Flip Teaching Made Easy Webinar

Flip Recording, Ad-Free Hosting, and Student Feedback 


Webinar conducted on 5/7/2014


On this page, you'll find (in this order):

  • Links to pdf files of the two presentations used during the webinar plus the chat log

  • Webinar recording

  • Description of the webinar

  • Questions and Answers to the 20 primary questions asked by the webinar registrants prior to the webinar.
    (You'll hear other Q & A interspersed during the webinar.)


NOTE: If you're brand new to Flip Teaching and you want to know how to get started, and get up to speed quickly, then view FlippinTeachers.com to walk through Flip Teaching in four short steps. Then come back and view the webinar recording for additional ideas.


Flip Learning Results presentation and the Flipped Classroom Webinar presentation

We encourage you to show these two presentations to your administration or have them view the webinar recording that includes question and answers of two Flip Teachers explaining their experiences.

 Questions and Answers


On the registration page for the webinar, we asked for comments and questions.

Approximately 30% of the registrants asked questions. The following are those questions and our brief answers.

More detailed answers are found in the web pages of this site and on our mini-site - FlippinTeachers.com - under the Free PD page.



I’m interested to know the data that shows the academic improvement of students from Flipped Classroom teaching.


    ANSWER: See FlippinTeachers.com > Free PD. View the short video under "Why Flip?"


I spend forever creating a Flipped Classroom. I would love to spend less time, and make it more efficient. How often should I Flip my lessons?


    ANSWER: To obtain the fantastic benefits of your Flipped Classroom (see the reference to results in the answer to the above question), you should Flip every lesson. Consistency is very important in both the delivery of the content and having your students develop the habit of viewing the lessons. Remember, any content that is a one-way communication, the "lecture", should be put into your video lessons.


How long does it take to make a video lesson?


    ANSWER: We show you how to create an average 8 minute lesson, for example, in just about 12 minutes. Assuming you have your lesson content already prepared, it should not take long to create the video lessons. Once you do the first 3 or 4 you'll be comfortable and do them quickly. Remember, once you create your lessons, then the next time you teach the course, you'll have much more time to focus on enhancing your classroom activities, maybe replacing a lesson or so, or creating a few supplemental lessons.


We don't ever recommend editing your video lessons. You'll spend more time trying to edit a lesson than you will just re-recording it.


Also, with the Ink2Go software we recommend (see How To Record on the navigation bar above), you'll be able to annotate your lessons while you're doing them, just like underlining, circling, and more, that you would do on a smart board.


We highly recommend you make your videos with PIP (Picture In Picture), that is, a small window of you in the video while recording your computer screen. This personalizes your relationship with your students. Teachers tell us all the time that it changed the "quality" of the relationship when they started doing this.


How do I get started with the flipped classroom? What to focus on, tech tools, tips?


    ANSWER: There are four steps on FlippinTeachers.com > Free PD that will take you through the process in about an hour. You can then start Flipping Your Classroom. If you have any questions, use the Contact link above to ask us.


Does the Flipped Classroom work for all subjects? Am hoping this isn't heavily math and science oriented like most of the webinars I've participated in.


    ANSWER: Yes, the Flipped Classroom works for all subjects. Math and science are the most common.


Let's take English. You can create a video that discusses the theme of a book, the character development, and all the other factors that make up a good read. You don't have to give all the detail and answers, just enough to begin the discussion and create curiosity for the students to want to read the book.


Let's take Music. You can explain the theory in your video lessons and free up a lot more class time for putting the theory to practice. In Band, you can create a video on how to clean an instrument and never have to explain it again.


Let's take Library Services. Create video lessons on everything you explain, over and over again, on how to use the library, and you never have to explain it again. Create videos that challenge the students to research a topic and see if they can bring you the answer.


Let's take Sports. Create video lessons explaining the rules of the game. Create others on strategy. Then work on these the day after the students would view them in order to reinforce them.


Again, the key is that if it's a one-way communication, put it into a video lesson.


How long should the video lessons be?


    ANSWER: Break your video lessons into Topics. That's the key. Keep them short and topic focused. The following are guidelines. For a one hour class in Middle or High School, for example, the average video lesson is 8 minutes. Generally keep them between 5 to 10 minutes. If they get to be more than 10 to 12 minutes, break them into separate topics of shorter lengths. 


Some AP subjects may be a little longer of 12 to 15 minutes but even then we recommend breaking them up if possible. They don't have to be the same legnth. For example, a 10 minute and 5 minute video lesson would be fine. A general guideline that is also used is about 1 - 1.5 minutes per grade level.


What is the easiest way to make the video lessons? What software should I use? How much does it cost? When I record with me in front of the camera, the videos come out quite long.


    ANSWER: See our page How To Record. We think the easiest way to record is to use Ink2Go.org software shown on that page. It allows you to do PIP (Picture In Picture) of a small video window of you while you're recording your computer screen. We highly recommend PIP in order to personalize your video lessons for your students. See the Webinar Recording for more discussion on this topic and why you should create your own videos instead of use someone else's videos.


It also allows you to annotate your video lessons with underline, circling, highlighting, just like you would do on a smart board. You do this easily during your video lesson so there's no editing. We don't recommend editing since you'll take far more time to edit than to simply re-record if needed. When you create your educator account, you'll receive a discount code to obtain Ink2Go for 50% savings for educators ($10 instead of $20). 


How to video full face or partial? Other techniques on the videos.


    ANSWER: With the Ink2Go software, you can set the size of the PIP (Picture In Picture) video window between three sizes. In a soon to be released update, it will allow a full size window. These can be easily switched during a video recording.


See our short video on "Flippin' Best Practices" (look for the section by that heading) for other tips.


What webcam should I use to record myself in the video lessons?


    ANSWER: Since webcam models and prices change frequently, we suggest doing a web search when you're ready to buy. We recommend a webcam that meets the requirements below:

  • At least 720p (also 1080p works but these are generally higher priced) to get the proper video quality plus

  • It needs to have audio built in which is almost always how they come but you should verify the specs.

  • Be sure it is specified for your computer - Windows or Mac.

  • Verify it can be mounted on top of a laptop or monitor.

  • It's best to have a minimum 4mp (mega pixel).

  • It should have auto focus. 

One model that we like (as of this writing) is Logitech C615. There are others that are similar.


What is the most convenient/effective way to upload and host the video lessons and to allow students to view them? Mine take forever to upload.


    ANSWER: CrazyForEducation, of course. Your video lessons will upload quickly. They play on any device from smartphone to tablet to computer. They will play according to the bandwidth available, that is, HD for high bandwidth and standard definition for lower bandwidth. Plus you'll have all the wonderful benefits of CrazyForEducation for teachers and your students. 


Tell us about copyright and privacy issues with posting videos online plus using proprietary materials like laboratory models.


    ANSWER: You must not show copyrighted materials in your video lessons, even if you use them in your classroom. You can, however, create reference links to them if they are online. The CrazyForEducation system allows you to associate Reference links with each video lesson. In regard to privacy, simply be sure that your videos are acceptable for public viewing.


Many educators violate copyright in their classes every day by simply making copies of materials for their students. The practical concept surrounding copyright is if your use of the material circumvents the purchase of those materials, then you have materially impacted the copyright holder's ability to earn income and that should not be allowed. It is hard to enforce copyright violations in a classroom, however once you publish the material for a world-wide audience the copyright holder may object to the use.


Recording lab models or objects is not a violation of copyright unless the recording prevents another educator from purchasing the models. In many cases, the use of a model in a video lesson inspires the use of that model and increases sales, a win-win scenario.


There are sources of "open source" content that are available for use. These may come in handy for images, for example, for showing models and diagrams. Since these are always changing, do a search for "open source images", "creative commons images", and related terms. Be very careful though, and verify that the content shows an open source license such as a Creative Commons license.


What is the easiest/most convenient/effective way to get student feedback from students on the video lessons?


    ANSWER: Using CrazyForEducation's "Digital Notecard", with its four sections, and the soon to be released assessment feature to assign multiple choice questions to each video lesson, allows a tremendous amount of feedback from students. See the appropriate short videos explaining the various facets of the system on the Educator Help page (under the FAQ link in the top bar).


How should the students watch the video lessons? What instructions should they be given?


    ANSWER: You should explain to your students that they should watch the videos as often they need to, in order to understand the lessons. These shouldn't be watched like music videos with partial attention and a quick run through. The students should be instructed to view the video lessons with the intent of learning.


The tremendous benefits include the ability to work at their own pace. Sometimes they may only need to view them once or twice and other times they may need to review them, or portions of the lessons, many, many times and they should do so.


What are the best methods to make sure my students watch the video lessons?


    ANSWER: Make your video lessons fun. Don't go overboard but add a little humor or some element of interest. Also, you're videos don't need to be perfect. If you make a mistake, simply correct it and move on, just as you would in class. Your students want to see that you're "human." If you're recording at home, and your cat walks across the keyboard, just tell your students to "say hi to [your cat's name here]."


What do you do when students did not watch the videos before class? Do you find the students not watching the videos when assigned get behind? How do they catch up?


    ANSWER: Flip Teachers constantly tell us they you have to be strict about not repeating the video lesson in class. If students have not watched them, then several strategies can be used to help them develop the habit of viewing the video lessons before class. These include:

  • Have some computers in the back of the room for students to view the lessons.

  • Send the students to the computer lab or library for a short period of time to view the lessons.

Here's the key. Once the students see they are using time that they could be using to receive help on their "homework", which is now their in-class work, like the other students are receiving, they will be motivated to view the lessons prior to class. Again, Flip Teachers tell us this process, which leads to full compliance, may take a week to a month.


Not watching the video lessons prior to class definitely defeats the purpose and power of the Flipped Classroom in achieving higher outcomes and moving through material faster. However, unlike other teaching methods where, if students get behind, it's difficult to catch up, with Flipped Learning, they can catch up by watching multiple videos, as many times as they need to for understanding, and at least have a chance of catching up.


They also have all the video lessons, or any parts of them that they need, to review prior to tests.


How can a teacher Flip a class if most students do not have Internet connections at home?


    ANSWER: The video lessons don't have to be watched at home, just outside the classroom. Students may have time before or after school, or during a study period, to view the lessons. A teacher once told us that you should ask your students "how many times a day do you check Facebook?"


If they can do that, they obviously can find access to the internet. Discuss this with each student individually, rather than only as a group, to be sure to focus on each individual situation. If the school administration is supportive of all teachers Flipping Their Classrooms then they will restructure as necessary to make sure all students have ample time to view the video lessons.


How do you creatively use quizzes or questions in your video to engage and assess understanding? What other assessment would you recommend besides the standard quizzes and tests?


    ANSWER: In the webinar recording above, we discuss using the Lesson Assignment and Digital Notecard (DNC) to get feedback from your students even before you walk into the classroom. In the Lesson Assignment you can ask them to answer a few questions and to enter their answers in the Notes section of the DNC. 


They can also write their "I Don't Understand Questions" in a section of the DNC with that label. And they can ask "One Curiosity Question" in another section with that label. This should something they want to know more about related to that video lesson. One teacher told us that, at first, she didn't think her students would fill in that section but they did and it led to richer class discussions, including questions she wouldn't have thought to bring up for them, than she'd had in 17 years of teaching. She was very excited about having this benefit in the CrazyForEducation system.


How do I structure the class time now that I've regained at least 75% or 80% from lecture? What is the pace of a Flipped Classroom?


    ANSWER: Students work in groups or individually to complete assignments. Flip Teachers often refer to themselves as "coaches" as they go around the classroom answering questions and allowing a student, or group of students, to get "unstuck" and move on with their work.


Flip Teachers constantly say their students complete their in-class work ("homework") and there's still 10 to 15 minutes left at the end of the class. Therefore, they now have time to include higher level, critical thinking and problem based learning activities. 


Troy Faulkner has incorporated Peer Instruction concepts developed by Eric Mazur of Harvard into the Flipped Classroom model. He calls this Peer Instruction Flipped Learning. On his website, under "Does Peer Instruction Work?" he shows increases in outcomes from Flipped Learning above traditional lecture and increases again from Peer Instruction Flipped Learning.


More specifics on Mastery. How can it be used to allow the advanced students to move faster and the basic students to learn everything to pass. Our school wants everyone to pass, so we are holding the higher level students back. I don't want that to continue. I'm jumping into this full force; I'm absolutely certain it's what's needed. I would like to get ideas for how students assess their learning before moving on in Flipped Mastery. How should I approach colleagues and help them to adopt the Flipped Classroom methodology. Looking for ways to support teachers in my school group that are looking to flip their rooms - elementary. Most interested in how to use and apply the Flipped model to elementary classrooms to get the most bang for the buck.


    ANSWER: One of the incredible benefits of the Flipped Classroom is that all students can work at their own pace. Many students may only watch a video lesson once, or maybe twice, however another group of students may watch a lesson 5 or 10 or 15 times or more, or at least repeatedly watch a portion of the lesson.


Therefore the advanced students aren't bored and the slower students can review any lesson multiple times as needed. They have many opportunities to understand the material compared to the one time in a lecture classroom. They also get more Educational Support, from both the teacher and other students, inside the classroom than any other teaching methodology.


Teachers should prepare additional, optional activities for the advanced students. Therefore, the advanced students won't be held back and the slower students get more support than any other methodology. Many teachers tell us that C and D students move up to B and A students. Failures are reduced but there may still be a few failures if the students just don't apply themselves, or have other "problems of life."   


In Flip Mastery, you have to decide how you want to assess mastery. Some teachers create multiple question sets and allow students to proceed through the video lessons at their own pace as long as they pass a question set. If they don't pass the first one for a lesson they are allowed to keep reviewing the video lesson and take another question set.


In a Flipped Mastery Classroom, students can be working on work related to lessons that are 3 or 4 lessons away from each other. The teacher needs to be even more flexible in answering questions on this wide range of lessons than in a Flipped Classroom where all students are working on the same in-class work assignments.


How do you prepare pre-service teachers for flipping?


    ANSWER: The same way in-service teachers at all experience levels prepare. View the webinar and the materials throughout this website. However, first go through the four steps on FlippinTeachers.com > Flip PD page. We offer Free Flip Teaching PD to schools so contact us.




 Webinar Description


CrazyForEducation and the Flipped Learning Network are pleased to bring you this webinar.


Presenter and Moderator: Ed Mass, COO, CrazyForEducation, with Questions answered by Renato Cataldo, CEO and Founder, CrazyForEducation, and Former Tenured College Professor

Host for the Flipped Learning Network: Aaron Sams, co-author with Jon Bergmann of Flip Your Classroom and Flipped Learning, Gateway to Student Engagement

Including Flip Teachers:

Amy Hall, Math, Rockwood Valley Middle School

Michelle Oyola, Communication Arts, South City Preparatory Academy, Grades 5 - 8



All teachers interested in Flip Teaching and all administrators interested in creating Flipped Classrooms.


CrazyForEducation offers totally free services to schools, teachers, and your students.


Flip Teachers and those soon-to-be. What happens between creating your video lessons and doing the homework in class? If you're not receiving student feedback and formative assessment on your lessons, you're missing a key component of the Flip methodology.


CrazyForEducation.com is a Free service and is the "standard" for learning about each student's understanding. With CrazyForEducation.com, you can “Read Your Students' Minds Even Before You Walk Into The Classroom.”


With the features in the system, before you walk into your classroom, you will know what each student a) understands, b) does not understand, and c) is curious to know more about, related to each video lesson. You'll hear from teachers about their fantastic results using this process and software.


In this webinar, you'll also understand how easy it is to record your video lessons. An average 8 minute lesson can be recorded in about 12 minutes, no editing required. You'll see how to do this with free software while including a small video window of you while recording your screen or smart software. With a $10 software, you'll see how to include annotation in your videos just like on a smart board in class. All of this is available for both Mac and PC.


This webinar will show you how to accomplish the above along with many other enhancements to the Flip Teaching process using CrazyForEducation.com. It's the only system Designed by Flip Teachers, For Flip Teachers™.


You'll hear from teachers already using the system and how their Flipped Classrooms are greatly enhanced as a result. The participating Flip Teachers heard a presentation from us, some as short as 30 minutes, and started Flipping Their Classrooms within a week.

Webinar Recording

Note: Once you start the recording, click the icon in the lower right corner to enlarge the video to full screen. Also, click on "HD" to play it in high definition.

After the introductory information about the Flipped Learning Network and other elements, the real content of the webinar starts at 11:10 and goes for about 45 minutes.