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With flipped learning, how to make sure students are doing the work

In-video quizzes answer the question: ‘Who is doing their homework?’ and help direct the focus of class

If you’re concerned that students won’t really view video material before class, you can quiz them while they’re watching and have the results automatically scored and sent to you in a tidy spreadsheet. Some popular tools, like TechSmith’s Camtasia Studio, make it easy to embed quizzes in lesson videos.

An example of an in-video quiz to check for comprehension.

When you set up in-video quizzing, multiple choice, fill-in-the-blank, and short answer questions are available. The benefit of the first two options is that it’s an automated, instant measurement. The advantage of the short answer option is the ability to assess beyond initial completion and understanding, and also to ask more inquiry-based questions (which can provide a nice segue into class discussion the following day).

In addition to letting students learn at their own pace, in-video quizzing provides a quick snapshot of areas that need more attention across the entire class. With the results from each quiz, you can adjust lesson plans and classroom discussion, group students based on need, and identify necessary one-on-one work with students. This information also can be relayed to parents to share specifics about what a student is struggling to process and their homework habits.

While in-video quizzing is one of the most recent and fun things I’ve discovered lately, it is by no means the only element of flipped classrooms that offers advantages. If you would like to find more ideas for turning your classes into a flipped model, I’ve found The Flipped Learning Network to be a great source for resources and events, and Edudemic highlights their 10 recommended tools for flipped classrooms.

Stacey Roshan is a math teacher at Bullis School in Potomac, Maryland. At the 2013 Building Learning Communities (BLC) conference, hosted by November Learning in Boston, Mass., July 21-26, she will present two sessions on flipped learning: “Making Video Instruction a Less Passive Experience” and “Learning Should Feel Like Play: Reducing Student Anxiety Levels Through the Flipped Model.” For more information about the conference and to register, go to

For more BLC ’13 news, see:

Oral history project blends technology, tradition

Creating an app programming class for high schoolers

Don’t plan for technology; plan for learning

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  1. jsellers7795

    June 12, 2013 at 11:48 am

    I have to disagree with the idea that everyone isn’t flipping because “the flipped classroom challenges the dominant format of our education system…” This past school year we went 1:1 with iPads and I had a goal of flipping for at least a few lessons. What I found was the exact same thing that we always find. 1:1 programs do NOT “level the playing field”. The students who are typically the “have nots” are STILL the “have nots”…as in the do not have internet at home. How on earth can I flip a classroom when about 1/3 of my students cannot watch the video at home? We have a learning management system that is suppose to allow them to save the video on their iPad, but it typically works for about 2/3 of the students, and of course, it seems to rarely work for those who don’t have access to internet at home.

    I like the idea of the flipped classroom. I think it’s a good thing. But I also feel that most articles and “testimonials” I read and hear do not address the “have nots”…which are often the “high-risk” students in the first place.

    • buddyxo

      June 13, 2013 at 5:12 pm

      Thank you for your comment. While *my* story does not leave you with direct answers regarding how to reach students who don’t have access, there are many models out there that do. Have you read about Greg Green and Clintondale HS? Additionally, since you have iPads, why not set up an iTunes podcast so the videos automatically download to students’ devices while they have internet access at school? That is what I have done.

  2. teachendeavoring

    June 24, 2013 at 4:05 am

    My district is paying me to learn how to do this. It sounds very exciting (since I am a dinosaur)and I won’t have to write out all those lesson plans for absent middle schoolers. Yeah for elearning!