Flipped classroom pioneers Jonathan Bergmann and Aaron Sams take their revolutionary educational philosophy to the next level in Flipped Learning. Building on the energy of the thousands of educators inspired by the influential book Flip Your Classroom , this installment is all about what happens next — when a classroom is truly student-centered and teachers are free to engage with students on an individual level. Flipping, combined with practical project-based learning pedagogy, changes everything. Loaded with powerful stories from teachers across curriculum and grade levels as well as technology coordinators and professional learning specialists who share how they were able to go deeper into content, Flipped Learning will once again turn your expectations upside-down and fuel your excitement for teaching and learning. These stories share how to apply flipped learning techniques to: Go deeper into content - Let students’ curiosity take learning further - Help students develop positive relationships Audience: K-12 classroom teachers Jonathan Bergmann was a classroom teacher for 24 years. He now works with teachers, schools and corporations to help them rethink educational practice. He co-founded the Flipped Learning Network and FlippedClass.com. He received the Presidential Award for Excellence for Math and Science Teaching in 2002. Aaron Sams is an educational entrepreneur who co-founded the Flipped Learning Network and FlippedClass.com. He is adjunct professor at Saint Vincent College in Latrobe, Pennsylvania, and was a chemistry teacher in Colorado and California. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching. Aaron Sams is an educational entrepreneur who co-founded the Flipped Learning Network and FlippedClass.com. He is adjunct professor at Saint Vincent College in Latrobe, Pennsylvania, and was a chemistry teacher in Colorado and California. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching. Introduction a challenge and the one question John Tague is a 20-year veteran mathematics teacher from Fairfax, Vermont. Three years ago, a student came to John at the end of class to get some help. She didn’t have time to get a complete explanation, so she said, in exasperation, “I will just find a YouTube video to explain it.” At that moment, John realized he had to do something different to meet the needs of his students. John understood that the traditional model, where he stood up and talked at 30 students every day, needed to change. He then scoured Twitter and started looking for answers. Through Twitter, John was able to connect with some flipped classroom advocates. From there, he implemented flipped learning in both his AP Calculus and his ninth-grade math course. Today his students are more actively engaged in their learning. By working with students individually, John was able to make a difference in their learning. Whenever he has a chance to share his experience as a flipped classroom teacher, he says: “No one is left behind, no one is held back.” Amber Mueller is a second-year fifth grade teacher at Lily Lake Elementary School in Stillwater, Minnesota. As a first-year teacher, she arrived with energy and enthusiasm. Unfortunately, she quickly got discouraged, especially with teaching math. She had so many topics to cover and felt like the program she was developing overemphasized the filling in of worksheets. After  six months of frustration, she was introduced to flipped learning. Her district started a professional development program centered on flipped learning principles, and she jumped in with both feet. Before Amber implemented flipped learning, her students dreaded math; now they beg to do more. Her students not only watch instructional videos, they are also given a choice in how they demonstrate their understanding of a topic. Amber has even incorporated elements of her flipped math classroom into her literacy course. Even though these two teachers have pronounced differences in age and experience, they both concluded that something needed to change in education and, more specifically, something needed to change in their classrooms. They aren’t alone. More and more teachers are asking themselves: Do I need to rethink the way I’m teaching my classes? Is there a better learning model than lecture-discussion? Is there a better way to engage students? And they are finding the answers are yes, yes, and yes. John and Amber each concluded that they needed a personal transformation, and they needed to transform their classrooms into centers of learning and inquiry. Flipped learning gave them a framework with which to accomplish this. a Challenge to Teachers This book is about transformation: teachers transforming  classrooms and schools from the bottom up to meet the needs of each individual student. This is not an overly academic tome, but rather a book of stories that describe the personal