In a recent post to The Chronicle of Higher Education, Sam Buemi who is an “e-learning coach and social-sciences instructor at Northcentral Technical College, in Wisconsin” outlines a strategy called “Microflipping” (The Chronicle, 2014). The “Flipped Classroom” strategy of teaching has gained momentum recently. In this method, students cover core concepts and material outside of the classroom and then work on active learning and group work in the classroom to reinforce concepts.
The task of “Flipping” a course can seem daunting, but it is important to remember that a “Flip” does not have to cover 100% of the course. In his article, Buemi introduces “Microflipping.”“Unlike the fully flipped approach where students are expected to come to class prepared, microflipping is designed to instruct both those students who have done the required assignments before class and those who have not” (The Chronicle, 2014). Buemi goes on to say, “Microflipping complements traditional teaching by emphasizing that class engagement and critical thinking are a central priority in helping students learn” (The Chronicle, 2014).
This is a great strategy to complement what is already happening in a traditional classroom and to experiment with emerging trends before moving to them completely.
Full Article: Microflipping: a Modest Twist on the ‘Flipped’ Classroom
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Source:
The Chronicle (2014, April). Microflipping: a Modest Twist on the ‘Flipped’ Classroom.
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