I’ve been blogging about flipping at an open-enrollment college for about 2 years. When I began flipping my general chemistry course 3 years ago, I made some huge assumptions about student learning. Interestingly, I realized that I didn’t understand HOW students learned until I began flipping my course.
Every student learns differently and at different paces depending on the material. Most students are not aware of how they learn, but yet think they know how to learn. By flipping my class, I am now able to learn how each of my students learn and give them better support and direction to become more self-regulated learners.
1. ORGANIZED. Be VERY organized in what students are to do at home. Students need step-by-step instructions that are not only clear, but require the students to be active learners.
2. REQUIRE note-taking. Guide students in the note-taking process.
3. FEEDBACK. Collect the notes and provide comments on EVERY students’ notes.
4. NOT “FLIPPED”. I do not label my learning environment as “flipped”. Tout the benefits and the past successes of students who learned using this strategy. I tell students that I have been teaching for 20 years and this “structure” has produced the best grades AND long term retention of material.
5. GUIDE. I try to talk to every student during my face-to-face time. My stronger students tend to want to monopolize my time, but I go out of my way to seek out my weaker students. I encourage them to get help from me outside of class. I want them to know that I want them to be successful.
6. STUDENT CHOICE. This is college… those students who don’t need my help and finish early, I tell them they can leave. This is their time with me and they are paying for it. If they don’t need help, they don’t need to stay in class. This makes students feel like they are in control of their learning. Most really appreciate this and end up staying for class.
7. ACCEPTANCE. Get students on board with the structure early on. Tell them that you know this is new for them and that it will take some getting used to. I make sure I tell students that my goal for the semester is for every student to earn an A. I will do what I can to help them learn the material.
8. CLARIFICATION. Always start the class with an example problem or go over a “muddy point”. It sets the tone for the class time and helps clear up any misconceptions.
I will never go back to lecture-only. Some students say they do not “prefer” this method, but by the end of the semester, they realize how much they remember. A student from the fall semester summed it up the best. He told me that he could not believe how much he learned and that he hardly had to study for the final exam. He did not have to cram because he knew the content. In my years of lecture-only teaching, no student ever said this.