The Flipped Classroom: an experiment

Hi Harold Lounge,
I posted this to my personal blog earlier in the week and thought it might be fun to share.

Let me know what you think!

The Flipped Classroom: an experiment.

In addition to the sources mentioned in the post, I’ve also been reading “Flip your Classroom”, which has some very good suggestions.

Happy midterm!

A Great Idea

This is that:

Like last year, my surprise was not that students at a major university did not know certain authors, works, or films; it was that I had known a lot of these things at their age. Were we more cultured in the good old days? I doubt it. Was there less to know? Maybe, in absolute terms, but certainly there are as many dramatis personae in Shakespeare now as there were then. Is there less curiosity now? Surely not: My daughters Google aggressively when they don’t know something…

Now every Tuesday, from 5 to 5:30—just 30 minutes—I speak about three items of cultural interest to anyone who drops by. This is not a course, there’s no sign-up, no attend­ance requirement, no homework. And it’s not prescriptive; it’s simply an opportunity for students to encounter some things they might want to know about and explore further.

How fun would that be? How do we make this happen?

Research on Twitter and Learning

Apparently, it can help.

Rey Junco, associate professor in the department of academic development and counselling, assessed the impact of using Twitter as a teaching tool on students taking a pre-health course at the institution, which is a member of the Pennsylvania state system.

Separating the students into two groups, he asked one to use the social-networking site Ning to communicate with lecturers while the other used Twitter.

According to a paper published in the Journal of Computer Assisted Learning, titled “The effect of Twitter on college student engagement and grades”, the latter group scored on average a grade higher than their counterparts.

Yet, I remain skeptical.

New Research Says Tests Facilitate Learning

This makes sense to me, but it’s still somewhat surprising.

Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.

The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.

If you want to read the study itself, you can go here.

“make lemons out of [DWFDW] lemonade”

Yes, to borrow the innocent, yet powerful, quote from PhiloDave’s daughter, I’d like to create this open post and keep it running all week in some way or another to focus on POSITIVE outcomes from Faculty Development Week. (OK, you can list concerns too.)

With Day 1 Day 2 underway, what will you or what have you done with your lemons?

Thanks for the input everyone! Here we go with Day 3 4 the last day of events! It will be short. Possibly sweet?
Last chance to leave a comment before the post leaves the main page. (Thanks for keeping it at the top Dave!)

Small hint to the timid and shy: You don’t need to leave an email in order to comment. Just a name. Silly, outrageous, and creative appears to be the fad.

Brain Rules

I know we’re all artsy and what not here (where are the scientists?–and yes, Math counts as an Art in my world), but this is a cool site that I stumbled across that even a non-brain scientist can love; it’s full of a bunch of great information about learning from recent brain research.

It’s the work of John Medina, a developmental molecular biologist and consultant from out in Washington State, who came up with what he calls the “Brain Rules.” The rules are simple enough to remember (Exercise boosts brain power, Every brain is wired differently, Stressed brains don’t learn the same way), and the science behind them is clearly explained in little snippets like this or this or this (click on one of the topics under the menu).

There’s even a cool looking blog with links to more studies.

I think the end is my favorite part: “We didn’t come down from the trees and say, ‘Good lord, somebody give me a textbook.‘” Great stuff.