Guest Contributors: Marc Alan Sperber, MS and Craig Dane Roberts, PhD, both of Duke University.

Evidence supports that active learning environments help to improve student’s grades and reduce the number of failing students. Further evidence supports that certain flipped classroom models can enable students to reach the highest levels of learning as they actively and collaboratively focus on solving complex real-world problems during class sessions. Marc Sperber and Craig Roberts work with faculty at Duke University and beyond to help them employ an approach to the flipped classroom that provides instructors with a framework for achieving the Seven Principles of Effective Education.

These principles, and your future flipped class, look like this…

1. Faculty spend less time answering basic questions and more time engaging in activities and discussions that accomplish higher-level learning goals.
2. Students help each other to fill in knowledge gaps using language that makes sense them as peers, and defend their solutions to challenging real-world problems.
3. Structured readings, activities, and discussions enable students to focus more quality time on learning.
4. Students receive consistent feedback during every course meeting and can more readily adapt to achieve success.
5. Students come to class having done the reading, ready to work and become responsible for their own learning.
6. Students spend class time actively and collaboratively solving problems and practicing discipline-specific skills.
7. Working in teams during class enables students to hear alternative viewpoints and bring their individual talents to the discussion.

Learn more about flipping the classroom from Marc Sperber and Craig Roberts

Looking to learn more about how to flip, and make your class look like this? Tune in to Marc and Craig’s podcast series: “Flipping the College Classroom,” and register for their one-hour virtual workshop on reasons why you should flip your classroom… and how to do it at 1 PM ET on Thursday, November 20th.

 

About the Podcast and Webinar 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.