"Flipped" Classroom?

[Episteme]

1. Have you flipped your classroom?

2. If so did the students cooperate by doing the pre-requisite study?

3. What % lecture vrs. student directed learning do you employ?

4. When you instituted the changes, what happened to course/faculty evaluations?

[CNASuzy]

^^^^ I think it stinks too!! Everyone has a different style of learning and that is definitely not a way of learning for me!!!! Call me old fashioned, but to each his own!!!!

[UnaNayeli]

I've been a student in flipped classrooms. My biggest problem with the concept is that instructors had us do group work on individual questions, then present our answers to others. There was NO feedback, so we never knew if we were "getting" the concept. I felt as if I learned very little -- and this was often reflected in class grades.

[ixchel]

^^^^ I think it stinks too!! Everyone has a different style of learning and that is definitely not a way of learning for me!!!! Call me old fashioned, but to each his own!!!!

I had to giggle when I read this. Actually, powerpoints with spoon feeding is not old fashioned. Old fashioned would be more similar to the flipped classroom. PowerPoint has gotten big only in the last 10 or so years. Before that, we took notes by hand and discussed content. I sucked at school back then so I couldn't tell you how much pre-work got me through it. But I do know that more work was expected on the student's part. I do think the PowerPoint spoon feeding does dumb it down too much. But I still maintain my point that there isn't enough time to be able to read whole chapters up front. I think for me, the most effective learning is when I'm streamlined to objectives. I don't mind digging for info on those objectives. It is nice to have the professor give objectives, and no, before or after class does not make a difference as to when it's learned, as a previous poster said.

[CraigB-RN, MSN, RN]

Not having well thought out compressive objectives is one of the drawbacks on education, no matter what's involved. Whether it's underwater basket weaving 101 or critical care concepts.

I dont teach many lectures that are pure memorization and spitting back information. Even before the flipped classroom, I would tell me students that they were responsible for everything in the curriculum, all the objectives, whether they were covered in classroom lecture or not. As a matter of fact, it's in 24 point bold print at the top of the outline.

I gave an exam based completely on a journal article that was published 2 weeks before the exam. They were given the pubmed citation and told that the test would be on the adjectives of the article. It was pert to the class, but not covered in lecture. (Now student compete among themselves to find trivia to catch each other)

One of my primary jobs as a educator is to assess my students level of comprehension. This is where the flipped classroom sometimes fails. I have to be able to assess how well they are learning, and adapt as needed.

p.s. Death by lecture is prob more correct than death by power point. Remember those boxes of overheads we used to carry around.

p.s.s. Any of you old enough to remember the Movie and TV show paper chase? That whole socratic method presented there is the basis for the flipped classroom.