“CTE

Flipping the Feedback

Ron Martinez (Federal University of Paraná in Curitiba, Brazil) recently wrote a feedback challenge he faced:

Last semester I was faced with a larger-than-usual senior composition class for English majors—which of course also meant a larger-than-usual feedback load. With a new baby at home, I was more than a little concerned about finding the time to do it all. Fully aware of the research (e.g. Ferris, 1997; Hyland & Hyland, 2006) that favors more detailed feedback on student writing (seems "awkward: reword" just doesn't cut it), I could not in good conscience consider reducing the quality or quantity of the feedback I usually give. Moreover, my feedback would typically include holding "writing conferences" (one-on-one consultations) with students—usually during office hours. But this was a big class, and there are just so many hours in a day.

I knew something had to give.

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Mini-Flipped with Leslie King

This interview with Leslie King (Biology) took place in July 2014. Leslie describes why she strategically flips only two of her class meetings and why flipping the those two classes improves the quality of learning in the course. Read more ...

Flipped Classroom FLC Website

The 2012-2013 Faculty Learning Community on Flipped Classrooms developed an outstanding website about flipping in higher education. The website includes videos, tips, useful links, real-life stories, and more. Their website consists of the following sections: Read more ...

Half-Flipped with Brandi Lawless

This interview with Brandi Lawless (Communication Studies) took place in July 2014. Brandi describes why and how she flips about 50% of her course. Read more ...

Totally Flipped with Greg DeBourgh

The interview below with Greg DeBourgh (School of Nursing and Health Professions) took place in July 2014. Greg describes why he flips his entire course. In other posts you can learn about faculty who partially flip their courses, or flip only for 1-2 topics. Read more ...

Flipped Classrooms: An Introduction

A flipped approach attempts to better align the instruction to the typical learning needs of students. In a flipped classroom, the initial content presentation is done outside of class using carefully selected multimedia instructional resources. The critical work of deepening student understanding is done in the live setting under the mentorship and guidance of the expert instructor. Read more ...

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