In this Q&A, two science teachers talk about how they’ve used an innovative method to improve student engagement and achievement. Lectures are homework, and homework becomes classwork. Join teachers Aaron Sams and Jonathan Bergmann for a live Twitter chat at 4 p.m. ET Nov. 3. Use hashtag #edhorizons.

Aaron Sams (left) and Jonathan Bergmann are science teachers who have flipped the science classroom at Woodland Park High School in Woodland Park, Colo. Sams received the 2009 Presidential Award for Excellence for Math and Science Teaching. Bergmann is a National Board Certified Teacher who received the Presidential Award for Excellence for Math and Science Teaching in 2002. They have been flipping for four years and have a book coming out this fall from ISTE Press called The Flipped Classroom.

Could you tell us about the flipped classroom and how it works?

Aaron: Jon and I have not lectured to our students in four years. We’ve created instructional videos that deliver the content that we used to lecture to our students for the students to view at home. When they get to class, they are there to do work. They pick up labs. They do interactive activities. They can complete problem sets. Under a traditional lecture model, kids would write down everything that you wrote on the board, and they would go home and try to interpret that and translate that into the assignment that you gave them to do at home, and there’s a disconnect there. They were having trouble connecting what they had been taught in class with what they were supposed to apply at home. What we realized is that’s when students need us present, when they’re trying to bridge that gap. They need us there

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