Here is my initial model as I go through the process of reorienting my class to inquiry-based learning. I am sure there are some flaws. Each topic will begin with Explore. This should take 20-30 mins. Some Explore lessons may be significantly shorter. The intent of the explore is to spark a student’s curiosity. Some recent research suggests that students should do an in-class activity before watching the out-of-class video. Showing the mechanics (e.g. solving a linear inequality) is pushed outside of class (i.e. the Flip). These will most likely be a short (<20 min) video that gives some standard (direct) instruction. Currently I use Camtasia Studio 8.1 to do this and a Dell Latitude XT2, which is perilously close to burning out.
When students return to class, they will begin the Apply phase. Now that they have been given some of the tools, we will either finish the “Explore” problem we worked on previously (maybe a 3-Act problem) or they could just apply their skills at solving some problems (anything wrong with that?). Most all of the in-class time will be spent in groups (or at least pairs).
We use a Pearson online product (MyMathLab) as an LMS and for them to do “homework.” My current strategy to implement this is to have optional homework problems for them to practice. I will also have a very short online quiz (3-6 questions) in which they will get multiple attempts.
I will post some initial iterations for the first unit (Linear equations, Inequalities, & Problem Solving) later this week. I still have not nailed down everything. Any feedback would be greatly appreciated.
Thanks to Ramsey Musallam & Dan Meyer for all the work they do. If you are not following them on Twitter, you are really missing out.
Noble Math 
Thanks for sharing. Good luck with this. I look forward to reading about your progress.
I am in the process of implementing my second phase (to coincide with my second full year) of flipping my Gr 12 Chemistry classes (Ontario, Canada curriculum). I am looking at introducing the “Explore” cycle into the mix. Again, like yourself, this is as a result of listening/speaking with Ramsey Musallam in June. I am finding it tough to come up with short-ish exploring activities in certain area. Some are more obvious but I really want to build in a lot more front-end inquiry to grab the students and get their curiosity piqued.
I also used Ramsey’s explore-flip-apply model to flip my biology 12 class this past year with good success. Explore activities included intro labs, scientific articles, demo, or just a well-posed question. Then Ss watched a video at home (the flip) and completed some sort of online quick check which allowed me to check for basic understanding and check to see who is watching the videos. This quick chrck also gave me a place to start the following day. These might have been multiple choice, quick response or asking Ss to pose questions they are unsure of. For the apply options, I often tried to a group activity whether it be a quick white boarding activity (in my case neon markers on my black lab benches … Love minus the difficulty getting it completely clean), a case study, patient diagnosis, or just group discussions with injections of extensions such as “what if…” type of statements.
My struggles were keeping up with the explore-flip-apply cycle. I have asked for more technology in my class this year so that as Ss finish their explore, they can begin to flip during class time or check their inderstandjng via moodle questions we have created. I also struggled with the amount of work I took in or consistently checked on to keep them accountable for their learning (I am a classic over-achiever), But i think that i figured out a strategy for this year. I must also mention that I could not have done any of this without a great teaching partner. We plan and develop together (Divide and conquer).
My goals this year: same model,more choice, more flex time, a little less structure in terms of deadlines.
Best of luck and looking forward to hearing your reflections.