Flipped Master Teachers

flgi-master-teacher-badgeFLGI’s Flipped Master Teachers: Why?

Flipped Learning Master Teachers are effectively bridging the gap between research and practice. These extraordinary educators are well positioned to help validate the research and identify new areas for exploration. They serve as advisors, models and trainers for the work being done at FLGI.  We are also counting on them to:

  • share proven best practices in flipped learning
  • participate in a shared community of teachers as master flippers

Flipped Learning Master Teachers

We are pleased to introduce the inaugural cohort of FLGI Flipped Master Teachers.

Flipping my class has allowed me to introduce meaningful projects and activities into my subject. It has been a game changer.

Ryan Hull, Social Studies Teacher, Pioneer Trail Middle School, USA

I know first-hand the power of Flipped Learning. I am honored to participate in this global initiative. Flipped Learning is completely transforming my thinking on how students develop as learners. Flipping my class is stretching me as a teacher. I am in constant awe at how my students keep pushing themselves forward no matter the task. Not only are my students owning their own learning, so am I. I have been on this flipped journey since August 2013. It is indeed an ever evolving journey with more highs than lows, more laughs than frowns, more excitement and creativity than discouragement, and more about them, less about me. I have better connections and relationships with my students than I have ever had before and I would not in a million years have it any other way. Flipped Learning has dared me to be more, do more, believe more for the students I serve.

Celestine D. Clemons M.Ed , Sealey Elementary Math and Science Magnet School

2008 graduate of Baylor University with a B.S. in Biochemistry. My students and I began recording lab activities as a way of helping students who missed classes frequently, such as home-bound and student athletes. We officially began a complete in-flip early last year in place of lecture content and have since migrated into a flipped mastery model spanning 3 years of high school and college-level chemistry. My students and I have never been happier or more successful than we are today.

Matthew Stratmann, Science Teacher, Texas USA

Providing an individualized education and differentiating my instruction is a natural result of flipped learning.

Dr. Chris Mangan, 6th Grade Teacherm- Springhouse Middle School, USA

Before 2013, I taught traditionally and though my students liked me, I felt that something needed to change. My students were struggling with math with some saying they hated math! Since flipping my class, students love math again, and test scores have dramatically increased. But most important, my students find learning self-confidence and fun back. Because children are happier in learning, our parents have become enthusiastic supporters. Change is not easy; it takes time and courage to overcome the challenges. So, If you ask me how to begin “Flipped Learning”? I will tell you- “For your students, encourage your mind and be brave !”

Hsin-Yuan, Shi (施信源), Long-Pu Elementry School, Taiwan. (台灣龍埔國小)

I am an educated Architect but have been working as a Teacher in Keilir since 2010, teaching Danish to adults both in the classroom and online. My teaching methods have changed dramaticly during these 6 years. The spring 2012 our teachergroup got introduced for The Flipped Classroom idea and that was a eyeopener for us. I‘ve been practising Flipped Classroom ever since and allways learning something new, discovering new ideas and methods. I‘m very interested in development in education and now I‘m studying at the University to get a diploma in teaching.

Sigrún Svafa Ólafsdóttir, Sigrún Svafa Ólafsdóttir – Keilir Academy, Iceland

Like many, I started my flipped learning journey by accident. I thought I was teaching fantastic lessons but they were ephemeral, as I erased what was on the whiteboard each day. Wanting all my students to be able to access my lessons when they needed them, I started filming short videos. 700 video lessons later and my flipped learning journey is still going strong.

I’m passionate about spreading the word when it comes to flipped learning. After seeing so much good come from it in my own class, I want more students and teachers to experience the many benefits of flipping.

Joel Speranza, St Joseph's Nudgee College, Australia

I am really excited to play a part in this initiative. Flipped learning has been transformative for my own teaching and I am looking forward to the opportunity to assist and inspire other teachers worldwide.

Jeremy LeCornu, Digital Learning Coordinator - Brighton Secondary School, South Australia

Wilson is a Brazilian Online Education’s pioneer working with teacher training for educational use of technology since 1996. In 2013 he coordinated an online course, “FLIP: A Sala de Aula Invertida” with Jon Bergmann for Brazilian and Portuguese educators that had 2 more versions in 2014 and 2016

Wilson Azevedo, Aquifolium Educational

Peter is a San Marino High School social studies teacher with 30 years of teaching experience. As a fan of flipping, he periodically writes and/or presents on this topic. Recently, he described one of his better flipped learning lessons during a PBS Learning Media webinar presentation. Peter is currently looking to interview other teachers who flip. His hope with these interviews, to highlight the best flipped learning lesson plans of these teachers and then to have those interviews posted to the FLGI website for others to use.

Peter Paccone, Social Studies Teacher, California USA

Flipped learning is without exception, the most powerful, overnight transformation in education that I have ever experienced in my 32 years in the classroom!

Randy Brown, Elementary School Teacher, Seattle, USA

Cara Johnson has been an educator at Allen High School since 2009. She taught Biology and Anatomy and Physiology and, in 2015, took on a new role as the High School Science Instructional Specialist.

Cara began her flipped classroom journey in 2010. After attending FlipCon14, Cara moved her flipped 101 course to a flipped-mastery course. With flipped-mastery, students guide their own learning, develop an in-depth understanding of the content and acquired the skills that enabled them to be independent learners, such as time management, organization, and research tools in order to pursue their curiosity.

Cara has presented her flipped mastery learning methods at numerous conferences include FlipCon15, FlipConTX & FlipCon16. In her new role, Cara has the opportunity to help 47 high school science teachers plan and implement their curriculum and using flipped class and mastery learning strategies.

Cara earned a B.S. in nutrition from the University of Texas, a M.S. in nutrition from Texas Women’s University, and is completing her Ed.D. in educational technology and leadership from William Taft University. Cara was awarded the Presidential Award in Excellence in Mathematics and Science Teaching (PAEMST) in 2015.

Cara is a mom of two energetic kids, Austin and Ellie and wife to pretty awesome firefighter, Darryl. Cara is also a dietitian, triathlete, marathon runner and a loud, outgoing, friendly Texan!!

Cara Johnson, High School Science Instructional Specialist, Allen Texas

Educator for 30 years, M.Ed. Degree from UBC in Vancouver, Canada. “All my career as an educator I have had this bad feeling of the gap between the active lecturer and the passive teacher. Working in a college where students pay tuition fees and are older in age than the average college student, we found out in our first year of a new school that the students were not paying attention in the classroom, despite the fact that we have a bunch of creative and enthusiastic teachers. Something was wrong. We ran into flipped class on the internet and realized ‘that was it!! „Let´s do it,’ In five years we have been flipping our school. It has opened not only our own eyes but thousands of others educators across Iceland and parts of Europe. We will never go back to a traditional school. Our school has an atmosphere of creativity and joy. Over on thousand educators from all over Europe have visited our school, and many are now copying our success in their schools.

Hjálmar Árnason, Director of Keilir Academy Iceland

Katie Lanier’s journey with flipped learning began in 2011 while searching for a way to meet the needs of struggling and frustrated physics students. By flipping physics class she was able to provide the time to include inquiry and project-based learning as part of the experience which eventually became a legacy course which challenges students to apply their science knowledge to serve the school community. She is excited to be included in this initiative as her goal is to help as many teachers as possible create an engaging classroom that nurtures and challenges students. Flipping her class pushed her to pursue an M.S in instructional media and an administrative certification. In 2013, she was selected as the Allen Independent School District Secondary Teacher of the Year. She enjoys sharing her experiences through twitter, training, her blog, Learning Opportunities, and has presented at state and national conferences including STAT, TAGT and Flipcon

Katie Lanier, Instructional Specialist for Allen High School, Allen, TX

Juan Pablo is a magician, teacher and industrial engineer. He enjoys reading, flying kites, trekking, and robotics. He is the educational innovation coordinator at Tajamar School in Madrid
He has taught maths for 10 years and flipping for three years. He would never go back to traditional teaching.

Juan Pablo Sánchez del Moral, Secondary Math Teacher, Spain

Dan earned a BS in Middle Grades Education from Ashland University and a Master’s Degree in Curriculum and Instruction from American College of Education. He currently teaches 7th and 8th grade social studies and RLA at The Richland School of Academic Arts, a public charter school. His professional interests include e-learning and technology, as well as project-based learning. He has written for, AMLE, The Inkwell Blog (A blog run by The White House Historical Association), and has spoken at both state and national level middle school conferences. He partnered with Microsoft and Yoostar to create a presentation for the Association for Middle Level Education Conference. He developed a distance learning program that enabled his students to be the first students in the United States to Skype with The US Capitol, The National Archives, The White House Historical Association, Mount Vernon, and numerous others.

Dan Jones, Middle School Social Studies Teacher, Ohio USA

Domingo is a Vocational English Language Teacher who believes that true learning starts with connection and relationships. He says that classroom is no longer a closed space. One of his key quotes is: “I teach, therefore I learn.”

Domingo Chica Pardo, English Teacher, Spain

Peter obtained his MS in Math Education from St. John’s University, Queens, NY. His professional interests include the implementation of educational technology to enhance Flipped Mastery. He was invited by The Association of Suffolk Supervisors for Educational Technologies to present at their annual conference in March.

Peter Santoro, High School Math Teacher, New York, USA