Whoops! I Flipped My Classroom!





Lasry, Nathaniel
Charles, Élizabeth S.
Dugdale, Michael

A team of physics teachers from John Abbott College who were already promoting collaborative and peer learning in their classrooms were looking for a way to make these instructional strategies even more effective, as discussions among students, while extremely productive and highly valued by all involved, demanded considerable class time and limited the quality of the content that could be taught. The teachers began by exploring the “Just-In-Time Teaching” method, which helped them focus discussions and exercises on the difficult aspects of the subject matter, thanks both to preparations done beforehand by students and adjustments to content made “just in time” for the class. Students did not always arrive well prepared, however, and did not do all the reading assigned. The authors of this article explain how, by wanting to make changes to the “Just-In-Time” method, they inadvertently flipped their classrooms and, to their great surprise, saw that lectures could be extremely effective under certain conditions.


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