In the educational setting of the 21 st Century and with requirements imposed on schools through state and federal mandates such as the Every Student Succeeds Act, teachers are looking for ways bring additional student engagement activities and collaboration into their classrooms.These requirements along with increased educational technologies in schools have many teachers exploring the flipped classroom model of instruction. In a flipped classroom, educators flip direct classroom instruction and traditional homework or practice. Students might watch a lecture video covering a concept at home and then apply the concept to problems in class with the aid of the teacher or engage in collaborative application with their classmates. There is almost two decades of teachers implementing this model and research on the flipped classroom model. However, little of that research exists at grade levels 6-12, the grade range in which the majority of teachers using flipped classroom teach. Additionally, much of the research conducted at those levels involves either student perceptions of the model or the impact course grades. This study looked inside the flipped classrooms of seven middle and high school teachers from a variety of subject areas including mathematics, science, Spanish, and social studies. Data for the study were collected through interviews, lesson plans and materials, as well as through a classroom observation of each teacher in order to gain a fuller picture of the types of educational activities taking place inside of flipped classrooms. Furthermore, this study sought to look at the teachers' motivations for using the model and to see if teachers were using activities to engage students in their classrooms.

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

With the infusion of educational technology and internet access into classrooms, including 1:1 laptops, iPads, and Chromebooks, educators must realize the importance of visuals for their online course content. Today's students are growing up in an internet-forward culture. Social media is an important part of how students connect with their friends, peers, and the world. Their interactions use accompanying memes, emojis, and GIFs (graphics interchange format) that are used to describe and supplement events happening “IRL”—in real life. Just as we use technology to enhance the learning experience in the classroom, it is perhaps equally as important to speak students' language to improve both student engagement and learning while using those devices in the classroom. This chapter reviews research concerning visual use in course content, discusses visuals in the context of universal design for learning (UDL), provides tips on for using visual appeal to improve engagement and learning, briefly discusses the topic of copyright and fair use, and gives examples of visuals including GIFs.

In today's educational setting of state and federal mandates, teachers are looking for ways to increase student engagement and collaboration in their classrooms. New educational technologies have many teachers exploring the flipped classroom to meet those mandates. In flipped classrooms, educators flip direct instruction and traditional homework. Students might watch a video over a concept at home and then apply the concept to problems in class. For almost two decades, teachers have implemented and research has been conducted on the flipped model. Little of that research exists at grades 6-12, where the majority of teachers using it teach. This study looked inside the flipped classrooms of seven middle and high school teachers from subject areas including mathematics, science, Spanish, and social studies. Data for the study were collected through interviews, lesson plans and materials, as well as classroom observations in order to gain a full picture of the activities taking place inside of flipped classrooms. This study also looked at the teachers' motivations for using the model.

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.