Jon Bergmann is one of the pioneers of the Flipped Class Movement. Jon is leading the worldwide adoption of flipped learning by working with governments, schools, corporations, and education non-profits. Jon is coordinating or guiding flipped learning initiatives around the globe.
Jon is the author of seven books including the bestselling book: Flip Your Classroom which has been translated into 10 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.
This series is great ! I have learned a lot more. Mr. Bergmann, would you mind to talk more about your suggestions on how to grade these mastery checks? What if some of my Asian kids have “Teacher Anxiety”- when ever they need to talk to a teacher, they stutter ? Do you think quiz would be a good way to do mastery check for these kids? Thank you for doing this series for us. I can’t wait to read your new book. It would be great if you can talk more about the logistics of the flip mastery model. That will be very helpful to me:)
If they “stutter” maybe chatting with you will be good on a number of levels. I am not totally anti-quiz, but for me, it was a logistical nightmare. I think you need to do what you think is best for your kids in your situation.
Jon,
I’m pretty sure you once wrote about how ideally we should divide our classroom time as 1/3 content, 1/3 relationship building, and 1/3 – I can’t remember. Can you please help?
Thank you!
Thanks for the comment. Not sure I have ever used thirds in a fashion. Though I believe that relationships is what drives good instruction, I did not devote much class time to relationship building. Relationships happened in the context of the content and learning. As I would do mastery checks I might ask a student about his or her interests. So in my flipped mastery class, it was an engaging place of activity, exploration and learning all in the context of relationship.
This series is great ! I have learned a lot more. Mr. Bergmann, would you mind to talk more about your suggestions on how to grade these mastery checks? What if some of my Asian kids have “Teacher Anxiety”- when ever they need to talk to a teacher, they stutter ? Do you think quiz would be a good way to do mastery check for these kids? Thank you for doing this series for us. I can’t wait to read your new book. It would be great if you can talk more about the logistics of the flip mastery model. That will be very helpful to me:)
If they “stutter” maybe chatting with you will be good on a number of levels. I am not totally anti-quiz, but for me, it was a logistical nightmare. I think you need to do what you think is best for your kids in your situation.
Thanks, Mr. Bergmann. Thank you for spending time on answering my questions. I really appreciate it. I have learned and grown so much!
Jon,
I’m pretty sure you once wrote about how ideally we should divide our classroom time as 1/3 content, 1/3 relationship building, and 1/3 – I can’t remember. Can you please help?
Thank you!
Thanks for the comment. Not sure I have ever used thirds in a fashion. Though I believe that relationships is what drives good instruction, I did not devote much class time to relationship building. Relationships happened in the context of the content and learning. As I would do mastery checks I might ask a student about his or her interests. So in my flipped mastery class, it was an engaging place of activity, exploration and learning all in the context of relationship.