Difference between revisions of "Flip"

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#Instructors and students spend class time using the concepts in problems and analyses.  
 
#Instructors and students spend class time using the concepts in problems and analyses.  
 
   
 
   
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*Check with your institution to determine whether assigned videos must include ADA compliant captions. Captions ensure equal access to opportunities and benefits for students with disabilities.
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Check with your institution to determine whether assigned videos must include ADA compliant captions. Captions ensure equal access to opportunities and benefits for qualified individuals with disabilities.</h2>
 
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*Here are two popular YouTube channels offering short video explanations of economic concepts. Instructors report using them successfully in their courses. (Note, we have not reviewed these videos and cannot vouch for their accuracy or effectiveness.)
 
*Here are two popular YouTube channels offering short video explanations of economic concepts. Instructors report using them successfully in their courses. (Note, we have not reviewed these videos and cannot vouch for their accuracy or effectiveness.)
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*You can find related ideas and methods on our [[Inquiry-based learning]] and [[Cooperative learning]] pages.
 
*You can find related ideas and methods on our [[Inquiry-based learning]] and [[Cooperative learning]] pages.
  
*Economics-specific guides to flipping the classroom will be posted soon!  
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*Other economics-specific guides to flipping the classroom will be posted soon!  
  
 
== Evidence ==
 
== Evidence ==

Revision as of 10:58, 29 October 2013

"Flipping a classroom" means the instructor uses class time for problem-solving, analysis, and discussion, after students have first learned basic concepts outside of class via reading or lecture videos.

How to Flip a Classroom

  • Typically, flipping involves three critical steps:
  1. Students learn basic concepts before the class meeting using those concepts. Instructors of flipped classrooms often provide students with videos to watch as part of their preparation.
  2. Instructors quiz students on these concepts right before class.
  3. Instructors and students spend class time using the concepts in problems and analyses.
  • Check with your institution to determine whether assigned videos must include ADA compliant captions. Captions ensure equal access to opportunities and benefits for students with disabilities.
  • Other economics-specific guides to flipping the classroom will be posted soon!

Evidence

Examples

  • Dr. Jose J. Vazquez Cognet (Clinical Professor, Department of Economics, and Coordinator of E-Learning, School of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign) is "currently running two studies on Flipping the Classroom; one field experiment using my large principles of economics course; and also a clinical study (randomized control trial study)." He is trying to replicate some of the findings from Physics courses.