Math professor and Chronicle blogger (Casting Out Nines) Robert Talbert had some great reflections on the concept of the Flipped Classroom in his post –Three evolving thoughts about flipped learning – from January 22, 2015. He reflects on how his thinking has changed from a more structured approach, to a more thoughtful one that doesn’t abandon lectures, doesn’t abandon assessment, but he has modified it to meet his students where they are, rather than create stress that doesn’t improve learning.
I wish more of us would … transcend the shopworn “lecture sucks” narrative and instead try to craft the best pedagogy that combines the most effective uses of several modalities.
A recent article in the Carnegie Commons featured the concept of students learning “flexible expertise” in order to become more adaptable to new situations and challenges. Featuring the work of Jim Stigler, he introduces three key learning strategies: Productive Struggle, Explicit Connections, and Deliberate Practice.
The article is well worth the read and you may find the additional links helpful as they demonstrate the application of his theories to mathematics pathways. The study mentioned in the article, Roediger and Karpicke, provides an excellent example of how our assumptions for learning (such as continuous rereading of material vs. recall testing) may be off base when we look at longterm understanding of material taught in our classrooms. For those in non-STEM fields, this article provides food for thought on how we approach teaching and learning in the humanities and the arts.