{"id":18215,"date":"2014-02-17t07:00:30","date_gmt":"2014-02-17t12:00:30","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=18215"},"modified":"2014-02-14t14:16:46","modified_gmt":"2014-02-14t19:16:46","slug":"ive-flipped-my-classroom-now-what","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2014\/02\/ive-flipped-my-classroom-now-what\/","title":{"rendered":"i’ve flipped my classroom. now what?"},"content":{"rendered":"

\"\"<\/a>by derek bruff, cft director<\/em><\/p>\n

“a few years ago if i had said flipped classroom to them, most faculty would have given me a blank stare,” said derek bruff, director of the center and a senior lecturer in mathematics. “now they are coming to us wanting more detail. the speed of that change and the pervasiveness of the interest has surprised me.”<\/p><\/blockquote>\n

that’s a quote from a recent campus technology<\/em> article, “how to make the most of the flipped classroom<\/a>,” by david raths. i spoke with david a couple of months ago about the flipped classroom. he was interested in a very important question for faculty thinking about redesigning their courses in a “flipped” manner: once you move the transfer of information out of the classroom (through pre-class lecture videos or readings), what do you do during class time? for faculty used to spending their class time lecturing, this can be a particularly tough question.<\/p>\n

i pointed david raths to tyler reimschisel, assistant professor of pediatrics and neurology and vice chair for education in the department of pediatrics. tyler has been leading efforts in the school of medicine around team-based learning<\/a> (tbl). here’s how tyler’s approach is described in the campus technology<\/em> piece:<\/p>\n

reimschisel’s students watch four to six videos each week of 10-15 minutes each. in class he gives them 10 multiple-choice questions that they answer individually and submit electronically. then they break into 13 groups of eight and answer the questions as a group after discussion and consensus… they talk for 45 minutes in class and then present their team answer, and the class members vote for their favorite answer, which leads to interesting discussions.<\/p><\/blockquote>\n

moving to a tbl approach requires an instructor to take on new roles in the classroom, from content provider to discussion facilitator. doing so also requires good questions and cases for students to explore as teams. designing those questions and cases can take some time. and some students can push back at the approach, arguing that the instructor is no longer “teaching.” of course, lecturing isn’t the only form of teaching, and there’s solid evidence<\/a> on the effectiveness of tbl for student learning. for faculty adopting tbl, the learning gains make the efforts by both teacher and student worthwhile.<\/p>\n

what else can an instructor do during class time once a class has been flipped? david raths explores a number of effective strategies in his article through interviews with faculty at other institutions. the piece is well worth a read, as is our teaching guide on the flipped classroom<\/a>.<\/p>\n

two other thoughts on the flipped classroom:<\/p>\n