Grillin' With the Flip Masters

If we were talking about flipping steaks on a grill, I’d say leave me on the grill and flip me a couple more times; at this point I feel a little rare. This is how I feel having read Jonathan Bergmann and Aaron Sams’ Flipped Learning for Social Studies Instruction published by the International Society for Technology Education (ISTE) in 2015.  The short guide (one of at least five in a series) left me definitely wanting more time on the grill to establish more than just a quick sear, which just may be a good thing.  This subject-specific book of how-to’s and suggestions follows Bergmann and Sams’ previous books on flipped classroom titled Flip Your Classroom: Reach Every Student in Every Class Every Day (2012) and Flipped Learning: Gateway to Student Engagement (2014).  

The book opens with reasons why one should consider flipping, the constraints and suggestions for introducing the teaching method, and ideas for flipping a day, a week, or an entire year.  It continues by mentioning what resources one might use for flipping one’s class as well as rethinking how to use one’s newly found time in the classroom to engage more productively with students. The book finished by introducing how some have taken the concept of the flipped classroom even further (which is ideal) to “mastery flipped learning”, “inquiry in flipped classroom”, and finally the role of projects, PBL’s, and simulations in a flipped classroom.

From the start, Bergmann and Sams establish themselves as experts when it comes to flipped classroom, but they don’t claim to be grillmasters at the helm of the concept. The pair are quick to praise the combined efforts of other teachers in the development of the methodology.  In fact, Bergmann co-founded the Flipped Learning Network where flipped collaboration from all around the world is continuing. (If interested, check out flippedlearning.org) The two worked together to devise this innovative model while in the flames and flare ups of teaching, which always lends credibility.  

When looking critically at this book, as stated before, I was left wanting more.  The authors make a good case for flipping one’s class per the valuable class time that is gained NOT in direct instruction (because it was done at home), and the possibilities of addressing multiple learning styles virtually.  The authors give multiple examples of flipped classroom (and activities) in practice, I just wanted more ideas.  I wanted ideas from content that I specifically taught (American History pre-Reconstruction) so that I could connect with the standards/objectives in my own practice.  I for one, need concrete examples to grasp an idea and move forward with new thoughts.  I also wanted more examples from an elementary point of view.  I felt most given were middle and high school level.  There was a lack of ideas for engagement as well.  Successful flipped learning has students interact with the media assigned for homework and then engage in the classroom while continuing to process their learning.  I wanted the authors to give me more examples of ways to interact with the media at home, and then ideas of what to do with it when they returned to school.  Additionally, the authors talk through ideas for using the time one gains in the classroom. They mention a couple of history specific skills but again, I was looking for more...or at least more than one example for the skill being discussed.

To their credit, the authors included multiple resources worth checking out.  One was a social studies source for primary source documents called the Stanford History Education Group (http://sheg.stanford.edu)  This website (account needed to get the details) was full of already established lessons that could be used in a flipped situation.  Flippedlearning.org was already mentioned, and looks really promising for helpful hints, teacher motivational, and youtube channels/videos about history that could be used.  Unfortunately, the QR Code they print in the book, though a working link, hasn’t been updated since 2016 as far as I could tell...that, or no one commented on their tools page that was being chronicled. 

Honorably, Bergmann and Sams flat out state that they don’t have all the answers and that there is NO RIGHT WAY to flip one’s classroom...a teacher has to personalize the model for themselves.  “Flipping isn’t a destination, but a transition from direct instruction to getting more creative in your class.  It is an opportunity to change your teaching process.” (p. 88)  Above all, this was comforting as I read and contemplated the idea of flipping my class.  It does indeed seem like a structure/model/practice that I’d like to take on.  I think I will struggle with knowing what to do with the in-class face to face time.  However, as I’ve consistently struggled with (complained about) the concept of time and the lack of it to truly DESIGN really good lessons, this does seem like a partial answer.  It affords teachers time to be designers and implement an authentic problem that situates learners in a relevant culture to develop 21st century skills.  It affords teachers time to link living and learning (problem-solving, information using, community participation, knowledge development, ethical decision making) with appropriate technology to build background knowledge, construct activities, and share their learning.  It affords teachers the freedom to let kids discover their own meaningful outcomes.  Ideally, front loading the content-learning as homework, gives students time to go deeper in the classroom and collaborate with the “sage or guide on the side or stage” as needed in the classroom.  In this same breath,though, the authors would admit that developing this well for yourself, will take a time commitment outside of the school day, especially at the beginning.

The authors, in their informal style, also state that “the worst idea you could make is to try to replicate everything in this book to flip your class.” (p.97)  I want to thank them for giving me permission to do it my way...but in the end, I need more information in order to figure what that is.

My humble guess is reading the first books by these authors would be more beneficial when first starting out.  Having a solid footing on the ins and outs of implementation would then allow practitioners to think about ways that they could personalize the method in their own unique classroom with their own unique students with their own unique needs.  

Ultimately, the weekend griller (everyday teacher) just wants a successful experience...nothing under done or over done...but just right.  I would say that this book is under done...I’d send my entree back for some seasoning and a few more grill marks.  Time to do some more research...the flipped journey continues.