I have been moving my upper division course in this direction for several quarters. I teach Photography as an Art Form that requires an understanding of the aesthetics as well as practical application of photography. The students have a reading assignment and videos to watch during the week. In class, they answer essay questions that combine information from both. Then we have a photo session that allows them to demonstrate their understanding of the purpose of the assignment. We discuss their answers and their photographs in the proper context. For instance, if they are learning the history and style of the fashion photographers of the 1950's, they discuss how this period matches major art movements of that time and take photographs that duplicate the style. They are allowed to use apps that helps them control the elements of photography that have changed over time. For instance, we do not use a dark room but there are apps that create the effect of dark room manipulation of the negative.
Vincent,
Great. Try taking some of the concepts your learning here and carry this a step further.
Dr. Moody Crews
We use recorded tutorials for our first-year courses. The students view tutorials covering production of projects that review the process step-by-step. This part is fairly successful, and the stats track accurately the number of views, so we can tell which videos students view most frequently. However, the more 'theoretical' side of the projects is, at present, still done in class. Why: because there is a fair amount of back and forth during the 'lecture' in which students are asked questions as to when, where and how, etc. the project goals are related to things they are familiar with. I don't see a video lecture that can currently compete with this experience, unless it is something like Skype.
Using our LMS, I would use videos that either I create, or I find that are appropriate for what I am teaching. In addition to videos, I would include any readings I want my students to read. In class, students would complete the hands-on 'discovery' activities, where they can put their knowledge to work.
Lecture would be done all online with powerpoint presentation and instructural videos.All Lab assignment would be done in a class room environment.
Where I teach now, we have a form a "flipped" classrooms. Where the students are required to do web-based modules and where we discuss them in class. We also have activities in class to re-affirm what they have read.
Ryan,
That's the great thing about these discussions. We realize that something new can work and we're also able to learn about some of the problems and concerns others have had as they implemented the program.
Dr. Moody Crews
I also teach an engine overhaul course and have been thinking about the flipped classroom and I can see both sides of your discussion and for me I believe trying this type of teaching would be beneficial. It's great to see someone else has tried it and what you have to say about it.
Jessica,
Awesome. I'm sure your students appreciate your teaching style and I bet they are learning.
Dr. Moody Crews
I have implemented a flipped classroom in my Math Foundations course. The author of our textbook has already created videos of each section lesson. I assign these videos for the students to watch as homework. When we are in class, we review any concepts the students may be confused about. I assign textbook exercises for them to complete during class time. During this time, I walk around the room and look at their work. As I walk around, I will step in and help if I feel it is necessary. I have had great success with this over the last two terms.
Anthony,
I understand what you're saying. Sometimes it may be better to create your own instructional videos to make sure the concepts are presented properly and in the manner that fits the content you are teaching. This takes more time at the front, but may allow for a richer experience in some instances.
Dr. Moody Crews
Angela,
I agree completely and you are correct that we have to explain to students why it is important to their learning to be better prepared before they come to class.
Dr. Moody Crews
charles,
That's great. I love group work.
Dr. Moody Crews
Ken,
I agree that starting the flipped classroom method earlier would be better. Hopefully as educators begin to recognize the advantages of this method this will be possible.
Dr. Moody Crews
Nicole,
Good points. I notice that you say you would LOVE to do this. I hope you have the opportunity to do so.
Dr. Moody Crews
Frank,
That's sounds like a very interesting class. I hope you are able to determine how to fill in the information in a way that benefits your students.
Dr. Moody Crews
Provided the instructional videos needed are available for the material that is required, this
could be implemented as a very successful strategy. I would be more than happy to implement
this in the classroom. The problem is sometimes learning takes place by doing tasks and therefore showing an individual student during the "homework" section would be repeated in the "classroom" section by the student completing the task by doing. This could be accomplished as long as the student learns correctly in the "homework" phase.
I personally have experienced a "flipped classroom" and I think it's very important to provide all needed information, educational reading and lectures ahead of time so that students have plenty of time to let the information settle with them; that way the are able to come into the classroom with all the necessary tools as well as any questions. In my experience we were not given these opportunities and it left a feeling as if the ball had been dropped. I believe that explaining the importance of the information you read/listen to at home and participation of classroom activites is vital for the success of a flipped classroom.
Currently what I do in my flipped classroom is to assign topic or chapter material to be read/viewed/heard prior to class time. This may involve Ted Talks, Wall St. Journal articles/videos on-line, etc. In classroom students then discuss in small and large groups what they learned, how it applies to course objectives, and how they can use this knowledge in their career/life.
If this method of instruction is to be used in a larger scope of education endeavors,then it should be started in grade three in a very limited fashion. Then increased it in grade four so that by grade five or six it will the primary method of instruction.
