The details of this chart are less important than the process of creating it. After reading/watching how others use it in the classroom, and trying out flipped teaching with your own students, get together with a few other educators and fill out your own chart. Here's a blank chart we give out as a part of a Think-Pair-Share. You might want to divide it into sections and consider the affordances and constraints by user (teacher/student/special needs student). Hopefully you'll revise the chart as you explore flipped teaching in a wider variety of ways.

  • Potentially increases time in class for a wider range of learning activities
  • Students can skim, rewind, and rewatch/listen as often as needed - even if absent
  • Potentially more time to work one on one or in small groups with students
  • At school, students can take the role of teacher with a classmate or lead a group
  • Teacher has more opportunity to hear/see where students are struggling (naive conceptions, misconceptions, mythconceptions) - these can become the focal point of instruction - this can fit well with a constructivist approach and/or differentiation
  • More time to question, assist, teach, address myth conceptions, use alternative representations
  • Some excellent resources available from YouTube, iTunes U, TED, and other similar sites- opportunity to "learn" from some of the best teachers in the world
    • Could this help unearth students misconceptions, mythconceptions, and naive conceptions?
  • Mazur and November point to this method as a way to deal with the "Curse of Knowledge" described in Made To Stick
  • Potentially adds more time to the students' already busy day
  • Adds more screen time to students' day
  • Will the students do their "homework"?
  • Often requires access to a computer (or tablet or smartphone) with internet access - Consider usb drives and/or DVDs to overcome this
  • Requires time to find or create resources (video, audio, online lessons, games, etc.)
  • Like any change in instruction, teachers will need time to adapt if they are to use this method well, and schools rarely provide this sort of time
  • Instruction (hopefully not just lecture) in this method can be as exciting or as boring as they are in the classroom
  • How different is this from a multimedia version of having the students read the chapter at home?
  • Be ready for students who just want the teacher to give them the answer