Successfully flipping a classroom





Bélanger, Dave

Some swear by the flipped classroom, given the positive benefits of this strategy in the courses they teach. Others who try out this method quickly become disillusioned despite making a major investment of time. Why this contradiction? Although the success of this approach is based on a host of factors that sometimes are beyond the teacher’s control, there are still a few points we can consider, to optimize the use of this teaching strategy. While it presents no magic formula, this article offers a few guidelines for successfully flipping a class, so teachers can be available to their students at the time they are most likely needed: when transferring their knowledge. These few tips are based on certain accepted pedagogical principles, but also on the author’s five years of experience using a flipped classroom in a biology course.

Article available in French only.

The AQPC acknowledges the financial support, in 2014-2015, of the Government of Canada through Canadian Heritage, Canada Periodical Fund, Business Innovation component.

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