Successfully flipping a classroom
Some swear by the flipped classroom, given the positive benefits of this strategy in the courses they teach. Others who try out this method quickly become disillusioned despite making a major investment of time. Why this contradiction? Although the success of this approach is based on a host of factors that sometimes are beyond the teacher’s control, there are still a few points we can consider, to optimize the use of this teaching strategy. While it presents no magic formula, this article offers a few guidelines for successfully flipping a class, so teachers can be available to their students at the time they are most likely needed: when transferring their knowledge. These few tips are based on certain accepted pedagogical principles, but also on the author’s five years of experience using a flipped classroom in a biology course.
Article available in French only.
The Centre de documentation collégiale (CDC) offers an extensive collection of documents on college-level education and on education in general, produced by professionals in leading facilities and organizations.