Flipped Learning Certification Level

Flipped Learning 3.0 Certification Level - I Master Class

Flipped Learning Global Initiative

Course Description

The new Flipped Learning 3.0 Level- Master Class Certification replaces the “single-expert” model of teaching Flipped Learning to others. This completely redesigned course taps the experience of 45 Flipped Learning master teachers from around the globe. In this course, you will learn best practices from a worldwide cohort of educators, researchers, technologists, professional development providers, and education leaders, featured in this Flipped Learning Certification Program. This course will give you the fundamentals you need to successfully flip your classroom and the knowledge to avoid the biggest mistakes. When you complete this course you will be Flipped Learning 3.0 Level - I Certified.

Options:

Annual Subscription: 365 Days of Course Access / Level - I Certification Certificate and Badge / Annually Updated Certification $129/year
One-time payment: 90 Days of Course Access / Level - I Certification Certificate and Badge $99

(See details on pricing options at the bottom of the page.)

Learn from 45 Flipped Learning

Master Teachers

Scroll down to meet the 45 instructors who will be sharing their experience, practical insights, and strategies with you:

Jon Bergmann is one of the pioneers of the Flipped Class Movement. Jon is supporting the worldwide adoption of Flipped Learning by working with governments, schools, corporations, and education non-profits. Jon has coordinated or guided Flipped Learning initiatives around the globe including Asia, Australia, the Middle East, Europe, Mexico, India, South America, and the United States. Jon is the author of nine books including the bestselling book: Flip Your Classroom, which has been translated into 13 languages and sold over 200,000 copies. Jon received the Presidential Award for Teaching Excellence and serves on the advisory board for TED-Education. He's currently teaching and leading staff development at a Houston high school.

Dr. Caroline Fell Kurban is the Director of the Center for Excellence in Learning and Teaching at MEF University. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a Ph.D. in Applied Linguistics. Kurban is responsible for developing learner training support in Flip for students; providing professional development for instructors, developing and teaching Flipped courses; and developing quality assurance parameters to ensure the successful implementation and continuation of Flipped Learning at MEF University. In September 2016, she was named one of the top 100 Flipped Learning experts in the world In February 2018, Kurban became co-chair of the Flipped Learning Global Standards Project. She co-authored the New University Model, with Professor Muhammed Şahin the rector of MEF University.

Dr. Eric Mazur is the Balkanski Professor of Physics and Applied Physics and Dean of Applied Physics at Harvard University, Member of the Faculty of Education at the Harvard Graduate School of Education, and President of the Optical Society. Mazur is a prominent physicist known for his contributions in nanophotonics, an internationally recognized educational innovator, and a sought-after speaker. In education, he is widely known for his work on Peer Instruction, an interactive teaching method aimed at engaging students in the classroom and beyond.

** To see details on all 45 instructors you'll hear from in this course click >>> SEE ALL

Dr. Raúl Santiago co-developed the Spanish versions of Flipped Learning Certification Courses with Jon Bergmann. Raul is the director of the “Master in Methodologies and Emerging Technologies Applied to Education”. He is author of “Online Training: a Guide for University Teachers”; “The Flipped Classroom: how to convert Schools into Learning Spaces”; “Mobile Learning: new challenges and Realities in the classroom”; Inductive methodologies: The challenge of teaching by questioning and challenges”, Gamification: How to motivate your students and improve the climate in the classroom. He is currently taking part in several kinds of research about the Flipped Classroom Model in the Spanish language. He has been Academic Co-Director of The II European Congress on Flipped Learning. Other research fields include Evaluation Systems, Education Quality programs, online and blended learning, Teachers Training and Educational Technology.

Kathy Swanger is a life-long learner who has been in public education for thirty-four years. She taught high school social studies for thirty years ranging from a drop-out prevention program to college prep. Kathy then focused on her technology skill set and directed a digital media center for students in kindergarten through high school. In addition to teaching students about technology, she also helped teachers integrate technology into their curriculums. The next educational adventure for Kathy is to instruct the Teacher Academy program at Tri-Rivers Career Center, a career pathway for high school juniors and seniors who want to enter the profession of education. She is a passionate educator who strives to keep the tried and true practices that work for students, while always looking for new and better ways to enhance student learning. Kathy demands the best education for all students “because good enough isn’t.”

Dr. Robert Talbert is a Professor and Assistant Chair in the Department of Mathematics at Grand Valley State University. He is the author of the book Flipped Learning: A Guide for Higher Education Faculty (Stylus, 2017) and is a frequent workshop facilitator and keynote speaker on teaching and learning in the US and abroad. Robert spent the 2017-2018 academic year on sabbatical as a scholar-in-residence with Steelcase Education, where he conducted research and outreach on active learning and active learning spaces. He writes about math, technology, education, and academic productivity at his website, rtalbert.org.

Dr. Catherine Snelling is an Associate Professor and member of the Education Academy at the University of Adelaide, Australia. She is an internationally recognized leader in higher education, using a flipped learning approach in her university teaching and mentoring colleagues around the world to build their capabilities to use this innovative pedagogy. Catherine received a 2013 Australian Award for University Teaching, the University of Adelaide’s Stephen Cole the Elder award for Excellence in Teaching in 2010 and 2017, and Australian Citations for Outstanding Contribution to Student Learning in 2010 and 2017.

Dr. Richard Schwartzstein is the Ellen and Melvin Gordon Professor of Medicine and Medical Education at Harvard Medical School and Director of the Shapiro Institute for Education and Research at Beth Israel Deaconess Medical Center in Boston. Dr. Schwartzstein is a pulmonary and critical care physician who has won multiple national teaching awards for his work with medical students. His research in medical education focuses on approaches to teaching critical thinking and the cognitive processes underlying decision-making.

Dr. Gwo-Jen Hwang is currently a Chair Professor at the National Taiwan University of Science and Technology. He is also Dean of the College of Liberal Arts and Social Sciences at the university. He received his Ph.D. degree in Computer Science and Information Engineering from the National Chiao Tung University in Taiwan in 1991. Dr Hwang serves as an editorial board member and a reviewer for more than 30 academic journals of educational technology and e-learning. He has also been the principal investigator of more than 100 research projects funded by the Ministry of Science and Technology as well as the Ministry of Education in Taiwan. His research interests include mobile and ubiquitous learning, flipped learning, digital game-based learning, and artificial intelligence in education. He defined the term “seamless flipped learning” as “mobile technology-enhanced flipped classroom with effective learning strategies.” Since 2013, he has been in charge of a national mobile learning promotion program in Taiwan to assist high school teachers to develop teaching plans using mobile technologies. Flipped learning is one of the adopted learning strategies in the program.

Dr. Atef Abuhmaid is an Associate Professor in educational technology. Atef is the dean assistant at the faculty of education/Hashemite University, Jordan and a former Dean of education at Middle East University. He has a Ph.D. in Educational Technology from the University of Technology, Sydney, Australia. Atef is the author of five books (four in Arabic and one in English). Atef is interested in areas of scholarly research such as e-Learning, Flipped Learning, and classroom technologies.

Heather Voran has been an Education Specialist with the Region 16 Education Service Center for the last nine years. Prior to working for Region 16, Ms. Voran was a music teacher in the Canyon Independent School District. Ms. Voran earned a Bachelor of Music Education and a Master of Education, Instructional Technology from West Texas A & M University.

Dr. Matthew W. Stoltzfus, is a Chemistry Lecturer and Digital First Faculty Fellow at The Ohio State University, an Apple Distinguished Educator, and a contributing author on the 13th Edition of "Chemistry the Central Science." He continues to experiment with flipping his classroom, which is outlined on his course web-site www.drfus.com. His flipped class has also recently been featured by Apple, ESPN, and NPR.

Darin Carr is the Leader of Pedagogy and Innovative Practice at St. Columbas Catholic College, Sydney Australia. He has been flipping his senior Chemistry and Physics classes for 3 years and providing staff support and professional development for the past 2 years. He is Level 1 and 2 certified as well as being a certified Differentiated Specialist. He has presented his expertise in differentiating the group space at UNC Flipped Conference Colorado 2019 and is currently researching and producing flipped resources to enhance and support Flipped Learning initiatives around teaching study skills to students both at the secondary and higher level of learning.

Peter Santoro has been teaching High School Mathematics for 12 years. This is the fifth year he is “Flipping” and his third year with Flipped Mastery. Peter teaches two sections of Introductory Calculus, as well as one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes).Peter is a Founding Member of the FLGI International Faculty, and in June 2018 presented at ISTE on an FLGI Insanely Smart Panel with Jon Bergmann, Kathy Swanger and Terra Graves on the innovative use of class time.

Pepe Pereira is a passionate, innovative educator. She has completed a Bachelor of Arts, majoring in History and a Postgraduate Diploma of Education (Primary), at Massey University, Palmerston North, NZ. Pepe has been teaching in New Zealand primary schools since 2003 having taught at each year level, from New Entrants to Intermediate (5 -12-year-olds) and across all curriculum areas. An innovative and creative learner herself she has an interest in how Digital technology can be used to enhance the learning experiences and engagement of her students. Pepe enjoys working in multi-ethnic schools and exploring opportunities to engage her students. As Team Leader for the Intermediate level at St Anne’s Catholic School, Manurewa, NZ, she currently works alongside colleagues in a collaborative open-plan environment of up to 80 students, with a high ratio of digital devices. As part of her professional development in 2017, Pepe had the opportunity to attend FlipCon3.0 in Wellington, NZ. An authentic opportunity to utilize the Flipped Learning approach has ensured, student (and parent) ‘voice’, the effect of ‘accelerated progress’ of the learners, and the way Flipped Learning supports the ‘collaborative’ learning community, has confirmed the Flipped Learning model is firmly entrenched in the program. Pepe was acknowledged ACET status in 2018 (Advanced Classroom Expert Teacher).

Crystal Caton is the current Head of Department of Mathematics at Caboolture SHS. She has also previously held positions leading Science and IT in other schools across Queensland. Crystal is passionate about improving the results of every student and being able to meaningfully incorporate technology into the classroom. She has been implementing flipped learning in her classrooms since early 2014 and has also utilized a flipped mastery model for the last 3 years. In the last year, she led the growth of flipped learning in her school across a range of subject areas.

Lisa McCauley is a 7th-grade math teacher at Viking Middle School, in Gurnee Il. Lisa has run a fully flipped mastery classroom for the last seven years. She is a Google Level 1 and Level 2 teacher and an Apple Teacher. Lisa was awarded Teacher of the Year for District 56 in 2015. Lisa is passionate about personalized learning and can not see teaching any other way. Lisa helped her prior sixth-grade team become one of the first full teams to be fully flipped and self-paced! She wishes more teachers in her district would see the benefits in this approach and give it a try! In her free time, Lisa likes to bike, read, travel and play with her dog, Chief!

Steven Kolber is a High School English, History, Literacy and EAL (English as an Additional Language) teacher from Melbourne, Australia. He presents on Instructional Video, Flipped Learning, Inclusion and educational research’s applications to teaching. He is the leader of #edureading, an academic reading group around key education topics and is deeply passionate about improving educational practices across the world.

Magnus Nohr teaches ICT at Østfold University College, Department of Teacher Education and has a master's degree in ICT-supported learning. He is responsible for teaching the subject to ICT teachers - which is organized as a MOOC. He is dyslexic and uses active digital tools in his working day. He was one of the pioneers of Flipped Classroom in Norway and is responsible for the biggest Facebook group in Norway on the topic. He is known as a committed speaker and concerned with a good sharing culture with creative commons. He has over 900,000 views on his Norwegian teaching videos.

Tania O’Brien works at Bacchus Marsh Grammar, west of Melbourne as a science and senior biology teacher. She studied a Biological Sciences degree majoring in Genetics and the History & Philosophy of Science before starting her teaching career. Previously Head of Science at the school, further study of a Graduate Certificate in Student Assessment and Learning has led to focusing on increasing rigor in assessments and using the data from both formative and summative assessments to improve student achievement. Currently, Tania is the Curriculum Coordinator and is responsible for supporting staff to improve assessment in secondary school, working on ways to improve student outcomes. Tania has also worked as an external assessor and auditor in Biology. Tania is currently working on completing the Flipped Learning Differentiation Strategies Course.

Matt Eisley works with the students and staff of the South Williamsport Area School District, where he teaches chemistry and AP Chemistry and serves as the K-12 Science Department Chair. He has served on various technology initiatives within the district and actively promotes the flipped learning methodology through implementation in his chemistry classes; outreach to and education of parents; and modeling, sharing, and collaborating with fellow staff members. In addition to his 18 years as a high school teacher, Matt has also served for 9 years as an adjunct instructor at the Pennsylvania College of Technology for courses including Fundamentals of Chemistry, Introduction to Forensic Science, and Information, Technology & Society. Matt has received Flipped Learning Certification Levels I & II, as well as Flipped Learning Trainer - Level I certification. He earned a BS in Chemistry and a BSEd in Secondary Education (Chemistry) from Lock Haven University of Pennsylvania, and a MS in Instructional Technology from Bloomsburg University. His professional interests are in flipped learning implementation, inquiry-learning (specifically POGIL - Process Oriented Guided Inquiry Learning), and digital laboratory simulations.

Sigrún Svafa Ólafsdóttir was born in 1980 and brought up in the countryside in Iceland. She took education in Denmark and graduated in 2008 as an architect. At some point, she got the opportunity to get a job as a teacher in Keilir, which was intended to be a short term project. Subsequently, she started to love teaching and has been working in Keilir - academy as an adult education teacher since 2010. Since the summer of 2012, she has utilized the Flipped Learning model in her danish courses and has been seeking to improve her teaching methods. Currently, she is supporting co-workers and new teachers who are starting to flip their student classroom experience. It has been surprising for her how her architectural background has helped her to develop the teaching and she is constantly seeking new and better ways to help her students.

Casey Snyder is a history teacher in Wiggins, Colorado. He has been teaching for the past eight years but flipped his classroom in 2018. Casey’s expertise in the history field fueled his desire to engage every student that walked through his door, which is why he chose the Flipped Learning model. He achieved his Flipped Learning Level I and II certification in the summer of 2019.

Hassan Wilson, current Assistant Head of Upper School and former Science Department Chair at Friend Seminary, is a long time “flipper.” He has experience with Mastery Flipped Learning and developed his own model integrating elements of SBG, Mastery, and Inquiry Learning, called Mastery Learning Cycles. His latest iteration required students to select “minors” and “majors”, which are selective units that students chose in order to investigate topics of interest. Hassan’s current challenge is to incorporate the scientific modeling approach with Flipped Learning.

Monica Roach is a graduate of Old Dominion University in Norfolk, Virginia with a Bachelor’s of Science degree in Interdisciplinary Studies and a Master’s Degree in Special Education. She has fourteen years of teaching experience at the middle and high school levels. She holds endorsements in Special Education and Social Studies. She has earned her Level I Flipped Learning Certification and is currently working on her Level II Certification. Monica has recently accepted an Instructional Technology Specialist position at Birdneck Elementary School in Virginia Beach, Virginia, USA. Over the last ten years, she has taught special education classes, co-taught inclusion English and history classes, and taught World History I, World History II, Virginia/US History, and Sociology. She has successfully flipped her World History II classes for three years and enjoys the time it gives her to develop solid relationships with her students. Monica has been nominated for Teacher of the Year twice since flipping her class, been “Tagged by the Superintendent” for her positive contributions to her school, and recognized as a Distinguished Teacher by the City of Virginia Beach.

Joanne Ward is an international school math teacher in Taipei, Taiwan. She started flipping her class in 2015 and has taught Foundations of Algebra, Algebra I, Algebra II and Geometry. Joanne graduated from National Taiwan University with B.A and M.B.A degrees in Business Administration with a major in Technology/Information Management. She did her Teaching Assistantship for undergraduate Statistics and from there, saw the value of teacher creating instructional videos for students. After Joanne chose to pursue her teaching career, she started taking short videos for her students and has received very positive feedback. This is her fourth year flipping her class and she looks forward to growing more in this area.

Jessica Washington is a three year veteran of middle grades in Memphis, TN, Jessica has learned she lives for the awkward moments. Her classroom features a culture centered around relationships but two years ago this culture was threatened. The overwhelming job of covering the Tennessee state standards for science and social studies, while students used technology daily, forced Jessica into the unknown territory of Flipped Learning and she has not looked back. During the summers of 2018 and 2019, she completed the Level 1 and Level 2 Flipped Learning Certifications and in the 2018-2019 school year, she was chosen by her school to participate in a two-year program for the State Personnel Development Grant for Tennessee. She was also given the honor of being featured in the Memphis newspaper, The Commercial Appeal, highlighting her use of technology in the classroom. Recently in the summer of 2019, Jessica had the opportunity to teach a workshop on Flipped Learning in the secondary classroom at the Lausanne Learning: Teach Tech Conference hosted at the University of Memphis.

Dr. Dena Leggett began her career teaching Physical Chemistry at Lake Forest College. She spent a few years as a corporate trainer teaching classes on the chemistry of computer chip manufacturing. More recently, she has been teaching high school honors, AP, and IB chemistry and regularly taught general chemistry at Collin College. For the last three years, she has been teaching at Franklin High School in Franklin, TN. She scores the AP Chemistry exam each year, is on the Pre-AP Chemistry design team for College Board, and regularly consults for the National Math and Science Institute (www.nms.org). Dena earned her B.S. in chemistry at Northern Illinois University and her Ph.D. in chemistry at Wayne State University.

C. Harun Böke has been teaching maths since 1999 in Turkey, North Cyprus, UAE and the UK. He started what would then be called as In-Class Flipping in 2012 and improved his implementation since then. He obtained his B.Sc. in Maths Education at METU and M.Sc. on Curriculum and Instruction at Hacettepe University last century, both in Turkey. He also earned his IBO-accredited IB DP Certificate in 2013 at Bethel University, Minnesota and his QTS in 2016 at NELTA, London. He has recently completed all the FLGI training, which, in turn, upgraded his approach to In-Class Flip Mastery.

Colleen Worton is a Mathematics Coordinator at a Senior High school in the Hunter Valley NSW Australia. She has been teaching for 20 years in a variety of schools both in Australia and in the United Kingdom. Colleen first started flipping the classroom as a teacher in 2016 after attending a conference. She quickly noticed a change in the results of the students as well as the resilience of our students to maintain the level of Mathematics of their choosing. Over the past 3 years, Colleen has led all Mathematics Teachers away from traditional teaching to be full-fledged flipped teachers. In 2019 she traveled to Colorado US to share her leadership experience at the Active Learning conference.

Dr. Jerry Overmyer has teaching experience in secondary and college mathematics and is currently a mathematics faculty member at Western Governors University. Jerry is a pioneer and expert in Flipped Learning. He gives frequent presentations on Flipped Learning and was the creator and facilitator for the Flipped Learning Community - a 30,000+ member professional learning network for educators. He is the founder of the Flipped Learning Academy, which provides professional development for college faculty.

Kristen Welsh is an Associate Professor of Russian Area Studies at Hobart and William Smith Colleges, where she has taught Russian language, literature, film, and culture since 2002. Having begun learning Russian as an undergraduate, she went on to earn a Ph.D. in Slavic Languages and Literatures from Yale University. She began flipping her introductory Russian language courses in 2013 and now uses flipped learning approaches in her intermediate language courses, as well. She has presented her work on flipped learning at national meetings of the American Association of Teachers of Slavic and East European Languages (AATSEEL), at NYU, and on the HWS campus, where she is a member of the Flipped Learning Community of Practice. As part of her research on contemporary Russian-American writers, she is working on a book on novelist Olga Grushin.

Angela Barnett is a graduate of National University in California with a Bachelor’s of Arts degree in Interdisciplinary Studies and a Master’s Degree in Cross-Cultural Teaching. She also holds supplementary authorizations in English and Social Studies. She has over fifteen years of working in the field of education. As an elementary teacher with 1:1 devices she pursued her own personal professional development by participating in an EdTechTeam Teacher Leader technology program. Angela currently teaches 3rd grade at a Title I TK - 6th grade elementary school. Before becoming an AVID site coordinator and district teacher induction mentor, she was the ELA/ELD and technology site lead. Within the last year Angela has been sharing her flipped learning knowledge and experience by presenting at conferences, such as, California League of Schools, CUE, and the California STEAM Symposium. She has introduced flipping at the elementary level to teach the skills her students need to be successful in school and throughout their lives.

Deborah Rasmussen is a Digital Learning Consultant at Hobart & William Smith Colleges in Geneva, NY where she supports technology integration in the curriculum and the exploration of emerging learning technologies in and beyond the classroom. Prior to joining Hobart & William Smith Colleges, Deb had a full career as an RN, most recently as a System Clinical Educator where she initiated online and blended learning for clinicians. Deb holds a Master of Science Degree in Education, in Learning Design and Technology from Purdue University and continues to explore design principles to effectively extend the classroom walls and enhance the face-to-face class time. In 2018, through her work as a founding member of FLGI’s International Faculty, leading global conversations and contributing to the first Training Standards for Flipped Learning, Deb was recognized as one of the top 50 Flipped Learning leaders in higher education worldwide. Impassioned by these global conversations, Deb initiated a Flipped Learning Community of Practice at Hobart & William Smith Colleges which continues to gain momentum. Deb has been invited to share her experience at seminars and conferences and has most recently been sought out at the Diocesan level to help Catechetical and Youth Leaders design learner-centered faith-based experiences, including the implementation of Flipped Learning.

Richard Rasmussen is the Youth and Pastoral Minister at Immaculate Conception Church in Ithaca, NY. He holds a Master's in Divinity Degree from St. Bernard's School of Theology and Ministry, and an undergraduate degree in Social Work from the State University of New York at Brockport. He has been in Youth and Pastoral ministry for the past 22 years with a focus on faith-based education and formation. Rich has served on multiple committees and organizations in youth ministry on local and national levels. He is a sought after trainer and workshop presenter on best practices, methods, and models in ministry with young people and families. For the past year, Rich has implemented flipped learning in his Family Based Religious Education Program and could not be more pleased with the results. Rich has a desire to help others in ministry use the Flipped Learning approach so they can make faith formation about both the head and the heart.

Elise Burns is a high school physics teacher with nearly 30 years of teaching experience, mostly in northern New Jersey, USA. She started flipping in 2013, and has used this as a stepping stone to move to standards-based grading and a mastery classroom. She has presented at NSTA conferences as well as trained local teachers how to flip, create rubrics, and use PBL in the classroom.

Dr. Chaya Gopalan received her PhD in Physiology from the University of Glasgow, Scotland. Upon completing two years of postdoctoral training at Michigan State University, she began teaching at St. Louis Community College and later at St. Louis College of Pharmacy. At present, she is pursuing a robust teaching as well as a research career at Southern Illinois University Edwardsville. Her teaching is in the areas of anatomy, physiology, and pathophysiology at both undergraduate and graduate levels. Dr. Gopalan has three well-funded research projects, one related to flipped learning, another one is in the field of brain sex dimorphism and yet another project is in the area of diet-induced obesity, intermittent fasting, and physical and mental fatigue.

George P. Sparks served 24 years as Volunteer Educational Developer in Dallas public schools. He has also served at Mercy Street urban schools center, the Melting Pot refugee center and Russian Seminaries. George received his B.S. in Accounting & Business Management from Union College. He is retired from Standard Oil Chemicals. Over his career he held positions as Vice President, Strategy & Development, General Manager, Plastics Division and Division Controller, Plastics Division. He was a Captain in the United States Air Force. George is married with two children.

Allan Robinson is currently Senior Teacher for Geography and Social Studies at Te Aho o Te Kura Ponamu in New Zealand. He has worked in a number of schools as a Head of Department and senior manager. Allan wrote for and moderated online modules in Social Studies for the New Zealand Ministry of Education in the late 1990's. Since 2014 he has led a team in his school to move from a book based distance learning service to a fully online and interactive online school with regular online student advisories.

Bruce Ngataierua is a Chemistry Secondary Teacher with an interest in Earth and Space Science and Astronomy. Experienced in classroom teaching and distance education. He believes in life long learning and encouraging students to positively reach their learning goals.

Wilson Azevedo is an Online Education pioneer in Brazil and Director of Aquifolium Educacional, a Brazilian company focused on educational innovation. Since 2013 trains teachers for Flipped Learning through online courses, some of them with Jon Bergmann. This year he is helping (as a consultant) Sebrae, the biggest entrepreneurship service of his country, in adopting Mastery Learning in its educational programs.

Mareika McLaughlin is an online course developer at Berklee Online with more than 10 years teaching in the classroom and online, as well as experience working in project management in various fields both internationally and domestically. In Cape Verde, Mareika worked for a small start-up company teaching business English and western business culture. In the US she started and managed a massive flipped classroom project for the Massachusetts International Academy and their partner company in Beijing, China, Cernet Education. Mareika holds a Master’s degree in Education from Boston University. She is a seasoned and dedicated teacher.

Alicia Diez Ochoa is a Primary Teacher in Pamplona (Spain), she teaches Science snd Social Sciences in 5 and 6 year, students aged 10-12. She is also a University Teacher in the Education Faculty at the University of Navarra. At school, she uses in-class flip combined with flipped learning. Her main goals are to make classes more active, improve study techniques and promote curiosity and challenging activities. Alicia is one of the founders and editor of theflippedclassroom.es and co-writer of "Flipped Classroom: 33 experiencias que ponen patas arriba el aprendizaje" and "The flipped classroom: Cómo convertir la escuela en un espacio de aprendizaje"

Paul Hennessy is a current Assistant Principal at the Open Access College in Adelaide, South Australia. Open Access College is the sole distance education provider in South Australia. He has also held Executive Leadership positions at other schools in South Australia as well as Papua New Guinea and the United Arab Emirates. He has been delivering on-line learning for the past eight years and utilizes a range of pedagogical approaches, including flipped learning variations, to support students while they work in both the group and individual spaces.

Course Curriculum

Click the arrow to the right of each unit to see curriculum details.

1

Unit 1: What and Why
- 1.1 Stunning
- 1.2 Course Overview
- Unit 1 Graphic Organizer
- Complete Documents for the Entire Course
- 1.3 The Heart of Flipped Learning
- 1.4 The Grand Meta Principle
- 1.5 What Problems Does Flipped Learning Solve?
- 1.6 The One Question
- 1.7 Bloom's Taxonomy and Flipped Classrooms
- 1.8 Defining Flipped Learning
- 1.9 The Global Elements of Effective Flipped Learning
- 1.10 Five Hurdles to Flipping
- Unit 1 Discussion
  FREE PREVIEW
- DoodleNotes-1-TheHeart of FL
- Unit 1 Quiz
2

Unit 2: Planning
- Unit 2 Graphic Organizers
- 2.1 Introduction
- 2.2 Backwards Design
- 2.3 Unit Planning
- 2.4 Designing a Flipped Lesson - Before, During, After
- Flipped Class Lesson Plan Template
- 2.5 I Do, We Do, You Do
- 2.6 How to Start a Day
- 2.7 The Art of Questioning Part 1
- 2.8 The Art of Questioning Part 2
- 2.9 Don't Make This Mistake
- 2.10 Planning Wrap Up
- Unit 2 Discussion
- DoodleNotes-2-Planning
- Unit 2 Quiz
3

Unit 3: Best Practices in the Individual Space
- Unit 3 Graphic Organizers
- 3.1 Introduction
- 3.2 What If They Don’t Complete the Pre-Work?
- 3.3 Flipping Where Access Is Limited
- 3.4 Ten Tips for Effective Flipped Videos
- 3.5 Principles of Good Digital Design
- 3.6 The Ideal Length of Flipped Videos
- 3.7 Be Clear
- 3.8 Connect Pre-Class Work to Group Space
- 3.9 Making the Individual Space Social
- 3.10 Build in Interactivity
- 3.11 Who Should Create Pre-Class Work?
- 3.12 Teach Them How to Watch
- 3.13 Plan for Students With Incomplete Understanding
- 3.14 Student Buy-In
- Student Engagement Poster Download
- 3.15 Student Standards
- Student Letter Sample
- 3.16 Parent Buy-In
- Resources for Parent Buy-In
- Sample Parent Letter
- 3.17 Wrap Up
- Unit 3 Discussion
- DoodleNotes-3-IndividualSpace
- Unit 3 Quiz
4

Unit 4: Technology
- Unit 4 Graphic Organizers
- 4.1 Introduction
- 4.2 Technology Workflows
- Technology Workflow Discussion
- 4.3 Video Creation
- 4.3a Video Creation Using a Smartphone
- 4.3b Video Creation Using a Document Camera
- 4.3c Introduction to Screencasting
- 4.3d Screencasting Using a Computer
- 4.3e Screencasting Using a Tablet
- 4.3f Lightboard Videos
- 4.3g Video Creation Using Augmented Reality
- 4.3h Video Creation Using Virtual Reality
- 4.4 Hosting
- 4.5 Video & Text Interaction Tools
- 4.5a Video Interaction Using Google Drive
- 4.5b Video Interaction Using EdPuzzle
- 4.5c Text Interaction Tools
- 4.6 Learning Management Systems
- 4.7 Hardware
- 4.8 All-In-One Tools
- 4.9 Assessment Tools
- 4.10 Tying it Together
- Flipped Video Rubric
- Unit 4 Discussion
- DoodleNotes-4-Tech
- Unit 4 Quiz
5

Unit 5: Best Practices in the Group Space
- Unit 5 Graphic Organizers
- 5.1 The Importance of the Group Space
- 5.2 A Typical Day in the Life...
- 5.3 Process vs. Activity
- 5.4 The Duh's of Flipped Learning
- 5.5 Questioning Strategies
- 5.6 Micro-Conversations
- 5.7 The In-Class Flip
- 5.8 Flipping Feedback
- 5.9 Three Tips to Make the Group Space More Engaging
- 5.10 Learning Spaces
- 5.11 Tying it All Together
- DoodleNotes-5-Group
- Unit 5 Quiz
6

Unit 6: Levels & Subjects
- Unit 6 Graphic Organizers
- 6.1 Introduction
- 6.2 Science
- 6.3 Math
- 6.4 English and Language Arts
- 6.5 Social Sciences
- 6.6 World Languages
- 6.7 Elementary School
- 6.8 Special Needs
- 6.9 Character Education
- 6.10 Flipping an Online Class
- 6.11 Tying it All Together
- Unit 6 Discussion
- Unit 6 Discussion
- DoodleNotes-6-Levels
- Unit 6 Quiz
7

Unit 7 Assessment
- Unit 7 Graphic Organizer - Assessment
- 7.1 The Need for Assessment
- 7.2 The Big Picture of Assessment
- 7.3 Should You Grade Formative Assessments
- 7.4 Note Taking
- 7.5 How to Deal with Impromptu Questions
- 7.6 How to Stop Taking Papers Home to Grade
- 7.7 Self Assessment
- DoodleNotes-7-Assessment
- Unit 7 Quiz
- Unit 7 Discussion - Assessment
8

Unit 8: Flipping Online Classes (NEW)
- Unit 8 Graphic Organizer - Online Learning
- 8.1 Overview of Flipping Online Learning
- 8.2 Asynchronous - Hybrid - Synchronous
- 8.3 Planning for Effective Online Learning
- 8.4 Making Online Learning Work with Your Life
- 8.5 Best Practices in the Individual Space Online
- 8.6 Best Practices in the Group Space Online
- 8.7 Technology for Online Learning
- 8.8 Assessing Online
- 8.9 Building Relationships & Community Online
- 8.10 Engaging Online Learners
- 8.11 Leading Online Learning for Administrators
- 8.12 Equity in Online Learning
- 8.13 Online Learning in Elementary Classes
- 8.14 Closing Thoughts on Online Learning
- DoodleNotes-8-OnlineFlipped
- Unit 8 Discussion - Online Learning
9

Unit 9: The Evolution of Flipped Learning
- Unit 9 Graphic Organizers
- 9.1 Flipped Learning is Not Static
- 9.2 Flipped Learning is Evolving Because of Three Factors
- 9.3 Flipped Learning is Global
- 9.4 Flipped Learning Provides New Opportunities
- 9.5 Flipped Learning is a Meta-Strategy
- 9.6 Being a World Class Practitioner
- DoodleNotes-9-Evolution
- Unit 9 Quiz
10

Unit 10: Going Deeper
- Unit 10 Graphic Organizers
- 10.1 Introduction
- 10.2 Student-Created Content
- 10.3 Projects & PBL
- 10.4 Choice
- 10.5 Inquiry
- 10.6 Peer Instruction
- 10.7 First Person Narrative
- 10.8 Socratic Seminars
- 10.9 Differentiation Strategies
- 10.10 Flipped Mastery
- Unit 10 Discussion
- Unit 10 Quiz
11

Unit 11: The Power of Flipped Learning
- Unit 11 Graphic Organizers
- 11.1 Relationships Revisited
- 11.2 The Power of Flipped Learning
- 11.3 Could You Ever Go Back?
- 11.4 Final Course Housekeeping
- 11.5 The Fifth Hurdle
- 11.6 Taking the Next Step
- Course Review
- Registration of Certification

Reviews

Great class - well structured and paced. Wish I had taken...

John Benoit

I really enjoyed the class - I find a lot of Teacher PD to be long-winded or marginally applicable to my classroom (Engineering / Computer Science). I'm bec...

I really enjoyed the class - I find a lot of Teacher PD to be long-winded or marginally applicable to my classroom (Engineering / Computer Science). I'm becoming a believer in Guided Notes, so I *did* print -out and use the 'Graphic Organizer', took notes during the videos, and did all the work. It was all well thought through, concise, and applicable. I took some tidbits from the ELA topic and the Elementary school topic - it really is worth listening to / thinking through how it's applied in other areas. Flipped Learning is based on a lot of other strategies you may already be using (backward design, constructivist theory of bridging and social interaction required for learning, relationships), so TAKE THE TRAINING and get your neurons to start rewiring themselves on how to apply it to your class. It is so much more than just video recording yourself doing the intro / lecture portion of your class. Every class, every teacher is different, so there's no 30 or 60 minute overview that boil it down for you. This class will get you there.