Flipping a class is more than recording a lecture, putting it online, and then slotting it in the syllabus. The course has to have the right incentive structure to ensure students prepare before class. Fortunately, there are some sound strategies that can help any instructor flip just about any lesson, and you can learn about them in this white paper.
Teaching to students’ strengths and interests can promote creative and critical thinking. But requesting creative responses often engenders the exact opposite of creativity. “Just tell me what you want me to do and I’ll do it.” “How many words does it need to be?” “What should I write about to get a good grade?” “I’m not creative.” Often these comments are accompanied with sighs, groans, or no responses at all (in the case of online students), indicating just how much students resist when asked to be creative. And these responses are even more prevalent in required and prerequisite courses. So how do we overcome the resistance and encourage creative ideas and thinking from our students?
Every now and again I come across a quote that follows me around for the rest of the day, if not several days. That happened this week and here’s the quote, “I see myself as a learner first, thus I create my classes with learners, not for them ….”
If you find yourself working longer hours or maybe feeling a bit more stressed at the end of the day, you’re not alone. Fifty percent of college faculty who completed the annual Faculty Focus reader survey said that their job is more difficult than it was five years ago. Only nine percent said their job is less difficult, while 33 percent said it’s about the same.
It’s probably the question I’m most asked in workshops on learner-centered teaching. “What are some good places to start? My students aren’t used to learner-centered approaches.” Sometimes the questioner is honest enough to add, “and I haven’t used many previously.” Before the specifics, here’s some general recommendations: start slowly (for example, don’t add 14 learner-centered strategies to a mostly lecture course); try simple, reasonably straightforward activities first; and define success before implementing the activity. As for those “good places” to begin infusing your teaching with learner-centered strategies, here are some approaches to try.
The problem is my age. It relentlessly advances while the faces staring back at me in the classroom remain the same, fixed between late adolescence and early adulthood. In short, I grow old while my students do not. And the increasing gap between our ages causes me some concern, pedagogically speaking.
In November I had the great privilege of interviewing Parker Palmer. If you don’t know his book, The Courage to Teach, it’s one not to miss. If you haven’t read it in a while, it merits a reread. After reading it again, I found new ideas I missed the first time, old ones I have yet to understand completely and others I hadn’t thought about for far too long.
Moving from a lecture-based class to a flipped class requires a new set of skills. You can have the most creative assignments, the latest technology, and the most organized plan, but unless you have the skills to implement that plan, the flipped learning environment fails. This seminar will help you create a successful flipped experience for you and your students.
Online Seminar • Recorded on Tuesday, February 12th, 2013
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2012, we published approximately 250 articles. The articles covered a wide range of topics – from group work to online learning. In a two-part series, which will run today and Wednesday, we’re revealing the top 12 articles for 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-thru rates, web traffic and other reader engagement metrics.
There is a landfill of studies—more than 3,000 articles and 600 books. If you Google “learning styles” you will get 9.7 million hits in 0.16 seconds. “Learning styles workshops” produces 7.8 million hits and even “critiques of learning styles” garners 460,000 items. By the numbers of instruments, handbooks, and workshops advertised online, learning styles must be a sizable industry. But after diving into the pile, my mind was full of grit and cynicism. A zealous quest has created claims and theories so bad they aren’t even wrong. There had to be something useful in all this effort or despair would settle over me like so much dust.