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Jon Bergmann is one of the pioneers of the Flipped Classroom Movement. He is leading the worldwide adoption of flipped learning through the Flipped Learning Global Initiative (FLGI) flglobal.org. He is working with governments, schools, corporations, and education non-profits. Jon has coordinated and guided flipped learning projects around the globe. Locations include: China, Taiwan, Korea, Australia, the Middle East, Iceland, Sweden, Norway, the United Kingdom, Italy, Spain, Mexico, Canada, South America, and the United States. Jon is the author of nine books including the bestselling book: Flip Your Classroom which has been translated into 13 languages. He is the founder of the global FlipCon conferences which are dynamic engaging events which inspire educators to transform their practice through flipped learning. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon is a master storyteller, captivating audiences around the globe. He has a knack for taking complex things and simplifying them through story and humor. Jon hosts a radio show, The Flip Side, He also has a popular YouTube Channel with over three million views. In 2002, Jon received the Presidential Award for Excellence for Math and Science Teaching; and in 2010, he was named Semi-Finalist for Colorado Teacher of the Year. He serves on the advisory board for TED-Education. In 2013, was named one of Tech & Learning's 10 Most Influential People of the Year, and was also a finalist for the Brock International Prize for Education and winner for the 2013 Bammy Award presented by the Academy of Education Arts and Sciences.

12 Responses

  1. Craig M.

    Love, love, love the idea of students choosing on which taxonomic level they want to demonstrate proficiency. That decision will reflect their readiness, their interest, and will require them to self evaluate.

    Above and beyond the value for any single class, this system would allow them to take on more or less demanding challenges, which would help them learn to navigate the school / extracurricular balance.

    John – did you and Aaron really do this? If so, do you have an example handout you may have used for your chem classes to explain the options to your students? Would love to see a concrete example of how this could be done. Maybe Mr. Wilson would share a sample?

    Thanks!

    1. jbergmann

      yes we did do this. It is documented in our first book: Flip Your Classroom. The second half of the book is about the flipped-mastery asynchronous model. We have also written numerous articles about flipped-mastery. One good example is: Bergmann, J., & Sams, A (2014) Flipping For Mastery, Educational Leadership, 71(4), 24-29 (Which I can’t find online).

      1. Craig M.

        Ah, right… the student-created video game and the kid who summarized his understanding about each of the unit’s objectives. Thanks.

        Makes me remember kids that completely failed my chem class because my system was too rigid. Having a mastery setup and allowing them to choose an alternative method would have made a major difference in their high school experiences.

  2. Deb Smith

    I totally agree with Hassen on all fronts. I use the same model with my 6th grade Math class with great results. It takes so much pressure off of my students and the learning has increased significantly, evidenced by not only in class assessments/projects (both formal and informal) but their district required benchmark assessments. Plus, I now have a classroom full of students who love Math.

    I’ve been using ActiveGrade for the last two years to get to more of a grading system based on standards and objectives, but I really like what Hassan is talking about using Bloom’s. Sounds like I need to have a conversation with Hassan.

    1. jbergmann

      Deb: as we moved to the mastery model we realized that the assessment system needed some significant changes. So we created a hybrid standards based grading system that really worked for us. There was choice, and yet still accountability.

      1. Deb Smith

        Is your system covered in the new book? I’m trying to put something together that makes more sense for Flipping but is easy to have to convert to a standard grade for my district. Also, Jon, I was wondering if there is a list of school districts that have embraced Flipping? I’m finishing up year 2 as the lone wolf and would like to make a change.

    2. Hassan

      Hey Deb, great to “see” you online since last year’s online course. Fortunately, my middle school does not give grades, so this model works well for me. I saw your post on G+ and will respond. I can send you some stuff and perhaps we can troubleshoot together.

      1. Deb Smith

        Thanks Hassan, I would really appreciate some insight. My hands are often tied when it comes to grades, so I end up doing one set of feedback for my students and the grades for the district.

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