Publications and Research
Document Type
Book Chapter or Section
Publication Date
2020
Abstract
In this chapter, I describe how I switched to using a flipped class model in an upper-level Sensation and Perception course, by reversing where different types of learning take place. In the flipped model, instead of introducing students to basic concepts in class, they answered guiding questions after watching videos or reading the textbook before attending class. They then spent class time working collaboratively in small groups on more challenging assignments, many of which had been homework assignments in prior (non-flipped) courses. In-class activities consisted of mini-experiments, and other student-centered hands-on learning experiences designed to foster higher-order critical thinking and scientific inquiry skills. Flipping the class provided students with greater support for these more challenging activities and made the course more manageable both for students and for me, the instructor.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Educational Psychology Commons, Scholarship of Teaching and Learning Commons
Comments
Grose-Fifer, J. (2020). Teaching in a flipped classroom. In T.Ober, E.Che, J. Brodsky, C. Raffaele, & P. J. Brooks (Eds.), How we teach now (Volume 2): The GSTA guide to transformative teaching. Society for the Teaching of Psychology. http://teachpsych.org/ebooks/howweteachnow-transformative