a system of learning that requires students to be actively engaged in constructing their own knowledge and learning through discussions, problem-solving, case studies, and other methods.
Flipping the classroom is an instructional model that calls for traditional lecture content to be delivered asynchronously outside of class, often through interactive online content, videos, and readings (Bergmann, J., & Sams, A., 2012). This allows the synchronous, in-class time to be dedicated to active learning activities such as discussions, problem-solving exercises, labs, or group work. (Lage, M. J., Platt, G. J., & Treglia, M., (2000).
A flipped classroom requires that students engage with course materials before class and then use class time for active learning activities and opportunities for deeper engagement with the content and each other. Begin by introducing students to the flipped classroom model, providing clear expectations, and discussing the roles both they and you will play.
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A flipped classroom requires students to engage with course materials before class and then use class time for active learning activities and opportunities for deeper engagement with the content and each other. Begin by introducing students to the flipped classroom model, providing clear expectations, and discussing the roles both they and you will play.
The concept of chunking is the act of breaking course content into small, meaningful units of information that can be digested and navigated easily. The information in each chunk should be related, logical, meaningful, and organized sequentially (Shank, 2018). Research tells us that there are several reasons to chunk content when writing instructional text, including:
Gagné's Nine Events of Instruction is a comprehensive instructional design model developed by Robert Gagné in the 1960s. It outlines a set of events, or steps, that instructors can follow to create effective learning experiences for students. The model is based on the idea that different types of learning objectives require different types of instruction. Remember, the key is to tailor the method of each event to the specific context and audience.
Creating high-quality, pedagogically sound content is challenging whether a course is taught in-person, online, or using a hybrid method. In course development, a framework refers to a structured and organized approach used to design, plan, and develop course content. Frameworks also provide learning designers and faculty with a blueprint for creating a coherent and effective learning experience for students (Reigeluth, C. M., & Carr-Chellman, A. A., 2009).
The one-minute paper is an assessment strategy that can be used to evaluate what students have learned and what they are struggling with. Students are asked two to three questions about a lecture, video, lab, field trip, discussion, or any other activity, and are given one minute to write their response. The questions should encourage students to consider what was most significant, surprising, important, disturbing, or useful, and what was unclear or difficult to understand.
Reciprocal Questioning is a strategy that promotes critical thinking while increasing student engagement with one another and with the course material. Students work in small groups to discuss course material, or a portion of the course material, like a video. They discuss where they need further clarification or more information. Then a group representative shares the questions with the instructor and the instructor's Docsanswers benefit the entire class.
The final project in GEOSC 107N: Rocks, Minerals, and the History of Art is a small group case study that requires students to work together to research a naturally occurring material, used in either its natural or processed form, to create works of art or architecture in history. Case studies promote critical thinking and help students to contextualize course content.
Veterinary and biomedical students are asked to watch a video of walking through a barn and to list the best practices for animal welfare and farm management shown in the video. They are also asked to list items that need to be improved. This offers a way to expand student experiences and allows them to practice evaluating without the time and expense of traveling. Further, this practice protects the biosecurity of the farm locations.
