Flipped learning: Is it still misunderstood?


I love flipped learning. I love it so much I co-founded and serve as President of the Illinois Flipped and Blended Learning Network (@ilfabn)in December 2016. This past June my co-founders (Gerry Marchand, Matt Moore) and I organized our inaugural flipped and blended learning conference, #ilfabcon, that served approximately 300 educators from all across the country for two days. I’ve bought in.

I bought in because I understand the massive benefits to flipped and blended learning. In its simplest terms, flipped learning allows students to receive direct instruction away from the classroom so that class time can be used for more in-depth, higher DOK, meaningful activities. It’s not any more complicated than that. It really isn’t.

Here’s the thing: the in-depth, higher DOK, meaningful activities are why I became a teacher; that’s why just about everyone becomes a teacher. I don’t know any teacher who got into the profession by saying, “You know what? I love the sound of my voice so much that I want children and young adults to sit at desks or tables for long periods of time so they can listen to how smart I am.”


Why is flipped learning such a difficult concept to understand? This past summer I went on quite a few interviews, as I searched for another teaching job. Naturally I championed the fact that I include flipped learning as part of what I do. Through a contact, I was able to get some feedback from one school and one of the knocks against me was that I spoke too much about flipped learning. HUH??

This was a school located in a middle class community with 1:1 Chromebook technology, Student access to videos wasn’t an issue. Why would a school look it as a negative if a teacher wanted to rely less on direct instruction (read: lectures) and focus more on engaging, meaningful work? This doesn’t make sense to me.


Maybe flipped/blended learning is still misunderstood. Maybe when educators hear “flipped learning” they think “technology only.” Maybe I assume too much about what others know about flipped learning. Maybe we in the flipped learning community have not been as effective as we would like to be to help others understand.

I didn’t get that job and maybe that school would not have been a good fit for any number reasons. It just is frustrating that one of those reasons was because I am interested in enhancing the classroom experience for my students.

Until next time…


#explainhistorybadly follow-up

cinemaThis past August I wrote about a new lesson I created and was excited to try called #explainhistorybadly. It’s based on the Twitter hashtag #explainafilmplotbadly and you can read about that on my blog post here. With final exams next week I decided that this would be a great time to put this into action since there was more than enough content to cover in this review activity.

I created a PowerPoint presentation that first introduced #explainafimplotbadly as the hook. The students liked guessing the movies. After several film examples, I created some historical examples from the topics we covered and from other historical events. I struggle to use examples from assignment topics because I’ve found that it stifles student creativity because they now have difficulty coming up with their own ideas. I don’t want them reaching for the low-hanging fruit. That being said, I used examples that could apply to this assignment because this was something brand new and my student’s didn’t have the background knowledge on what I was expecting with regards to assignment parameters. Students were to create five #explainhistorybadly tweets (on paper) for homework and then the next day I had them partner up and they had to guess their partner’s tweets. They switched partners several times. At the end I shared some of the best tweets with the entire class.

Overall, I’d say the results were so-so. I’m basing this on the fact that the submissions didn’t have the wit or humor that really makes this lesson pop. The vast majority of students just summarized a historical event we studied in a sentence or two. However, the students that really “got it” knocked it out of the park. In order for this to really work (and by that I mean having a great combination of academic quality with high entertainment) students need to have a witty sense-of-humor. Many students loved the idea behind this because guessing the tweets I created was fun for them. However, when they had to create their own they found it much more difficult than they anticipated.

Here are some examples of awesome tweets from students. Answers below. (Keep in mind, the topics are from world history between the years 1300-1800.)

  1. Man nails it with list of complaints about his boss.
  2. Sailor gets lost, discovers popular new getaway spot.
  3. Boss loses his mind in disagreement with his co-workers.
  4. Man bullies neighbor for a warm bath.
  5. Machine causes severe environmental problems and deforestation.
  6. Country falls into debt for building a house.
  7. Person’s prized possession blocked by bars.
  8. Science fair ruined by old religious guy.

Those were some of the most impressive ones submitted. Considering this was done yesterday, I haven’t yet fully reflected on how to improve this yet. Maybe it’s my bias, but I like the foundation of the lesson. Now it’s time to work on the execution of it.

By the way, here are the answers:

  1. Martin Luther & posting of 95 theses.
  2. Christopher Columbus.
  3. Beheading of Charles I of England (could work for any beheaded leader, like Robespierre).
  4. Peter the Great defeats Sweden and builds St. Petersburg for Russian port that won’t freeze.
  5. Gutenberg’s printing press.
  6. Construction of Palace of Versailles by Louis XIV.
  7. Construction of Taj Mahal with Shah Jahan watching its construction from jail after being imprisoned by his own son.
  8. Galileo supports the heliocentric theory and is accused of heresy by the Church.

How’d you do?

Until next time…


Tik tok: Timing a flipped unit

The Rolling Stones famously sang, “Time, is on my side, yes it is.” Yet, I’m not sure.

Over the summer I created a flipped unit on the Muslim empires, which I wrote about here: A Running Diary. Last week I introduce the flipped unit to my students and I’m wondering if I underestimated some things, namely the time it would take to complete the activities.

In this unit I have 18 different assignments to complete. The assignments include viewing several Ed Puzzle videos of my lectures, taking Cornell style notes, working on map skills, evaluating accomplishments, and writing journal entries. The piéce de résistance was a cultural blending project in which students had to complete one six options that included brief research and a class presentation of some sort. I introduced the unit last Wednesday and allowed for three weeks for students to complete everything. The idea was that students could work at their own pace completing assignments in any order they choose. This gives them agency over their own learning.


As I’ve been monitoring progress I’m noticing that quite a few students are progressing much faster than I anticipated. Now, they haven’t begun working on their cultural blending project yet, so that may occupy most of the remaining time, but I’m surprised at how quickly some of these students work. I’m now preparing for a new challenge: what to do if a student completes everything prior to the three week deadline. And, maybe more importantly, how can I have students effectively use class time but still evaluate them in a way that doesn’t over-inflate the grades of those that haven’t completed the unit but still are working well within the established guidelines. I guess that’s a fancy way of what will I have the students who have completed the unit do during class that is effective but yet not have them earn extra credit to inflate their grade. It’s not that I’m against extra credit, but I believe that extra credit should equally be available to all students and those who are working on the unit would not have class time to complete the extra credit. Either way I’ll just cross the bridge if I get to it.


Maybe I’m overthinking things (it’s been known to happen). Maybe the timing will work out pretty well and the vast majority of time will be on the cultural blending project. I know that I will learn from this experience and then be able to make any adjustments for future units. After all, that’s what lifelong learning is all about.

Until next time…

Building a lightboard

Let there be light.

Several weeks ago I came across this piece of equipment called a lightboard. This is a glass dry erase board that allows the teacher to face the camera when recording a lecture while writing notes. First created by Michael Peshkin of Northwestern University, it is a unique way to share information. Click HERE to access his opensource instructions for his lightboard.

While I don’t have the thousands of dollars Northwestern has to build this, I continued my You Tube search and found some tutorials showing a lightboard could be made at home for a fraction of the cost. For instance, Jon Bergmann and Joel Speranza both have “do it yourself” home models of lightboards, which is more in line with my budget. You can see Jon’s lightboard HERE and Joel’s lightboard HERE.

I enlised the help of a handy friend of mine with (read: bribed him with beer) and together we built my very own lightboard. Here are the materials we used:

  • (1) 25″x40″ single pane storm window in a frame – $0.00 (A neighbor is remodeling a home with new windows so this was out on the curb as garbage. Score one for the good guys.)
  • (5) 2×4 – 96″ – $2.50 ea. (I already had 3 of these in my garage.)
  • (4) 4-inch 5/16 carriage bolts – $0.56 ea.
  • (4) 5/16 lock washers – $0.15 ea.
  • (1) package 5/16 regular washers -$1.07
  • (1) 16.5″ LED tape light strip w/power adapter – 3300 lumens – $55.00
  • (1) 72″x60″ black felt sheet (as background when recording) – $5.00
  • (1) package EXPO Window Neon markers – $13.00
  • (1) six pack Two Brothers Atom Smasher beer – $11.00 (This is important for hydration and celebration of a job well done.)
  • (4) casters (already had)
  • wood screws (already had)
  • braid nails (already had)
  • miscellaneous pieces of scrap wood (already had)
  • T-50 staples (already had)

First thing we did was decide how high I wanted the glass to be and then cut two 2x4s as the side frame.


Since the glass is in encased in the frame of a storm window we drilled out four notches so it would rest flush against the supports. You can see that here:

Once the glass was secure, we cut more 2x4s to add to the top and bottom of the window and secured it with two wood screws on each side.

And once that’s done you have this:


Next we did some optional asthetic work (but I think it also increased the stability of the window in the frame) and added some quarter round molding to the front of the lightboard and used wood glue and brad nails secure it. We didn’t have enough to go all the way around so we left the part of the center on the bottom with out quarter round. I may find something to finish off the look later.


On the backside of the light board we used some scrap wood around the entire frame to bring the LED light strip closer to the glass and add stability.

To keep it upright we then used 2x4s as feet and attached four casters so it would be easy to move. To attach the feet we used the carriage bolts, regular washers, lock washers, and nuts. The casters were attached with more wood screws and washers.


(We later decided to attach the feet to the inside of the legs so it would take up less room on the bottom and would look more streamlined.)

Here’s the progress so far:


Once that was done we installed the LED light strip. The lights attach with 3M tape but we also used a staple gun to secure the lights to the inside frame.

Low and behold, you then have something looking like this (you can see the missing piece of quarter round I wrote about earlier):


To finish it off I wanted a shelf to keep my markers, eraser, and any other small things that would be handy to have. We cut another 2×4 and added it under the window by attaching it the same way as the glass frame. We used scrap moulding on the front and back and attached it with brad nails to keep the markers from rolling off.


The finished product:


Overall, this took us about three hours to complete and it works exactly as I hoped it would. I’ll paint it so it looks nice, but that would be just for me. When I record my lectures nobody will see the wooden frame. Click **HERE** to see the lightboard in action.

All told, I spent about $85 (not counting the delicious beverages) to build something that can increase the appeal of my video lectures. Yes, it’s a new toy for me, but like anything else in education, it is more important that I use this tool to enhance my teaching and not have the lightboard be the focus of it. I can’t wait to get started.

Until next time…

Using #ExplainAFilmPlotBadly in history

Sometimes inspiration comes from the most unlikely of places.

You know those times when you’re on social media, late at night, and you get sucked into the black hole that keeps fueling your desire to click here and there even though it’s 1:00 am on a school night and you know better? Yeah, that was me last night. However, some good did come out of it. I created a new lesson for my world history courses.

Somehow I came across the hashtag: #ExplainAFilmPlotBadly. I realize this is a few years old, but nonetheless I kept reading and found myself chuckling out loud at the creativity. Here’s the premise: You take a movie and use one sentence to twist the plot into a humorous tagline. Here are some of my favorites:

  • Grown man lures 5 children to his home with candy – Willie Wonka and the Chocolate Factory
  • A family’s first Airbnb experience goes very wrong – The Shining
  • Drug addicted girl takes advantage of mentally challenged boy…for 3 decades – Forrest Gump
  • Older sister ruins younger sister’s chance to be on nationally televised game show – Hunger Games
  • A guy learns to love a girl without her Instagram filters – Shrek
  • A billionaire devotes his fortune to cosplay and beating up the mentally ill – The Dark Knight
  • Father reunites with long lost son, wants him to take over the family business – The Empire Strikes Back
  • Insubordinate employees purposely sabotage their company’s multi-million dollar strategic business plan – Major League*
  • A woman’s life in turmoil after her boyfriend fails to deliver a package – Cast Away*

* Only these are mine. The rest were taken from the internet.

I’m sure you get the idea. Well, I had an epiphany. Let’s take this exact idea but change it to historical events. I call it: #ExplainHistoryBadly. Students will use two hashtags. The first one identifies the event/person and the second is #ExplainHistoryBadly. Here are a few I created:

  • A man with commitment issues becomes a serial killer. #HenryVIII #ExplainHistoryBadly
  • Selfish rebels disrupt life in quaint community. #AmericanRevolution #ExplainHistoryBadly
  • An insubordinate worker dislikes the conditions of his contract and attempts to destroy his employer. #Reformation #ExplainHistoryBadly
  • American president refuses to enforce the values of the Declaration of Independence and the right for Southerners to have life, liberty, and the pursuit of happiness. #CivilWar #ExplainHistoryBadly

This is a good review activity because after studying a unit students will have the knowledge necessary to understand historical events and then are required to display their understanding of the event by twisting it into a humorous synopsis. Got some of your own? Please share them in the comments.

Until next time…

Using cartograms to engage students with maps

“This is making my head hurt.”

A student made this comment to me in class on Friday because I was able to shift his view of the world by introducing cartograms. For those who are unaware, a cartogram is a special type of map that displays statistical data in a way that enlarges or reduces areas based on the frequency of a characteristic. For instance, take a look at this cartogram:

mountaineering cartogram

As you can see, this is a map of the U.S. which expands or contracts the area of a state based on the number of annual mountaineering accidents between 1951-2006. The Midwest is all pinched together because it as flat as a table. Alaska, California, Colorado, Washington, and Wyoming are swollen because that is where the most accidents occurred. Cartograms are useful because they immediately provide visual information about a variable.

For homework earlier this week students were to view my video lecture on the basics of maps. It served as a review and, since I recorded this lecture, I didn’t need to spend any class time on it. In class I explained about cartograms and displayed cartograms of the global population distribution of different world religions. In groups, students were asked to predict which religion was represented by each specific map. After checking their answers, we discussed why each specific map looked the way it did.

Try your hand at this activity by clicking on THIS LINK. Here are the religions represented by the eight maps (in random order):

  • Buddhism
  • Atheist
  • Christianity
  • Sunni Muslim
  • Shinto
  • Judaism
  • Shia Muslim
  • Hindu

Answers can be found on the second half of the same document.

And to that student who’s head was hurting: thanks for making my day. I’m elated that you were thinking in class and open to having your perceptions of the world challenged. There’s a lot more of that to come this year.

Until next time…

When Flipping Doesn’t Work – A case for the occasional traditional lesson

Sometimes you learn the hard way.

I found this out this past week as school started and I created an assignment that was perfect for flipping. The assignment wasn’t content related and was at the lowest of the lowest levels of Bloom’s Taxonomy. What was this assignment you ask? I wanted my high school students to enroll in three different websites that will be used as part of my flipping arsenal. From start to finish, if this took ten minutes to do, then that was probably three minutes too long.

I had this all planned out. Prior to the school year I went to websites I use regularly and created classes in which my students were to enroll. I then wrote an assignment sheet with all the directions necessary for each of the websites. I included a link to each site, what and where to click, how I wanted their names to appear, and the class code for each respective class period. To add a little pizazz to the assignment, I then created a QR code for student to scan which linked directly to the assignment sheet. This assignment was made for flipping. I thought, “This is pretty basic stuff. I can let them do this at home and that’ll leave me more class time for content.” Ah, the best laid plans…

As it turns out, the vast majority of students were able to enroll in each of the classes correctly. However, the three to six students in each class that didn’t do it right ended up costing me a large portion of the class periods fixing their mistakes. Whoops.

What did I learn from it? I learned that some lessons are best given in a traditional manner. I believe it would have been more effective (and lower my desire for some bourbon on ice at 10:35 am on a Thursday) if I had gone through each website’s enrollment process step-by-step with my students following along. Yes, it would have been banal, but there will be occasions where it’s important to sacrifice the now for the long-term benefits. I LOVE flipping my lessons. I am continually working on improving my craft and I know I’ll get better at it. However, that doesn’t mean it’s beneficial for EVERY lesson to be flipped. Sometimes, the traditional methods still work best.

Until next time…

Unknown Connections: Influencing Students Even If We Don’t Know It

Over the next few days, for many teachers school bells will be ringing and commotion will once again fill the hallways. As educators, the end of summer is always a bittersweet time. Of course we will miss our days off, but the start of a new school year brings promise and allows us to connect with young people.

When this time comes around, I always think back to a former student of mine. When school started, Sylvia* was outgoing and consistently participated in class discussions. As a freshman she was clearly excited about school and I enjoyed having her in class. Then, in late March of that year, I noticed that she didn’t raise her hand nearly as often as she used to do. I remember going up to her and asking if everything was alright because her participation was down, which was atypical of her behavior. A couple of weeks later she shared a deeply personal issue with me and we worked together to get her the professional help she needed. And while she struggled with this issue through out her high school career, she was able to arrive at a health place and is now doing quite well.

Sylvia had not shared that part of her life with any other adult before me. The point of the story is not to brag about some heroic action of mine, but that as teachers we don’t always know how we might connect with our students. A simple observation led to Sylvia getting help she needed and I am humbled that she felt comfortable enough to coming to me when she decided to reach out.

As the school year begins, teachers across the country will assign homework, go over class rules, and engage in creative lessons that challenge students to be their best. However, maybe the most important thing we do is help students mature and guide them on a path for them to be better versions of themselves. Unfortunately, the nature of our profession is that we may never experience the fruits of our labor.

(* name changed for privacy purposes)

Until next time…

Support the Bad Guy: A Lesson In Challenging Perspectives

“By its very nature, history is always a one-sided account,” Dan Brown, The DaVinci Code.

When teaching history, it’s very easy to get caught up in the events from the side of the triumphant. The moral messages that often accompany events are packaged from the perspective of the winners.

  • George Washington, Thomas Jefferson and the other founding fathers were right to declare independence.
  • While certainly devastating, President Truman was justified in authorizing the use of the atomic bomb and killing tens of thousands (if not hundreds of thousands) people in order to end the war.

Unfortunately, teachers don’t look often enough at events from differing perspectives. Try to get your students investigating history from the side of the losers.

One assignment which I love, is having students write a “letter to the editor” that takes the position supporting the “bad guy.” I do this during my Industrial Revolution unit, where students write a letter supporting child labor. I like this assignment for several reasons. First off, it requires students to take a position that they (hopefully) wouldn’t support. This helps them develop a counter argument and challenge their own ideas about right and wrong. I will often encounter resistance when students tell me that they don’t support child labor. My response is to reaffirm this and then explain that the idea of the letter is to look at history from a different perspective. Secondly, as they write their letter, they need to consider their audience, which means that their initial ideas may not fly.

In my Industrial Revolution letter, I tell my students that they are to imagine they are a factory owner and the goal of the letter is to convince the public that child labor is a good thing. Now, it won’t be very convincing if they write that child labor is good because this is America and we’re a capitalist society that values making money; that would be greedy and not very empathetic. This gets them thinking on a deeper level because they now have to create ideas to justify their actions and yet package them in a way that garners support. This leads to responses such as:

  • child labor allows young people to help their parents financially support the family
  • crime is reduced because children aren’t roaming the streets and causing problems
  • children learn valuable skills that will last a lifetime

I implore you history teachers out there to challenge your students’ perspective. By doing so, they gain a greater understanding of the time period and more complete mindset of those that lived back then.

Until next time…

Video creation tips and tricks


So you’ve decided to create your own videos as a part of your flipped class. That is awesome! The feedback I’ve consistently received from my students is that they prefer videos that I create rather than when I use videos from other sources. Here are some tips and tricks to get you started.

KEEP IT SHORT – An effective video is a short video. Student attention can drift after a few minutes, so don’t have them watch one long video. If there’s a lot of information, break it up. Two seven minute videos are more effective than a fourteen minute video. For younger students, a good rule of thumb is one minute per grade level.

CONSIDER YOUR RECORDING ENVIRONMENT – Be aware of what’s around you when you record so students can keep their focus on your instruction. Are you wearing a “busy” shirt with funky patterns? Is the background plain? Is the lighting bright enough to see what you want to show but not too bright it washes out things? What types of background noises are there? You certainly don’t need to be in a recording studio (I make my videos in my dining room), but preparing for these issues help keep student focus where you want it.

HAVE QUALITY AUDIO – Make sure your audio can be heard. Check to see that the microphone on your computer or camera captures your voice clearly. If it doesn’t invest in an external microphone. Visuals are great, but if your students can’t understand you, then the lesson loses its effectiveness.

TRAIN YOUR STUDENTS – Don’t just create your first lesson and then assign it for homework. Give students that background knowledge on the software prior to assigning academic work. Create a welcome video explaining how students will use the videos and share your expectations. I created a video that teaches students how to navigate my class website. You can still create a practice quiz or other assessment for the introductory videos and count it as a participation grade, but this will help your students get comfortable with the technology prior to the academic work.

PERSONALIZE AND BE GENERIC – While this sounds like an oxymoron, it is something to keep in mind. Use the videos to exhibit your personality. Share personal stories about you if it fits in to the lesson. Students like seeing you and it allows you to connect with them. However, also be generic. If you want to use the videos in future years then make sure the videos stay relevant. For instance, don’t do a “shout out” to 5th period lab group D or share an amusing anecdote about Darryl from period 2 because then you’ve dated your videos. Next year’s students may not know or care about these things and that might lead to confusion or you recording the same lesson two years in a row.

QUALITY NOT PERFECTION – Recordings do have to be perfect. It’s ok to make minor errors, sneeze, or have your cat walk across the screen. As a colleague once said to me, “do you want it perfect or do you want it on Wednesday?”

DON’T LIMIT YOURSELF – Use videos for other things besides lecture. For instance, I record my sub plans. That way each student can view my sub plans and and I can be crystal clear as to my expectations in my absence. This helps the substitute with classroom management and students have fewer questions about what to do.

Any other tips and tricks? How else can you use recordings in your class? I’d love to know. Please leave some ideas in the comments below.

Until next time…