, and I noticed that Aaron was planning a full-day flipping summit in my town, White Plains, NY. The Flipped Learning Network was looking for local flippers to participate and share their experiences, so I responded that I was a local flipper and would love to speak about what I was doing in my linguistics classroom. I brought a student with me who could present the perspective of a student. We were welcomed and encouraged by the large group attending and from that day forward, I have been a highly involved, dedicated flipper.
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