FLIPPED CLASSROOM
What is it?
- The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed
- The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting.
- The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort.
LEARNING CONTRACTS
What are they?
- An individualized or group study plan developed with a mentor or tutor which states what is to be learned during a specific period of time
- Contracts may describe independent study, tutorials, group study, and/or other learning activities
- Learning contracts empower students to self-monitor their goals
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PROBLEM-BASED LEARNING and PROJECT-BASED LEARNING
What is it?
- Short and Long Range Projects
- In Project-Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a time line and milestones, and other aspects of formative evaluation as the project proceeds.
- In Problem-Based Learning, a specific problem is specified by the course instructor. Students work individually or in teams over a period of time to develop solutions to this problem. This instructional approach is widely used in Architecture Education, Business Education, Medical Education, and in other situations where "case study" methods provide a useful focus in teaching/learning.
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SOCRATIC SEMINARS
What is it?
- A socratic seminar is a genuine discussion. As the opening quote suggests, a seminar is meant to be a different kind of class (or instructional strategy).
- The seminar is designed to enable students to explore a text, a problem, an experience; it is not a more conversational form of teacher-led instruction. Rather, it is the students’ opportunity to ask and consider questions and explore each others’ answers. In short, it becomes the student’s opportunity and responsibility to develop habits and skills that are traditionally reserved for the teacher.
- The seminar experience rolls ‘content’ and ‘process’ into one. The student not only learns more about an idea or text, the student learns how to discuss it: the student gains practice in leading discussions, listening for insights in the comments of others, proposing alternative paths of conversation, insuring that quiet or “weird” voices are heard, and how to help talk move beyond superficial but unconnected sharing to sustained and thought-provoking dialogue.
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