February 17, 2012, 11:40 am
Over the last 24 hours I have run into at least three situations where I’ve heard either peer instruction or the inverted classroom model as being pedagogical frameworks in which — according to others — “students teach themselves”. I don’t think this is accurate, and I’m trying to understand where this idea comes from.
Certainly in the inverted classroom model and in many instances of peer instruction, it’s simply not the case that “there is no lecture”. There can be a lot of lecture in either of these models. It’s just that the lectures are not given in class. They are broken up into rewindable, pause-able, digestible chunks and posted online where people can view them on their own schedules and according to their own listening practices. For my inverted MATLAB class, I recorded 41 screencasts’ worth of lectures, amounting to about 332 minutes of lecture, which is not very far off…
February 13, 2012, 9:33 pm
A lot of my posts here are about alternatives to the traditional lecture-oriented classroom. Based on that, and on somewhat testy comments like these that I leave lying around the internet, you might get the idea that I am firmly anti-lecture. But that’s not entirely true. There are times and places where lecture works quite well, even better than the alternatives. Here are a few purposes for which I think lecture is well-suited:
- Modeling thought processes. The benefit of hearing an expert learner lecture on a subject is that, if the lecture is clearly given, the audience can gain some insights into what makes the expert an expert. A good lecture does more than convey facts or put problems on the board — it lays bare the cognitive processes that an expert uses to assimilate those facts or think his or her way through those problems.
- Sharing cognitive structures. Lectures provide…
May 25, 2011, 8:23 am
I’ve just finished up the spring semester, and with it the second iteration of the inverted classroom MATLAB course. With my upcoming move, it may be a while before I teach another course like this (although my experiments with targeted “flipping” went pretty well), so I am taking special care to unwind and document how things went both this year and last.
I asked the students in this year’s class about their impressions of the inverted classroom — how it’s worked for them, what could be improved, and so on. The responses fell into one of two camps: Students who were unsure of, or resistant to, the inverted classroom approach at first but eventually came to appreciate its use and get a lot out of the approach (that was about 3/4 of the class), and students who maybe still learned a lot in the class but never bought in to the inverted method. No matter what the group, one thing was a …