How to flip and not flop

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‘Molas’ woven by Kuna indigenous women, Panama and Colombia

 

Some lessons I have learned throughout this experiment with flipped learning:

allow ‘lots of preparation time’ for materials and online lectures – front-end loading is where most of the work is; the students (and you) may exhibit some resistance to the flipped classroom at first because it is not what you are used to (but hang in there – seek advice);  the real trick is the tutorial dynamic – it needs to work and sustain interest and students need to learn, so vary activities and be prepared to change direction if it’s not working; learn to understand group formation and dynamics to better ensure the tutorial works (group work involves, among other things, communication, conflict management and collective problem-solving skill); think about your key learning objectives – make sure the groundwork (online lectures and set readings and other outside-classroom preparatory activities) actually match the specific tutorial learning goals/objectives; if teaching a humanities-social science subject like this one, make sure online lectures clearly explain any ‘heavy-duty’ concepts; link short online quizzes or other such tests to online lectures to ensure they are being done; review and evaluate as the subject progresses – don’t just wait until the end.

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2 thoughts on “How to flip and not flop

    • Thanks Paul. The key is admitting that there is room for lots of improvement with one’s teaching and thus the learning experience of the students. Often we struggle to admit that.

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