Now that the buzz about flipped learning is calming and the novelty is wearing off, the time has come to dig a little deeper into the natural outcomes of flipping. Specifically, flipping can change the type of work students complete and the way in which class time will be used; it can modify the nature of assessment, and it can alter the way in which teachers will report student work.

First and foremost, we should define some terms. On the most basic level, flipped learning occurs when instructors make use of video lectures outside the class in order to bring what...

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  • About the Author:

    Aaron Sams has been an educator since 2000. He operates the education consulting firm Sams Learning Designs, is an Adjunct Professor at Saint Vincent College, and serves as an advisor to TED-Ed. In 2009 he was awarded the Presidential Award for Excellence in Math and Science Teaching while teaching Chemistry in Woodland Park, CO, and serving as co-chair of the Colorado State Science Standards Revision Committee. Aaron has co-authored seven books on the flipped classroom concept. You can follow him on Twitter @ChemicalSams.

    Justin Aglio is the Director of Innovation at Montour School District in Pennsylvania. Recently, he was mentioned as a 2016 “Edtech and Elearning Top 100 Influencer” by Onalytica. He was honored by the Pennsylvania Association for Educational Communications and Technology as the 2014 Outstanding Leader of the Year. In 2013, ISTE named him as an Emerging Leader. He was one of three featured principals in the book Best Practices of Literacy Leaders: Keys to School Improvement. Justin is a board member of The Flipped Learning Network, an advisor for the Carnegie Science Center, a member of the Remake Learning Network, and co-organizer of EdCampPGH. You can follow him on Twitter @JustinAglio.