Daily Archives: March 31, 2014

Do you believe in magic? – How not to do flipped classroom

Eric Mazurs peer instruction is very interesting and the article describing it’s use is inspiring. I found another article “Don’t lecture me: Rethinking how college students learn” describing his style of teaching by Emily Hanford. The article itself mirrored the others written on the topic and my attention was drawn to the comments section. One comment especially caught my attention.

A student opened up about his experiences on a physics class taught using only peer instruction. His experience was extremely negative as the class lacked structure and the TA did not even point the students to a correct direction during supplemental class, even if it was clearly needed. The answers to this post were basically telling the student to suck it up, work harder, and questioned his motivations.

This could be a case of resistance to learner centered model, but the student’s response hinted, that he had tried to talk to the professor and the university to have some sort of a balance. This alone could be a sign of commitment to the class. He was trying to make it better. The teacher has responsibility here to listen to the student and alleviate their anxieties. In case of one student, an open conversation is a good way to start. If multiple students in the class struggle severely despite the effort they put in, the teacher has a bigger problem.

To me this comment about peer instruction showed how the approach can go terribly wrong. Student could not make sense of the bigger picture or even the assigned. Even if this was just one students experience, I would be worried. The lack of any posts or responses from any professor or university on this matter leaves their side defenseless, so I cannot for a full understanding of the situation.

If any of the new or re-emerging pedagogical techniques are used like magic, they will not work. Just making students learn from each other will not work. The teacher needs to be invested in the students and their learning. This is the case with Dr. Mazur. He assesses students before starting the peer instruction and listens in on the conversations. When communicating about these “new” pedagogical techniques, we need to underline the increased involvement of the teacher. If this stuff was magic, universities and teachers would be no longer needed.