Flip is a tough sell
A recent news story reported that the “Flipped classroom struggles to catch on in Europe” (News, 25 October). The advantage of the flipped classroom over traditional models is that students go over learning materials before they meet in class, which allows class time to be used for discussing and applying information rather than acquiring it. However, this depends on motivated students who are prepared to make the effort to get that information into their heads.
The model can be used to good effect, but you need to be organised and do things such as opening the session with a quiz (to ensure that students have done the work) and then providing well-structured activities that engage and stretch the students… probably using group work and discussion, with a system that supports directed activities and tests continually.
Done properly, it works well – but it is tough, which means that students often rate it harshly, not because they do not learn but because it is demanding.m.robertson8_291084
“Students less likely to drop out if taught via lectures, study finds”, reports a recent news story
(18 October). This very interesting piece of research could well have been connected to the lovely contributions from those who lecture. In one way, it’s no surprise: the flipped classroom advantages the talkative, the assertive and the acclimatised. I’m not against participatory approaches, but I have always found that the obsession with the bored student at the back rather ignores the fascinated students front and centre. Farah Mendlesohn Stoke on Trent