- being less the sage on the stage, more the guide on the side
- using diagnostic techniques to identify gaps in student understanding that I then try to address
- having students communicate more with one another than 'ping pong' communication with me
- thinking of class meetings less as performances of my own knowledge than a series of activities united by identified learning objectives
And now word has it that the flipped classroom may not work. Yes yes, it's only one study conducted in a far from typical higher ed setting (Harvey Mudd College).
But I'm very interested to know about philosophy instructor's experiences with flipping. Those of you who've tried flipping the philosophy classroom:
- What are your specific flipping techniques or practices?
- Has it worked — and what's your evidence for that?
- If it hasn't worked, why not?
- What did you learn along the way?