I think it is mainly providing the lecture and notes to the students outside of class and before class and then spending most of the class time doing activities and correcting misunderstandings. I like this idea to some extent.
After talking about it in class, I am still a little hesitant to use it as the main mode of teaching because I am not sure that all students would be interested and engaged in powerpoints video presentation. The flipped classroom I have seen worked well mainly because the studnets wer all self-motivated and chose to take a class with a large online component. Not all students would be like that. How can I ensure that they'll watch a video if some of them don't read the textbook? How do you make the lecture aspects engaging to watch/listen to especially when you are sometimes covering boring material? I usually add discussion questions and examples throughout my lecture because it's dull to listen to one person speak the whole time and will engage them in some way.
Maybe if you tell students they will be responsible for applying the info covered in the lecture the next class period, they will be more apt to watch it.
ReplyDeleteTo make the lecture more engaging, you could have slides with just a problem on it and instruct the students to pause the lecture and complete the problem, then tell them to press play when they are finished. Then, in class, you could go over answers to the problems you gave in lecture. This would ensure they watched the lecture, and could give you more time to help them apply the info, and give you more of an opportunity to see where misconceptions lie.