Last spring, my best friend decided to flip his introduction to computer science class. He posted reading assignments and an online quiz on Friday, closed the quiz at 10:59 on Monday, and walked into his 11 a.m. class that day and introduced higher-level material based upon what students were supposed to have mastered. Some students did really well, some had tried taking the quiz without careful reading, and some simply didn’t get what the text was telling them. One could take a hardball approach and say that those who tried to skip the reading got what they deserved and the clueless were in the wrong class. Insofar as my friend was concerned, though, flipping flopped.
People, this is a big fail. The guy is throwing away valuable information and is not really trying to help his students learn. In fact, he’s kind of being a dick.
How about this? Post some short videos, instead of long reading assignments, have the online quiz due well before the next class, check the quiz to see what students are having problems with, start the next class by with a mini presentation on the problematic stuff, try some peer instruction on that material, give a mini presentation on some higher level stuff and follow that with peer instruction too!
In Rob’s, example, flipping didn’t flop, the lazy-ass professor flopped.
Flipping is not “you go read the basics and then I’ll lecture all class period on advanced material”.
Flipping is “you get prepared before class, and then we will do problem solving during the class period.”
Flipping does not excuse the professor from the responsibility of making sure the students understand and master the basic material. Flipping does not put a wall between the online and in-person components of the class.
It is actually much harder to run a flipped class well than to go the old “sage on the stage” route that Rob enjoys so much.
But I will say this, if you aren’t going to put the work in, please don’t “flip” your class.
Note: this is cross-posted at Kids Prefer Cheese as well.