Double Double Post

This week I was investigating two facets of tech-enhanced learning that are often the most engaging: video and images. These two tool-categories are closely related to the 'double-edged' (actually seems to have many, debated edges, but I have a theme to maintain!) concept of the 'flipped classroom.'

I have added some bundles to the SUPERnatural page referring to these two tool categories. There are some really great photo/image manipulation tools that can be used to create content that learners can access outside of the classroom to engage new material, thus freeing up time in class for the critical, individualized instruction time needed to solidify new learning... that's the basic premise of the flipped classroom and it sounds amazing! But photos are also really good for taking assessment out of the classroom, and tapping that precious 'out-of-class' time for some individualized, descriptive assessment/peer-assessment. Annotation apps like Skitch allow us to take durable records of student work (including written, drawn, physical, etc.) and provide thoughtful feedback right on the product without ruining it with red pen! Social programs such as GlogsterEDU can open up this feedback process to peers in a safe online environment. Students can then access their rich feedback outside of class.

The more 'conventional' way the flipped classroom is thought of, is the Khan Academy video lecture style. Teachers deliver content to students outside the classroom via video lessons. Again there are many great resources for these videos (find a few here!) and the net advantage is: more time in the classroom for more focused support!
But here's the rub: the students' homes are not as, um, ?controllable? as our classrooms... We can create/find/share amazing home-lessons that may be inaccessible, unappreciated, and/or untouched.
So how do we achieve the benefits of flipped classrooms while overcoming the obstacles?

I was tasked with writing a Letter Home to engage students in a flipped-classroom experience.
(I have included it in my resources page feel free to use/share/mod, it's )

I figured that a flipped-lesson needs to be two things in order to be successful: accessible, and accessed.
Acccessible: My aim was for universal access: everyone can go to the public library whether or not they have internet at home. Giving over a week of week nights and two weekend days allowed for plenty of time to make it out!
Accessed: I kept it simple.  One video, a few simple questions, just the introduction to a new topic. Nothing heavy! If we give families some easy successes with flipped learning it will be easy to grow it.
In the horrible, worst case scenario (don't give up!) students can still 'catch up' in class by participating in the flipped lesson while you work quietly with the students that have completed already.

Are there any successes you have had with flipped classrooms? Any insights as to how we can mine that precious time that flipped learning can yield?