CONTENTS
Foreword / Jon Bergmann = xi
Preface = xiii
What This Book Is About = xiii
Productive Failure = xv
The Audience for and Structure of This Book = xviii
Acknowledgments = xxi
PART ONE : WHAT IS FLIPPED LEARNING?
1. What Is Flipped Learning, And Why Use It? = 3
The Traditional Model = 4
A Definition of Flipped Learning (First Attempt) = 8
Time and Space = 9
Direct Instruction and Active Learning = 11
A Definition of Flipped Learning (Second Attempt) = 14
A Definition of Flipped Learning (Third Attempt) = 18
Why Instructors Choose to Use Flipped Learning = 20
2. The History And Theory Of Flipped Learning = 25
A Short History of Flipped Learning = 26
Finding the Origins of Flipped Learning = 26
Harvard University : Eric Mazur and Peer Instruction = 28
Cedarville University : J. Wesley Baker and the Classroom Flip = 31
Miami University : Lage, Piatt, and Treglia''''s Inverted Classroom = 32
Interlude : Connections Among the Origins = 34
Secondary Education : Bergmann and Sams and the Flipped Classroom = 36
Flipped Learning in Higher Education Since 2000 = 38
What Does the Research Tell Us About Flipped Learning? = 40
Theoretical Frameworks That Support Flipped Learning Practice and Research = 41
Self-Determination Theory = 42
Cognitive Load Theory = 45
A Third Framework : Self-Regulated Learning = 47
Looking Ahead = 51
3. Models Of Flipped Learning = 52
Case Study : Calculus = 53
What Is the Context of the Course? = 53
Why Was Flipped Learning Used in This Course? = 53
What Do Students Do in the Course? What Does the Instructor Do? = 55
Why Is This Flipped Learning? = 59
What Are the Benefits to the Students? = 59
Case Study : Communicating in Mathematics = 60
What Is the Context of the Course? = 60
Why Was Flipped Learning Used in This Course? = 62
What Do Students Do in the Course? What Does the Instructor Do? = 64
Why Is This Flipped Learning? = 65
What Are the Benefits to the Students? = 66
Case Study : Mathematical Biology = 67
What Is the Context of the Course? = 67
Why Was Flipped Learning Used in This Course? = 67
What Do Students Do in the Course? What Does the Instructor Do? = 68
Why Is This Flipped Learning? = 70
What Are the Benefits to the Students? = 70
Case Study : Flipped Learning in Business-Related Courses = 71
What Is the Context of the Course? = 71
Why Was Flipped Learning Used in This Course? = 72
What Do Students Do in the Course? What Does the Instructor Do? = 73
Why Is This Flipped Learning? = 73
What Are the Benefits to the Students? = 74
Case Study : Flipped Learning in Online and Hybrid Education Courses = 74
What Is the Context of the Course? = 75
Why Was Flipped Learning Used in This Course? = 75
What Do Students Do in the Course? What Does the Instructor Do? = 76
Why Is This Flipped Learning? = 77
What Are the Benefits to the Students? = 78
Case Study : Flipped Learning in Engineering Courses in Sweden = 78
What Is the Context of the Course? = 78
Why Was Flipped Learning Used in This Course? = 79
What Do Students Do in the Course? What Does the Instructor Do? = 79
Why Is This Flipped Learning? = 80
What Are the Benefits to the Students? = 81
PART TWO : FLIPPED LEARNING DESIGN
4. Designing A Course Around Flipped Learning = 85
Course Design in General and Why It Matters = 85
Wiggins／McTighe and Backward Design = 87
Dee Fink''''s Design for Significant Learning = 88
Fink''''s Model = 89
How the Significant Learning Model Adapts to Flipped Learning = 92
Seven Steps to Flipped Learning Design: An Overview = 101
5. Designing Flipped Learning Experiences, Part I : Building The Framework For A Lesson = 103
The Centrality of Learning Objectives = 104
Step 1 : Determine the Learning Objectives for the Lesson = 106
Carrying Out Step 1 = 109
Questions and Answers About Step 1 = 110
Step 2 : Put the Learning Objectives in Order of Complexity = 113
Carrying Out Step 2 = 116
Questions and Answers About Step 2 = 116
Step 3 : Outline the Group Space Activity = 117
Carrying Out Step 3 = 119
Questions and Answers About Step 3 = 119
Step 4 : Split Up the List of Learning Objectives = 120
Carrying Out Step 4 = 123
Questions and Answers About Step 4 = 123
What''''s Next? = 124
6. Designing Flipped Learning Experiences, Part 2 : Designing Effective Activities = 125
Step 5 : Finish the Design of the Group Space Activity = 126
The Structure of Group Space = 126
Carrying Out Step 5 = 130
Questions and Answers About Step 5 = 130
Step 6 : Design and Construct the Individual Space Activity, Using the Guided Practice Model = 134
Carrying Out Step 6 =139
Questions and Answers About Step 6 = 140
Step 7 : Design and Construct Any Post-Group Space Activities = 144
Carrying Out Step 7 = 145
Questions and Answers About Step 7 = 146
Summing Up = 146
PART THREE : TEACHING AND LEARNING IN A FLIPPED LEARNING ENVIRONMENT
7. Variations On A Theme = 151
Flipped Learning in Online and Hybrid Courses = 152
Hybrid Courses = 155
Online Courses = 157
Flipped Learning in a Low-Tech Setting = 161
"Partially Flipped" Course Design = 164
What''''s Next = 167
8. Living And Working With Flipped Learning = 169
What Is the Ideal Outcome of a Flipped Learning Environment? = 170
Common Issues for Students With Flipped Learning = 171
Issue 1 : "You''''re Not Teaching the Class" = 172
Issue 2 : "I''''m Having to Teach Myself the Subject" = 174
Issue 3 : "I Learn Best When I Am Lectured To" = 177
Issue 4 : "It Takes Too Much Time Outside of Class" = 179
Issue 5 : "I Don''''t Have a Way to Ask Questions Before Class" = 183
How to Handle the Nonideal = 185
Advice for the Nontenured = 188
Managing Time and Work = 190
Flipped Learning and the Rest of Your Career : Scholarship = 194
Flipped Learning and the Rest of Your Career : Service = 201
In Brief = 202
Appendix : Glossary Of Techniques And Tools = 205
References = 219
Index = 227
