Models of Flipped Learning: A Podcast with Jonathan Bergmann and Aaron Sams

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In this podcast, Alan November interviews Jonathan Bergmann and Aaron Sams, chemistry teachers from Woodland Park, CO. The discussion focuses on their models of flipped learning where the traditional model of classwork and homework is reversed, leading students to a deeper understanding about the concepts being taught.

Both Jonathan and Aaron will be presenters at the BLC11 conference being held this summer in Boston, MA.

In addition, Jonathan and Aaron provided us with a series of resources to share that pertain to the work they and their students are doing.

  • Watch this video to see more of an overview of the Flipped Model.
  • Be on the lookout for their new book being published by ISTE Press. It should be available in the Summer or Fall of 20011.
  • If you want to learn more about their flipped model, consider attending their conference being held in  Woodland Park, CO. More information can be found here.
  • Take part in a learning network with other educators who are interested in and/or utilizing the flipped model.
  • Visit Jonathan and Aaron’s Web site with links to good educational videos.


  1. My entire chemistry course is on YouTube. People all over the world use my videos. My students refuse to watch them, coming up with excuse after excuse. I am already set up to do this, have been trying to do this since last year, but all I get is “my internet is broken” or “I don’t have a computer.” I didn’t realize I was trying to reinvent the wheel here. I work in Washingtonville, where you will be presenting on Thursday. Unfortunately, I have a doctor’s appointment that day, but I would still like to touch base with you on this.

  2. My 8th Grade math teacher did this by recording her lessons during activity period with a flip camera. She likes teaching students, so we would have a group in there for her to teach. The group consisted of those who were struggling with the concepts or have to have some extra exposure to the lesson. She would then post the video and the students would watch the video at night and she would circulate around and work with groups or individual students. It got mixed reviews, but our ISAT test scores were great! Our teacher missed the teaching aspect and found she didn’t have the same type of relationship with her students as she had in the past. Great results though!!

  3. What about students that sit back and do nothing? How do you handle the students that choose to fail? Do you have any? All your direct instruction is done via video podcast? Two of you in the room, co-teaching?

  4. How do the students that don’t have internet get the videos?

  5. Here’s a parent story for you Alan. We have a program which employs a similar idea called TV Textbook which we piloted this past summer with middle school students who failed math. The TV Textbook “box” (a device with an inserted 3g internet stick through which sequenced math content is configured by the teacher and streamed to each box by the company’s server) is connected to their TVs like a Wii console and the student uses a wireless keyboard to do their homework or do lessons in advance of class. 80% of the students who actively used the program for only 3 weeks improved their grades from a failing Level 1 to a Level 2 (promotable performance) on the NYC summer math test. But my favorite parent storyline is this: When I asked a student how it was going, she said “…something funny happened last night, Dr. Appea. I caught my father using my TV Textbook!”



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