Flipped classrooms: do the people promoting this talk about what happens for students who have trouble retaining information from video/books? Like, is the whole point that people don't retain information from the lectures anyway, so who cares if they don't retain it on their own, let's just focus on learning during problem sets in the classroom later
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Man, now I wished that I'd posted it earlier, because I think this would be a great discussion topic. (There's a forum for graduates of the class -- would it be all right for me to submit an edited version of your post
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Even when I lecture, I try to provide natural chances for students to ask me things. Because, yeah, the basic idea I was taught is 'put the stuff that needs the most face to face time at the time when you and the students are supposed to be in the same room, put the stuff that least needs real-time student-to-professor or student-to-student interaction as pre or post-class work'.
So, yeah, I wouldn't expect most students to come in with 100% understanding*, and there's going to be a lot of variation in figuring out where the students most need me.
* There's always a few students that I could hand the textbook and the assignments and be all 'here are the deadlines and when tests/quizzes are, see you then!', just like there's that one student who isn't ready for this course or gets mono halfway through the term, or just hasn't figured out class-life balance, or decided to take three hard courses in the same term.
I begged and begged my last institution of employment to let me take the three "how to teach" classes they expect of full time unlimited instructors. But alas, it was for full time unlimited instructors only, and as a temporary part time I was just there to have a pulse and not kill anyone (okay, not quite that bad).
I've been thinking about adding some aspects of the flipped classroom to my upcoming semester. Not a ton, but there are some concepts in genetics (mostly involving math) that are unpossible (for me) to do well standing at a board in class and I'd think work much better with the students learning the ideas before they come and practicing them in class.
Labs are already kind of like this, I think, or at least the way I run labs. Read your shit before hand and understand that it'll make a lot more sense once you start. Learn by doing, I'd always say. But maybe I was just concerned about losing 30 minutes of precious lab time to giving instructions I'd have to repeat to each group anyway.
Learn by doing is actually our university motto. (It was drummed into our heads during orientation.)
I missed the American Association of Physics Teachers summer workshops because the department was required to fund my trip and the deadline was before I was re-hired.
Based on my teaching physics to bio majors, anything that involves math is going to need extra prep. I"m teaching that class again and already remembering that I need to have more discussion on how to solve problems. Also vectors and working in two dimensions. I have learned that I can never emphasize how to use vectors or motion in two-dimensions enough.)
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So, yeah, I wouldn't expect most students to come in with 100% understanding*, and there's going to be a lot of variation in figuring out where the students most need me.
* There's always a few students that I could hand the textbook and the assignments and be all 'here are the deadlines and when tests/quizzes are, see you then!', just like there's that one student who isn't ready for this course or gets mono halfway through the term, or just hasn't figured out class-life balance, or decided to take three hard courses in the same term.
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I've been thinking about adding some aspects of the flipped classroom to my upcoming semester. Not a ton, but there are some concepts in genetics (mostly involving math) that are unpossible (for me) to do well standing at a board in class and I'd think work much better with the students learning the ideas before they come and practicing them in class.
Labs are already kind of like this, I think, or at least the way I run labs. Read your shit before hand and understand that it'll make a lot more sense once you start. Learn by doing, I'd always say. But maybe I was just concerned about losing 30 minutes of precious lab time to giving instructions I'd have to repeat to each group anyway.
Reply
I missed the American Association of Physics Teachers summer workshops because the department was required to fund my trip and the deadline was before I was re-hired.
Based on my teaching physics to bio majors, anything that involves math is going to need extra prep. I"m teaching that class again and already remembering that I need to have more discussion on how to solve problems. Also vectors and working in two dimensions. I have learned that I can never emphasize how to use vectors or motion in two-dimensions enough.)
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