The Innovative Instructor has featured several posts on flipping your classroom (see here, here, here, and here) a technique that has students learning content on their own time and using class time to work on problems, discuss materials, or engage in collaborative activities.
Just in time for the upcoming semester, the Chronicle of Higher Education has published A Guide to the Flipped Classroom, available for free download. The manual, in PDF form, collects seven case studies and articles on the process of flipping the classroom that appeared in the CHE over the past three years. Faculty teaching evolutionary biology, chemistry, mathematics, and business topics weigh in on their experiences.
The experiences of Andrew Martin, a professor of ecology and evolutionary biology at the University of Colorado, Boulder, are highlighted in the first article. The article notes that innovations in pedagogy, technology such as clickers, support and advocacy from those who want to improve higher education, and economic realities have helped to popularize this teaching technique.
The second article describes a student’s view of a flipped chemistry course at Southwestern University in Georgetown, Texas. With the flipped classroom, learning takes center stage over teaching.
Stephen Neshyba describes his experience flipping his chemistry class at University of Puget Sound noting that moving to a flipped class may change “which kinds of students excel and which ones struggle.”
Two articles by Robert Talbert, a mathematician and educator at Grand Valley State University, look at the pedagogical reasons and advantages for flipping a class, and why students may push back when a course is flipped. There are suggestions on how to handle this. Talbert also blogs for the CHE at Casting Out Nines, where he has documented in detail his experiences with flipping his classes.
A study shows that physics faculty often try new methods and then abandon it in the face of student challenges. An article addresses what faculty who want to explore new teaching methods can learn from this research.
Finally there is a profile of Norman Nemrows, a professor of business at Brigham Young University. He began recording his lectures about 15 years ago. His experience raises the question “Are professors willing to become sidekicks to slick video productions?”
At the end of the manual there is a short list of resources to help you whether you are a novice or a seasoned flipper.
Macie Hall, Senior Instructional Designer
Center for Educational Resources
Image Source: © Macie Hall, 2013