“What is the best use of class time? This is the single most transformative question any educator can ask.” – Jon Bergmann, Author of 10 Books on Flipped Learning.
Flipped Learning is a framework that enables educators to reach every student in every classroom every day. The flipped approach inverts the traditional classroom model by introducing the course material before class, allowing teachers to use class time to guide each student through active,?practical, innovative applications of the course content.
Flipped Learning is transformative because shifting the basic instruction outside of the classroom gives educators the class time to use all forms of active learning strategies. As such, Flipped Learning is a framework that enables and supports all of the most effective instructional models of the day.
Watch the video, then view the tabs below to learn how we can help your school reach every student with Flipped Classroom transition planning, advanced master classes, and flipped professional development.
Flipped Learning was pioneered and popularized in higher education by Eric Mazur and in K-12 by Jon Bergmann and Aaron Sams. The framework is now used around the world to teach subjects including science, math, reading, and history, to dance, medicine, and law.? Flipped Learning educators are reaching every student in primary schools like Ashhurst, high schools like Clintondale, and universities like Harvard, Stanford, Yale, and the first fully flipped university, MEF.? We can partner with you to co-design your transition to Flipped Learning or introduce advanced Flipped Classroom strategies to your staff.
Jon Bergmann is FLGI's Chief Academic Officer and leads a global cohort?of the most experienced Flipped Learning practitioners in the field. Under Jon’s guidance, FLGI has developed a comprehensive Flipped Learning Professional Development Program to help?educators reach every student, in every class, every day.? The professional development leverages over two decades of global experience helping educators, schools,?and school systems successfully adopt the Flipped Learning framework.
The program includes a fully developed?Flipped Learning PD Curriculum?and offers?a proven, professional development strategy?for schools, universities, and organizations.?This internationally accredited training program is *flipped* and uses a suite of Flipped Learning 3.0 videos for the basic instruction.?The online training is followed by face-to-face, active learning workshops, facilitated by FLGI certified instructors, and 24/7, ongoing, post-training support worldwide. The faculty provides training and support in six languages: English, Spanish, Italian, German, Dutch, and Chinese.?Finally, educators can?deepen their understanding and mastery by visiting one of our 327+ Model Classrooms, and?20 Model Schools including the fully-flipped flagship, MEF University.
The professional development program?was designed to set an unparalleled standard for Flipped Learning PD.? It has four primary advantages over most available Flipped Learning training options:
The Gold Standard
|The PD is based on globally-curated, peer-reviewed best practices and was designed to meet or exceed the AALAS Global Gold Standard.?The training program is internationally accredited and qualifies for graduate credit.|
|The PD begins online, ensuring that every educator, anywhere in the world, gets the same comprehensive quality of professional development on the fundamentals of Flipped Learning.|
|Currency||The professional development program is supported by the most rigorous content-updating system and schedule in the field. This ensures the most current global best practices are included in the PD.|
|Master Classes||The professional development is not delivered by any single Flipped Learning "expert".? The PD is delivered by a "global team" of the?best Flipped Learning?practitioners in the world.|
|All faculty members are experienced Flipped Learning practitioners who completed a comprehensive training program with Jon Bergmann on the fundamental and advanced principles of Flipped Learning 3.0. Further, every faculty member is FLGI Trainer Level - II certified and has completed an intensive program to prepare them to deliver the highest standard of training in Flipped Learning.? As global collaboration is the defining quality of Flipped Learning 3.0, all faculty members were required to complete a demanding practicum, and have demonstrated proficiency?in collaborating across?cultures, time zones, and?disciplines. We have?International Faculty members on four continents with diverse Flipped Learning specialties and areas of expertise from K-12 to higher ed, and corporate training.? When your staff receives professional development from an International Faculty member they are eligible to receive globally recognized certificates of training from the Flipped Learning Global Initiative. They also receive ongoing support.|
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FLGI research found that as high as 80% of veteran Flipped Learning practitioners are three to five years behind global best practices. We solve this problem by combining global and local expertise.
The magic of this global-local blended model is that the professional development is highly standardized where it matters most and highly customized, personalized, and contextualized where it matters most.?
The global-local blended model ensures you'll get the most current and the most customized professional development for your investment in professional development.
Resistance to change is one of the biggest obstacles to successfully reaching every student through Flipped Learning. This is why many educators who have successfully flipped their classrooms routinely fail when they try to get other teachers to flip their classes.?
Transitioning groups of teachers to Flipped Learning requires insight, skill, and experience to avoid the big mistakes.? Change management expertise is the "X" factor in successful Flipped Learning adoption.
Our team has unequaled experience with working through "resistance to change"?and the longest track record of successfully moving classrooms from traditional instruction to a Flipped Learning framework.?They share their latest insights and real-world experiences monthly in FLR magazine.
“I’ve loved this course because it allowed me to see what happens when other teachers, from all over the world, personalise their way of Flipping their classes. I’ve enjoyed every minute of it especially when peering and visiting their classes while they were explaining the reasons for their methodological choices, because I could better understand HOW they plan their lessons. Following their planning workflow I’ve got new insights. Seeing so many committed Experts and engaged learners gave me Hope for the future of Education. Thanks!”
“I have learned a huge mount about flipped learning, and how to do it properly.
As one of the more experienced flipped learning teachers in my school I thought I knew about flipped learning. As it turns out … I knew very little. I cannot wait to start doing it properly.”
“Transformative! And so very organized! I took copious notes throughout, and because of Jon’s delivery and organization of the engaging material, my notes are also organized and cohesive. His use of real-world examples was always helpful, and the structure of the course – each component building on the other, kept me nodding my head throughout – Yes! I get this completely! It makes perfect sense!”
“As one who previously flipped some math classes and is preparing to flip chemistry classes, I must say I learned so much from this course. I learned things I have been doing wrong in addition to things I have been doing well. I am leaving this course motivated to make better videos and to better use the group space in my classroom. There is a lot I still do not know, but I am eager to learn and eager to collaborate with others. This course was set up very well and I am so thankful I took it.”
“This course changed my idea of what I had as flipped classroom. Now I know that a flip classroom is not only the videos, a flip classroom the a way in which teachers improve their time with their students, having time to explain students that don′t understand something very specific, building relationships with students and having more time to make great activities instead of using the time for explaining the topic.”
“I have thoroughly enjoyed completing this certification. It has prompted me to critically reflect on the specific strategies that underpin Flipped Learning and how we can extend our thinking and practice to more effectively engage our students. The experts in each topic was highly beneficial and they conveyed their strategies/methodologies clearly. The discussion boards were a great way to share information and experience and many of the contributions will now be regulars in my tool kit.”
“I am a neophyte in the flipped learning world. Earlier I had faith in flipped learning but I didn’t know how to start….But this certification course has equipped me to start my own flipped learning class. Most of my questions have been answered. This course is a like a practical guide to me. I just yearned for this type of guidance for last few years and finally I am elated to have it.”
“It was a great training, it changed my mind completely about my teaching practice. I’m just starting to use FL and I want to take the second level to be ready for planning the activities of the group learning space. I really liked that I could be aware of many factors in education, as well as effective strategies to be implemented in flipped learning.”
“I really enjoyed this course as this is what I have been mostly struggling with on my FL journey. I can confidently create the videos etc but have found it difficult to make the best use of time within the classroom setting. Using the experts was a great way to provide strategies for each topic.”
“The most convincing way I have seen technology utilized in education is with flipped learning. This technique should see more teachers pushing learning content to pupils in advance of class, to then allow face to face time at school to be used more effectively to embed the learning.”