From 51a7707a00196f90e4d6d11c040c8f49797f9325 Mon Sep 17 00:00:00 2001 From: One Neo Eon <513@stevebau.com> Date: Sat, 9 Feb 2019 19:52:19 -0500 Subject: [PATCH] Update Flip O Graphic Scribd embed link --- shafferpt1.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/shafferpt1.md b/shafferpt1.md index 295a1ca..8671159 100644 --- a/shafferpt1.md +++ b/shafferpt1.md @@ -19,7 +19,7 @@ In-class activities in a basic flip range from exercises reminiscent of homework There are several advantages to a basic-flip model. [Audrey McLaren McGoldrick](http://audrey-mcsquared.blogspot.com/) outlines these in the following slideshow: -

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First, the basic flip allows students to absorb information at their own pace and in settings they find to be optimal. Both the optimal pace and the optimal settings are different for each student. Replacing the one-pace-fits-all lecture with self-paced information transfer outside of class allows most students to engage raw information in ways that are better fit to their learning styles and strategies. Second, as McLaren McGoldrick illustrates, students are no longer left on their own for their initial attempts at tasks that require high-level cognitive work. Instead, they do that work in the presence of peers and their instructor whom they can consult with questions and confusions. Related to this advantage is the instructor’s ability to discern student difficulty much earlier in the learning process than in a traditional lecture–homework model. The instructor can redirect students, or adjust pedagogical plans, before the class moves on to the next topic of study. Lastly, though not illustrated by McLaren McGoldrick, the basic flip allows for a degree of self-pacing in the class. That is, if student work is individualized enough, students (or groups of students) can progress through topics at different paces. This may not always be desirable, but when it is, the flipped model affords this possibility more readily than a lecture–homework model.