Flipping for Mastery.

In our first year of flipping the classroom (2007–08), we had students watch our direct instructional videos before coming to class. (Although we taught different sections of chemistry, we worked out this approach together and applied it in our separate classrooms.) The next day in class, students did more engaging activities, such as running interactive simulations like those available at phET. In a simulation on gas properties, for example, students pump gas molecules into a box and see what happens as they change the volume, add or remove heat, change gravity, and so on. We like to call this approach the Flipped Classroom 101.