Billy: Hey, Bo.

Bobby: Hi, Bo.

♫ (lyrics) Flipping Physics ♫

Mr. P.: Ladies and gentlepeople, the bell has rung;

therefore, class has begun;

therefore, you should be seated in your seat

ready and excited to see the difference

between a traditional and a flipped AP Physics C Class.

Billy: AP Physics C.

Bo: Calculus, sounds like fun.

Bobby: Maybe someday.

Billy: Absolutely.

Mr. P.: On your left is a traditional classroom

and on your right is a flipped classroom.

Really? We had to flip the word flipped didn't we?

That's just cheesy. (splat)

Okay. That just makes it worse.

(laughter)

Bobby: That's my fault.

I thought it would be funny.

Billy: I thought it was funny.

Mr. P.: Uh, no, Bobby, just cheesy.

Okay. So the difference between a flipped

and a traditional model in its most basic sense.

Traditionally, lectures are done in school.

Under a flipped model,

those lectures are instead done at home

via some sort of online video usually,

and the bookwork which is traditionally done at home

is now done in school.

Where the lectures and bookwork are done are flipped,

hence the word flipped.

There's more to it than that

which is why we have this video.

Bo: Mr. P., when were those videos taken?

Mr. P.: Good question, Bo.

Mr. P.: These two videos were taken

approximately a year apart

and cover pretty close to the same material.

We're going to now take a look

at the traditional class

and what we're going to see now is

a timelapse video of the entire 87 minute class.

So you're going to see it move by pretty quickly

and the idea here is so you can see

what happens during the traditional class.

(fast forward)

Mr. P.: Actually, let's pause

with one minute left in class

to show you the only thing that we did

in this traditional class

that was not lecture, one formative assessment.

What is funny about this is

that in the flipped class,

we actually started where

the traditional class ended

because the students had already received

this lecture at home.

In fact, in the flipped class,

we had time for two formative assessments

instead of just one,

and we also had time for a summative assessment

in the form of a quiz.

Bo: Awesome. More time for quizzes.

Bobby: Yeah, awesome.

Billy: I agree.

Mr. P.: Guys, remember that quizzes aren't

just for grades.

Quizzes also help teachers keep track

of what students are or are not understanding.

However, the main thing a flipped class provides

is time for the students to work

to understand the material

while the teacher is there so that they can ask

the teacher questions in a small group setting.

Because the teacher is able

to communicate with the students more,

the teacher is more aware

of the student's understanding

of the material.

You can see how in the flipped class,

the students are continually asking me questions

as I wander about the room.

Oh, and while students are asking questions

in the flipped class,

you couldn't see that in the traditional class,

I've actually rewound it,

so that you can watch me lecture, lecture, lecture.

Billy: That's pretty cool.

There's more time for asking questions

about the homework problems.

Mr. P.: Actually, we have to call it bookwork now

because it isn't primarily done at home any more.

Some of these students aren't just working on bookwork.

They are also working to finish up a lab

that we took data for in the previous class.

In a traditional classroom,

they would have to complete the lab at home;

however, because there is more time

in a flipped class,

they can ask the teacher questions

during class about analyzing the data

from their labs.

I found that this makes students

more efficient in their work

because they spend less time at home

spinning their wheels

when they don't understand something.

Notice that sometimes I did still need

to stop everyone and talk to the group

as a whole perhaps to cover something

that I thought that a lot of people

were not understanding.

Another thing to notice is

that the two videos were taken

from completely different perspectives.

The different camera locations are necessary

because traditional teaching

is more teacher-centered,

whereas, flipped teaching is more student-centered.

This is because traditionally the teacher

is standing at the board for most of the class;

however, when the class is flipped,

the teacher spends most of their time

with the students at the lab tables and desks.

One thing that you may not have noticed

in the traditional lecture

was that there was a demonstration.

Let's skip to that for a moment.

Now, there is a major difference

in the way demonstrations can be done

in a flipped class.

The students have already seen

the demonstration at home

and in class they get an opportunity

to see the demonstration up close.

They can touch the demo

and they can ask questions about it

in a small group setting

which is a lot more comfortable.

Also, we had time to do a second demonstration

in the flipped class

that only sometimes in the traditional class

we had time to do.

Again, this was because the flipped class

allows more time in class

for things other than lecture.

Oh, I also had some parents who watched

the flipped lectures at home.

This helped parents to know exactly

what we were doing in class.

Let's take a moment and just listen

to the differences between the two.

Again, traditional teaching

is more teacher-centered so you'll hear me lecture

most of the time;

however, flipped teaching is more student-centered;

therefore, you will hear the students being

actively engaged in their learning

rather than passively watching me lecture.

We can start with Ampere's Law

closed loop integral[ b.ds=mu not ] times the current

on the inside.

Okay. Let's see.

We know B is up.

ds is also up; therefore,

(students talking)

Mr. P.: In summary, the flipped,

Oh, really?

(laughter)

You guys had to do this, huh?

Mr. P: Oh, wait. I got it.

(laughs)

Okay, in summary, the flipped classroom

is more student-centered.

Students can be more efficient.

It allows more time for students

to ask their teachers questions.

There's more time for assessments

and in case you missed it,

the flipped class can be a lot more relaxed and fun.

I think everybody learns better

when they are more relaxed.

Bobby: I guess that's why I decided

to take your Flipping Physics class.

Billy: Me too.

Bo: Oh, all right. Me too.

Mr. P.: Thanks, guys.

It means a lot.

Thank you very much for learning with me today.

I enjoyed learning with you.

In case you missed it,

at FlippingPhysics.com you can find

a whole bunch of videos that Physics teachers

can use to flip their classes.

Please use and enjoy.

(splat, splat, splat)

(slurp, slurp, slurp)