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teaching:flipped_classrooms

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Flipped Classrooms

Assorted/random notes on flipped classrooms.

Basic idea: lectures are done as homework; class-time is spent interacting more, doing examples, etc.

Emphasis on video lectures.

  • There seems to be emphasis on lectures via video. My question is why only video lectures? Why not have them read the textbook? What if there are course-specific written materials - like my own notes?

Benefits:

  • More active learning in class, which is known to be good.
  • Preparation before class is known to improve learning and retention, as well as asking better, deeper questions in class.

How to get students to prepare?

  • Pre/post quizzes.
  • Assess performance in class.
    • A quick in-class assessment seems an integral part of the process. There is emphasis on “quick.”
    • This is essential per [Jam14] to ensure students are preparing well.
    • The assessment would have to focus only on Bloom's remember and understand stages.

Connection to Bloom's Revised Taxonomy ([DM14] [Jam14])

  • Before class, the first 2 stages occur: Remember and Understand.
  • In class, the other stages occur: Understand, Apply, Analyze, Evaluate, and Create.
    • Understand is the bridge. Student try to understand on their own, and can solidify their understanding in class.
    • It would make sense to lay this out in terms students can understand, to make clear what the expectations are, and what will happen in class.

Other Points:

  • Smaller classes are better ([DM14]).
  • It appears that not every lesson needs to be flipped [Jam14].
  • Situation, not goals, drives people's learning and behaviour [FKL09]. The assumption is that flipped classes create a better situation for learning.

See Also

REFERENCES

Jam14. a, b, c S. James. 2014. Flipping the graduate classroom: Getting started lesson from the field. J. Instructional Pedagogies 14. (link)
DM14. a, b C. Doi and T. Maddison. 2014. Head over Heels: Approaches to Flipped Teaching. e-magine the possibilities. (link)
FKL09. a D. Forgues, L. Koskela, and A. Lejeune. 2009. Information technology as boundary object for transformational learning. J Information Tech in Construction, 14:48-58. (link)
teaching/flipped_classrooms.txt · Last modified: 2020.03.12 13:30 (external edit)