The flipped Classroom

Why flip the classroom? Inexperienced students are not able (willing?) to decipher and extend technical material on their own Time in classroom is limited Building blocks of problem solving (definitions, principles, formulas) can be delivered effectively in many different ways Development of a student’s experience and confidence in applying the tools, and especially their ability to extend it to novel settings, is not easy to “deliver” to a student One Solution: Allow class time for hands-on supervision to reduce frustration of struggling alone with homework

Does it work? Currently faddish Learning theory suggests it should It is hard to do serious studies of whether or not it works because of the difficulty in randomizing students to treatments Observational studies are the best we can do My colleagues and I are trying one of these this term and will know more in at the end of the term

Do students like it? Dear [Chairman]: As I hope you are aware, this semester, Professor Stokes has decided to try the "flipped-classroom model." This involves the students practically teaching all the class material to themselves through the text reading, online "You-Tube" videos, etc. This also includes us (the students) being quizzed via online evaluations on the material before it is even mentioned in class. … Sincerely, [Disgruntled Student]

Why? For many students (and faculty) Teaching = lecturing Students (like most of us) don’t like having their schedules dictated to them Aren’t aware of the supportive literature on learning

Relationship to our topic today Expensive university’s competitive advantage is no longer in their stable of lecturers (e.g., TED talks) In the lower level courses, it is also not in content So what is it? Helping students develop deeper understanding of the material by requiring that they extend themselves, with a faculty “coach” present. Constantly updating teaching materials

How do we prove it? Student visibility, via research and other outlets Assessment must be real Must try to measure our value-added learning