This week there was an opinion piece in the New York Times about flipped classes and how they’re being deployed at Clintondale High School, in Michigan. In “Turning Education Upside Down,” Tina Rosenberg writes about how the entire school moved to flipped classes and the outcome it had on student learning. Grades and completion rates increased dramatically.

[Flipping] frees up class time for hands-on work. Students learn by doing and asking questions — school shouldn’t be a spectator sport. “A lot of people think it just has to do with technology,” said Kim Spriggs, who teaches business and marketing. “It’s actually more time for kids to do higher-order thinking and hands-on projects. Instead of presenting the information in class and having students work on projects at home, where they don’t necessarily have support, here in class, one-on-one or in small groups, I can help them immediately.” Students can also help each other, a process that benefits both the advanced and less advanced learners.

If you’re interested in learning more about flipped learning or want to try it in one of your courses, let us know and we’ll be happy to work with you.

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