What’s your measure of student success? Is it simply that students can achieve a particular score on your midterms and finals? Or, would you like to see them applying their newfound knowledge, engaging around real-life issues, and collaborating to create solutions to challenging problems? If you prefer the latter, there’s good news: flipped-classroom methods can help you achieve these higher-order learning goals.
Flip your classroom using proven teaching strategies
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In “Having Students Apply Knowledge,” the fifth and final episode of the Flipping the College Classroom podcast series, you’ll learn about the culminating phase of Craig Roberts and Marc Sperber’s approach to the flipped classroom—knowledge application. In this phase, you enable students to apply base concepts to complex problems during class. Marc and Craig also describe what students have to say about when, and how, their most significant learning experiences occur in the flipped classroom. In addition, they provide examples of how you can use Cengage Learning’s MindTap to design and implement engaging, collaborative activities that work in your discipline or field of study.
About the “Flipping the College Classroom” Podcast Contributors
Marc Alan Sperber, MS (Instructional Technology), Duke University School of Nursing
As an educational technologies consultant at Duke University, Marc designs innovative residential, online and international courses, consults with faculty on the best practices in instructional design and technology integration for classroom and distance-based courses, co-leads the Distance Education Special Interest Group at Duke and serves on a university-wide online course assessment committee. Educational technology projects have sent Marc to China and Tanzania. He has a master’s degree in instructional technology and distance learning administration, and previous experience as a marketing research analyst, music magazine publisher/editor-in-chief and TV commercial film editor.
Craig Dane Roberts, PhD (Neuroscience), Duke Institute for Brain Sciences
A Duke University faculty member in both neuroscience and education, Craig’s research expertise lies in how our brains encode and store sensory information. In education, he leads, evaluates and advises on institutional initiatives to adopt novel educational technologies and practices – including flipped, collaborative and competency-based approaches. Craig directs learning innovation and global ventures at the Duke Institute of Brain Sciences, including the development of scientific research and education programs in Shanghai.