It seems that no one flips any classes exept math and science and that no one flips classes at the college level. I teach Writing in Academia (Composition). Most of my classes meet 2 times a week for 75 min. each. Is it worth flipping them? How do you flip a writing class where students spend 1/3 of their time reading/discussing and 1/3 of their time engaged in research, and 1/3 in-class writing?
Yes. My school now requires that we upload attendance as an Excel file into BlackBoard. I like My Attendance Tracker because I can use it easily in class and then download attendance to Excel and up to BlackBoard. I wish it were embedded in BlackBoard, but that's not in the works apparently for a while at least. I still have to update attendance in the Grade Book so students know how many absences they have.
I had the same question about exit/admit policy. I was planning to embed videos into a google form to validate whether the students in the room have watched the videos or not prior to class time. Then, use a Learning Catalytics activity to test their understanding followed by active learning experiences and reflection. But, I going to think about your policy.....thanks....
This is a harvard physics professor (I know its science but it can be applied to any subject) who has been flipping for 20 years. Check out the video of his keynote presentation.
Thanks, I think I'm getting an idea of how I might do this for a writing-reading intensive class. One thought is that perhaps it's time to dump the textbook with its long discussions of literary concepts and do short mini-descriptions that are more suitable for a writing class that uses literature as a vehicle to work on academic writing rather than being a literature class focusing on learning about literature.
I agree Margaret, I have dumped those textbooks. Students hate them and they bore the heck out of me.
And interesting, I guess it's fair to say that starting about 5 years ago, I switched to a "writing" focus as opposed to a literature/content focus. We still do lots of reading, but my focus now is on coaching them to write well in response to the readings. And frankly, I've made it a huge emphasis to coach them in learning how to write powerful and succinct summaries of what they read. And of course, this means I have to teach reading in a certain way.
I used to lead what I thought were great class discussions ... Now, the focus is on writing and using class time to write in a way that captures any discussion points.
This year I made a quantum leap in the amount of in-class writing, and what surprises me (I'm still getting a sense of it) is how fast they can make changes during class. There are times when I offer comments in which I expect them to be only taking notes so they can apply later ... and then I call on the student and they tell me they had already "fixed" the issue. I'm still getting a sense of this. We'll see.
Eric Mazur is a great resource! There are college instructors in Ohio you are flipping their freshmen chemistry courses (The Ohio State University and The University of Dayton). I know this is more science, but wanted to say that college faculty are very open to "flipping." I was fortunate enough over the summer to speak to about 30-40 college faculty and they were pretty excited about the opportunities flipping could lead to.
I'm doing a sort-of-blended iteration of an upper-level sociology course this semester - using lots of multimedia for their "readings" and focusing on in-class activities (writing, group discussion, some pogil-type activities (http://www.pogil.org/)) with just a short (aiming for 20 minutes) lecture to clarify the hardest bits or extend things at the beginning of class.
I have been creating screencasts to cover some of the content in my college level paramedic classes (partial flip) to focus more on problem based learning in the classroom. I also have a 4th semester paramedic review class that I've completely flipped i.e. all the core cotent is covered through screencasts and the classroom time is spent doing problem based discussion and group work. Last year I created all of my screencasts using Blackboard Collaborate. This year I am using Snagit. I just recently started posting videos on my Vimeo channel.
For your class I would recommend only a partial flip i.e. record key concepts. Not all course can be flipped in my oipinion but it's extraodinarily helpful when students can get screencast to help with things like research literacy. You can also get the students to create sceencasts for either assignments, e-portfolios or for peer tutoring for marks.