Berrett, D. (2012). How 'flipping' the
classroom can improve the traditional lecture. Education Digest,78(1),
36-41.
Summary: The article discusses the practice of
"flipping" in education, or disrupting the traditional model of
students passively receiving information from teachers through methods such as
interactive learning, group work, peer instruction, and computer-based learning
outside of the classroom. The popularity of flipping in higher education due to
technological innovations, high student-to-professor ratios which make personal
attention in traditional lectures difficult, and the desire to increase active
learning is also explored.
Lectures in college can turn to chaos, but it is welcome. It takes many forms,
including interactive engagement, just-in-time teaching (in which students
respond to Web-based questions before class, and the professor uses this
feedback to inform his or her teaching), and peer instruction.
Evaluation:
This is an informative article on FLIP, focusing on how it works in the college
setting. It has proven to be a productive model, particularly with all of the
online resources available now for content acquisition in a variety of formats.
Much of the reading is done on student’s own time, which I find to be
interesting. It keeps the students motivated to be more active in class,
discussing what they have already learned. The article mentions that one
professor gave 8 quizzes throughout the semester, just to be sure that they
were reading in advance and keeping up for discussion.
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