Jeanne Ramos, RDH, BSCHEP

Thanks for the advice.  After completion of our program their is a very long National Board taken for licensure.  Students can't afford to just 'get by' in our classes.  Since there is factual information they need to know I'm not sure they're getting what they need by flipping the classroom even though I think it would be more enjoyable for both student and instsructor. I'd like to find a way to flip the classroom while still giving them the factual information.  National Boards is definitely factual.

How can I flip the classroom in an accelerated learning system?

Only a few of our students have ipad in the classroom but they all have a phone.  Am def interested in the interactive flash card p hone app your talking about.

Soooo true!  I am 'old' school and believe that terminology, spelling, grammar and legible cursive is still important. I get 'why' these skills are lacking  today due to texting, etc.  However, I wonder if instructors have not sold their students a little short. Why does it have to be 'one' way or 'the other'? Students today are bright and quick enough to figure out all sorts of technology. I believe they are smart enough to also learn to spell in spite of 'spell check' and hashtags.  If one doesn't know how to spell how can one possibly learn long Medical or any other kind of… >>>

I would absolutely LOVE to teach in a "flipped classroom' forum. I devoured this topic and read whatever I can outside Maxknowledge on the subject.  I teach science subjects in a Dental Hygiene College where the students are required to pass written boards at the end of the program.  I am interested in ways to initiate less in-class lecture however these students need to know factual information in order to pass boards. How would one test on a major amount of factual knowledge?   Also, I have noticed that some students are intimidated to actively join in the group and the same 'outgoing'… >>>

I would absolutely LOVE to teach in a "flipped classroom' forum. I devoured this topic and read whatever I can outside Maxknowledge on the subject.  I teach science subjects in a Dental Hygiene College where the students are required to pass written boards at the end of the program.  I am interested in ways to initiate less in-class lecture however these students need to know factual information in order to pass boards. How would one test on a major amount of factual knowledge?   Also, I have noticed that some students are intimidated to actively join in the group and the same 'outgoing'… >>>

I totally agree that reviewing tests can be one of the greatest learnng tools. However, our Midterms and Finals have to be at least 100 questions.  How in the world do I review a Midterm the following class time and still have time for the next lecture?  I am an instructor in a healthcare profession for an accelerated program of only 10 weeks per term. Frustrated!

Jeanne Ramos

This class had my complete focus.  I did not realize that I, too, am among the 60% of instructors who ask a majority of closed questions and didn't even realize it. I will continue to ask them, but there is often time in my class to devote to more 'open' questions.  I've been so busy with course content, making outlines/charts and guides that I never gave much thought to the type of questions I asked the students in class......or the amount of time I paused before calling upon them in the first place.  This made me aware that I need… >>>

I use Jeopardy also and the students love it.  They also enjoy 'Who wants to be a Millionaire".  I like the idea of having the students make up their own test questions and take each other's tests as a review.  I am definitely going to try that. Thanks!

"catch"