Teaching Tips
​​Teaching Tips
                                         Tip 3: Flipped Classroom

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What is the Flipped Classroom?

Flipping the classroom is a blended learning approach that places the lecture (or core learning content) outside of class time so that the teacher can spend more time in class interacting and working with students. Refer to this article 

​How Does it Work?

“Flipped learning is an approach where students gain necessary knowledge before class, and instructors guide students to actively and interactively clarify and apply that knowledge during class.” Refer to this article

The common flipped learning practice is for lectures or core course content to be provided to students as video for self-review. However, the content can be presented in various ways such as: interactive tutorials, screencast mini-lectures (e.g. short narrated presentations), audio clips, and even traditional textbook readings and articles. Students review content out-of-class­, as preparation for in-class learning activities. 
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For further reading see attachedtipsheet-FlippedClassroom-Final-Jan29-2016 FIN.pdftipsheet-FlippedClassroom-Final-Jan29-2016 FIN.pdf
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Tip 2: Using Your Course Syllabus for Learning
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A course syllabus is more than a simple document that students refer to once or twice at the beginning of the course. Rather, it should be considered as a learning resource used by teachers regularly to ensure student engagement. 

Walk through it: 
At the beginning of your course, thoroughly review the syllabus with your students. Explain how each class is linked to the central themes, objectives and learning outcomes of the course. Allow time for students to pose general or specific questions related to the course. 

Frequently refer to it:
Whether it is the third or tenth class, take advantage of the syllabus to guide students through their learning. You can use it to introduce new subjects and themes, or assign relevant readings and homework. You should be able to link activities in the syllabus to the course learning outcomes.

Wrap it up: 
Once the class is ending or nearing its end, use your course syllabus to reinforce what has been learned. Review each theme or section, and take this opportunity to allow students to pose questions and reflect about what they have learned.

Further Reading: Crossman, J.E.(2014). “Using Your Syllabus as a Learning Resource.” Faculty Focus. 


Tip 1: Lecturing for Learning
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Lecturing is probably the most popular teaching method. It has certainly received a lot of negative attention, especially from students. However with these DOs and DONTs you can turn your lecture into a positive learning experience for your students! 
DO: 
Get Students’ Attention! 
Before students engage with new ideas and information they must be engaged by their teacher. 
Connect with students through expressiveness which includes strong eye contact, movement, gestures, varied facial expressions and even humour. 

Direct Students’ Attention 
Consider using a framework for the lesson or a handout with the main points from the lesson which the students can have. This will ensure that students can follow the lecture and relate topics to central themes. 

DON’T: 
Treat Student like Sponges 
Overloading students with too much information will overwhelm them and lose their attention. Consider allotting time for breaks, simple activities, questioning, student presentations or opportunities for them to summarize what has been learned so far. 

Rely Completely on Notes or Slides 
If you only read your lesson from a book or notes, students will not see the purpose in listening to you when they can do much of the same. Instead consider how you deliver your lesson and try to relate the subject matter to relevant aspects of the students’ life (e.g., current events, issues, culture etc.).

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