Recently there have been lots of articles in my feedreader about “flipping” the classroom. This pedagogical strategy aims to reverse the order of operations in traditional lecture-based classes. Instead of the professor lecturing during class and the students completing homework in between sessions, proponents of flipped classrooms move problem-solving into the classroom, and often assign video captures of lectures as homework. Students may be given the chance to work in groups as they complete their assignments, and the instructor can circulate throughout the class in “guide on the side” style, providing individual attention to each student and working through questions and uncertainties during class time.
As an instructor who is not a fan of teaching lecture classes, the flipped model sounds good to me. Much of the discussion I’ve seen lately has raised interesting points about the place of technology, pointing out that while lecture videos may be useful, they’re not necessarily a required component of a flipped pedagogy. I will admit to one big lingering question (also raised in the blog post mentioned above): how can the flipped model be applied to discussion classes? In those courses students are typically expected to have completed assigned readings before coming to class, and class time is used to discuss issues raised by the readings and to review any points of confusion. I’ve heard many faculty lament their difficulty in convincing students to do their readings, which is a challenge that I’m not sure flipping the class can solve.
Can we flip the library classroom? With the move toward active learning in library instruction classes and away from more traditional, lecture-like demonstrations of research tools and strategies, in some ways we already have. But what about asking students to do some work before they join us in the library classroom? I’m sure many of us ask students to come to their library instruction sessions with a research topic in mind, especially for one-shots. We could ask them to view or read tutorials or research guides about the library catalog and databases before their one-shot, so they can jump right in once they get to the library. But will they do it? And are there other ways that we can take advantage of the flipped model to help students get more out of library instruction?
With so much of our library instruction dependent on one-shots for a variety of reasons, it seems like anything we can do to help students get more out of that single session is worth a try. I’m interested to hear about what’s happening with the flipped classroom model at academic libraries — are you using any flipped techniques in your instruction?