Flipping the classroom requires patience, time management
- Flipping a classroom requires small-scale goals in changing coursework and reevaluating learning outcomes.
- Allowing for overage in assignment completion, looking for moments of increased student engagement, and time management are three of the most important elements in successfully flipping a learning environment.
- Doing less allows students to accomplish more in digesting a syllabus and developing ways to learn the course material.
Flipping a classroom is a modified version of competency-based education, where faculty can gauge a student’s proficiency in learning outside of instruction based upon their ability to lead and participate in dialog and teaching others in the classroom. For faculty who can learn the strategies in measuring this kind of learning and aptitude, it can help to reduce teaching burnout while increasing engagement for students.
It is unlikely the colleges and universities at large can, or should, amend teaching styles. But academic leaders would benefit by introducing classroom flipping during training institutes or retreats, working to gather feedback from faculty of all levels of experience and discover how it may best work for students learning across varying rates of ability and different majors.
- Faculty Focus Five time-saving strategies for the flipped classroom