{"id":627,"date":"2021-09-14T07:30:59","date_gmt":"2021-09-14T11:30:59","guid":{"rendered":"http:\/\/groups.etown.edu\/studionews\/?p=627"},"modified":"2021-09-07T13:06:55","modified_gmt":"2021-09-07T17:06:55","slug":"flipping-the-classroom-for-covid-and-beyond-dr-tara-moore","status":"publish","type":"post","link":"https:\/\/groups.etown.edu\/studionews\/2021\/09\/14\/flipping-the-classroom-for-covid-and-beyond-dr-tara-moore\/","title":{"rendered":"Flipping the Classroom for COVID and Beyond&#8211;Dr. Tara Moore"},"content":{"rendered":"<p>To accommodate some of the challenges of COVID-19 teaching, I flipped my composition course.\u00a0 Now, two semesters in, a study of my students\u2019 reactions indicates that COVID-19 might have introduced me to my best teaching self, at least for EN100.<\/p>\n<p>My research indicates that it\u2019s not unusual for a professor\u2019s lecture tangents could eat into active learning time. I can relate!\u00a0 Now my pithy, pre-recorded videos introduce new material, and we spend class time on deepening activities.<\/p>\n<p>When flipping a class, I learned to make sure every assessment and activity align with the Student Learning Outcomes. I based my approach to the flipped classroom on Talbert\u2019s <em>Flipped Learning<\/em> and Wiggins and McTighe\u2019s <em>Understanding by Design. <\/em>If you\u2019ve taken the Studio\u2019s Teaching Online course, you have already seen the course design matrix that guided my flipping process.<\/p>\n<p>Fortunately, after all of this effort, my first year students expressed positive feelings about their flipped classroom. Here\u2019s one take on it:<\/p>\n<p>\u201c[It\u2019s] not a bad way of doing things, actually I like it more[.] It makes the work load seem easier. The videos and before class assignments aren&#8217;t too long so it usually will get done, and the in class activities are easier [than\u2026] doing it on your own without a professor[\u2018s] help.\u201d<\/p>\n<p>A small number of students felt that the lure of their personal devices made it hard to focus on video lectures at home. A larger number claimed the opposite, saying that focusing during in-class lectures posed the greater challenge.<\/p>\n<p>Overall, my study found several benefits in the flipped model:<\/p>\n<ul>\n<li>greater student agency in learning new materials<\/li>\n<li>more time to mentor student writing<\/li>\n<li>noticeable student and instructor enjoyment of the course design<\/li>\n<\/ul>\n<p>My personality fits well with the balance of labor needed to flip a classroom. I prefer front-loading the work of preparing videos, which allows me to focus class time on individual or small-group mentoring.\u00a0 I can see that not every personality will find flipped learning to be a good fit for their instruction.<\/p>\n<p>I write about the process and my students\u2019 opinions on the design in the upcoming collection <em>Go Online! Reconfiguring Writing Courses for the New Virtual World <\/em>from Peter Lang.<\/p>\n<p><strong>About the Contributor<\/strong>: Tara Moore teaches writing courses and Young Adult literature at Elizabethtown College.\u00a0 Her books include Christmas: <em>The Sacred to Santa<\/em> and <em>Victorian Christmas in Print<\/em>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>To accommodate some of the challenges of COVID-19 teaching, I flipped my composition course.\u00a0 Now, two semesters in, a study of my students\u2019 reactions indicates that COVID-19 might have introduced me to my best teaching self, at least for EN100. My research indicates that it\u2019s not unusual for a professor\u2019s lecture tangents could eat into [&hellip;]<\/p>\n","protected":false},"author":136,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-627","post","type-post","status-publish","format-standard","hentry","category-teaching-ideas"],"_links":{"self":[{"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/posts\/627","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/users\/136"}],"replies":[{"embeddable":true,"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/comments?post=627"}],"version-history":[{"count":2,"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/posts\/627\/revisions"}],"predecessor-version":[{"id":630,"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/posts\/627\/revisions\/630"}],"wp:attachment":[{"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/media?parent=627"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/categories?post=627"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/groups.etown.edu\/studionews\/wp-json\/wp\/v2\/tags?post=627"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}