Here’s an excerpt from the fifth post in from Robert Talbert’s excellent series on flipping his calculus class:
Getting student buy-in for the inverted calculus class
So far, regarding the inverted/flipped calculus course, we’ve discussed why I flipped the calculus class in the first place, the role of self-regulated learning as a framework and organizing principle for the class, how to design pre-class activities that support self-regulated learning, and how to make learning objectives that get pre-class activities started on a good note. This is all “design thinking”. Now it’s time to focus on the hard part: Students, and getting them to buy into this notion of a flipped classroom.
I certainly do not have a perfect track record with getting students on board with an inverted/flipped classroom structure. In fact the first time I did it, it was a miserable flop among my students (even though they learned a lot). It took that failure to make me start thinking that getting student buy-in has to be as organized, systematic, and well-planned as the course itself.
Here are three big “don’ts” and “dos” that I’ve learned about getting students to buy in to the flipped classroom, mostly through cringe-worthy teaching performances of my own in the past, along with some examples of how we built these into the calculus course. Read more.