If you ask me, I would argue that the
flipping 'Flipped Classroom' challenge
is not making your lectures available online (which many are already doing), but creating electrifying and inspiring learning experiences during the Face-to-Face (F2F) learning sessions itself that is the
challenge. Also, in higher education, especially at Master and PhD level
should we be spoon-feeding students
with recorded lectures telling or showing them A-Z, so that they can replicate the same stuff during their exams or assignments?
I suppose it depends on what you are teaching, but
also need to rethink what the
real purpose of the lecture
should be, and how we can make best use of it to engage and inspire learning beyond the spoon-feeding paradigm. If the lecture recording is already online, I suppose repeating it during a F2F (or online) session would
be the most productive way to go about it, would it? But, before we get into that,
have your students actually gone through the recorded lecture before the F2F session
? I suppose so, I told them to do so (Keep on dreaming!). You can assume that, but the reality
often very different unless you have infused some mechanisms to ensure that they view (and also understand) the recorded lecture(s) before they come to class.
50+ 100+ 150+ 200+ 250+ 300+
Bold Underlined text indicate 50 word milestones.
Set the timer for 1-minute. Start! 2.
Read the article below (first round: normal pace). 3.
Once 1-minute is up, check how many
Words Per Minute (WPM)
you achieved (refer to bubbles). 4.
Do the Comprehension Quiz (Optional).
1-MINUTE SPEED READING TEST