Reflection, Introverts, and the Flipped Classroom (Faculty Focus)

I have become a big believer in the “flipped classroom,” and am working toward incorporating this pedagogy into my classes as time and energy allow. So I found this article by Honeycutt and Warren in Faculty Focus (and a follow-up I will reblog soon) valuable. The key questions: Does a flipped classroom favor certain student personality types while disadvantaging others? And how can we make the flipped classroom more valuable for all students as a learning opportunity?

Read the teaser below, and then follow the link for the full (brief, but neat) piece.

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February 17, 2014

The Flipped Classroom: Tips for Integrating Moments of Reflection

By: in Instructional Design“Students in inverted classrooms need to have more space to reflect on their learning activities so that they can make necessary connections to course content” (Strayer, 2012).

If you were to observe a flipped classroom, what do you think would it look like? Maybe students are working in groups. Maybe each group is working on a different problem. Maybe the instructor is walking around the room talking with each group and checking on the students’ progress. And each group of students is probably asking a different question each time the instructor walks by. It’s probably noisy since everyone is talking to each other or engaged in a task. And students are probably standing up or leaning in towards one another to hear their group members talk about the next task. Students might be writing in a workbook, typing on their laptops, or watching a video on the screen of some new technological device.

The flipped classroom is a busy, collaborative, and social place. We could say it’s a place where extroversion, collaboration, and teamwork are highly valued.

But what does this mean for students who don’t excel in this collaborative space? What does it mean if we’re always focused on the doing?

In the flipped classroom, the instructor’s challenge is to design learning experiences that engage students in higher level thinking and problem solving during the class time. It’s about creating, evaluating, synthesizing, and analyzing together.

But, are we missing a whole segment of our student population and minimizing the importance of reflective engagement in favor of active engagement by only defining the flip in terms of collaborative learning?

Read the rest of this article at Faculty Focus here!

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