Tuesday, February 12, 2013
Flipping the classroom - post-discussion
It's important to consider the length of podcasts that you assign to students, and critical to design activities that are challenging enough to make students want to listen to the lectures and be able to contribute when in class. I think this teaching method may naturally lend itself to some classes that require mastering a certain skill. Furthermore, getting rid of the textbook and replacing it with videos may not be the best idea. If I were to teach a class, I would flip the classroom for certain topics and leave others to traditional lecturing.
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If you had to pick two or three subjects to flip the class for, what would they be?
ReplyDeleteI think I would flip the classroom for case studies...I could have the students listen to a lecture about different microbes and their pathogenic features, then assign case studies in class to be done in groups, followed by discussion of diagnoses and treatment options.
ReplyDeleteAlso, flipping might be good for teaching metabolic pathways. Students could listen to the lecture as many times as needed, pause and rewind something they missed until they grasped the concept. Then, I could have more application-based questions in class about the pathways.
You mention that replacing the textbook with videos may not be the best idea, but have you thought of substituting other learning tools for textbook reading besides videos? For example, do you have to have your students watch a video presentation you've made on every topic? Or could you have them read, participate in an interactive website, etc. instead of watching your video? This way they still get the interaction time with you in class while not being forced to interact with a media that you don't think is best for your learning objectives outside of class. Don't feel forced to still do a powerpoint every week- do whatever you think enhances learning the most! Go Crystal, unrestricted!!
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