I have some concerns about flipping courses. Maybe I’m just hung up on the name—flipping is what we do with pancakes. It’s a quick, fluid motion and looks easy to those of us waiting at the breakfast table. I’m not sure those connotations are good when associated with courses and that leads to what centers my concerns. I keep hearing what sounds to me like “flippant” attitudes about what’s involved.
Gary Ackerman, director of the Center for Teaching and Learning at Mount Wachusett Community College, works with faculty to incorporate active learning into their online and face-to-face courses, and while there are differences in these learning environments, active learning can be implemented just as well online as face-to-face.
Yesterday I got an email from a faculty member who had just received her spring semester student ratings (yes, in August, but that’s a topic for another post). She’d gotten one of those blistering student comments. “This teacher should not be paid. We had to teach ourselves in this course.” I remember another faculty member telling me about similar feedback, which was followed later with a comment about how the course “really made me think.”
Those who teach in the health disciplines expect their students to retain and apply every iota of learned material. However, many students come to us having achieved academic success by memorizing the content, regurgitating that information onto an exam, and promptly forgetting a good portion of it. In health, as well as other disciplines where new material builds upon the material from the previous semesters, it is critical for students to retain what they learn throughout their coursework and as they begin their careers as a nurse, engineer, elementary teacher, etc.
Chemistry professor Steven M. Wright has written a one-page essay about his niece, Julia, learning how to downhill ski. She was ready for her first ride on the chairlift and Wright was helping her. He’s a professor so he covered the topic in a well-organized, easy-to-understand way. It was a short, five minute lecture that ended with a repeat of the main point, “keep your ski tips up when you get on the lift.”
Do you ever wonder whether your students care about your course material? Do you question whether your students appreciate how the information you address in class is relevant to them? Do you feel like there is often a mismatch between your intentions for your class and what your students actually want to learn?
Most teachers daily confront the reality that student attention wanders in class. They can be seen nodding off, sleeping, gazing distractedly at some point other than the front of the room, texting, or working on something for another class. It’s a problem, and one that teachers often find hard not to take personally. Dealing with the emotional reaction engendered by inattention is easier when it’s more fully understood, and here’s an example that illustrates why.
Introverts. Who are they and how do we ensure they thrive in active learning classrooms? If you have ever come to the midterm point of the semester and graded a stellar paper of a student whose name you don’t recognize and who has never raised her hand in class, you may have just identified an introvert in your classroom.
For introverted students, the discomfort of participation far outweighs the benefits of active learning. During this seminar, you’ll gain a wealth of practical, ready-to-implement ideas to enhance the overall cohesion and performance of your classes and make them welcoming places for all students, no matter where they fall on the introversion-extroversion spectrum.
Online Seminar • Recorded on Tuesday, January 21st, 2014
A simple teaching technique that helps students learn; now there’s something few teachers would pass up! This particular technique involves a four-question set that gets students actively responding to the material they are studying. They analyze, reflect, relate, and question via these four prompts: