How many times have you experienced that what you believed as ordinary was actually wrong? Columbus brought the genocide of Native American. The only thing people can do for Iowa pollution problem is to protect the status quo. Corn Flakes were invented as an antidote to masturbation. What if the way of learning people went through was actually partially wrong? There’s a new method in teaching called flipped classroom that has attracted a lot of attention recently. In this method, students watch short video lectures before the class at home. Then they work on exercises, projects, or discussion in class. The idea of this flipped style of teaching is that students are encouraged to learn active unlike the traditional methodology. Students can
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Gutting, a professor of philosophy at the University of Notre Dame, stated that a lot of people still remember fundamental element about reading, writing, calculation, history, and geography because of their frequent contacts with them (sec.2). In other words, reviewing plays a significant role in memorizing. The more you spend time on reviewing, the more you are studying effectively. A study from EDUCASE, a nonprofit organization for benefitting higher education through information technology, shows that in a traditional lecture, however, students cannot think deeply about the given problem because they often try to absorb what the teacher said instead of how to come up with the notion. Plus, they sometimes miss significant points while they are trying to transcribe the instructor’s words or to write them down. On the other hand, students are in charge of the lecture with the use of video lecture. They can stop to think, rewind, and fast-forward anytime they want (sec.4). In other words, there are more opportunities of reviewing in flipped teaching. Therefore, flipped class is more effective than traditional one in the point of view of …show more content…
When you think about the teachers, making a lecture video requires effort and time for teachers. However, introducing textbooks into flipped model solves the first problem. Bauerlein, a professor of English at Emory University, says, “ . . . the course [should be] . . . an induction of eager minds into an enlarging vision. It [shouldn’t] . . . be a requirement to fulfill.” In other words, a lecture should be beyond the textbook. I recall that when I was high school, the way of teaching math by this teacher was quite new for me. He comes into the classroom and tells us to read certain chapter in the book in a certain amount of time. After a while, he asked us if we understood what was in the chapter. When there is someone didn 't understand part of it, he explained his or her questions to everyone in the classroom. If not, he just tells us to read the following chapter. He did the lecture only if he thinks it’s a little hard to understand the concept or there’s some important concept that we should know even if it is not in the book. The teachers were trying to challenge and engage us beyond the textbook and explain what is not in the textbook. Additionally, every time he starts to explain something, he told us to put your pencil on the desk, eyes on the black board. After he finished his explanation, he gave us some amount of time to write them down on our notes so that we can review and think deeply about the problems instead
Gutting, a professor of philosophy at the University of Notre Dame, stated that a lot of people still remember fundamental element about reading, writing, calculation, history, and geography because of their frequent contacts with them (sec.2). In other words, reviewing plays a significant role in memorizing. The more you spend time on reviewing, the more you are studying effectively. A study from EDUCASE, a nonprofit organization for benefitting higher education through information technology, shows that in a traditional lecture, however, students cannot think deeply about the given problem because they often try to absorb what the teacher said instead of how to come up with the notion. Plus, they sometimes miss significant points while they are trying to transcribe the instructor’s words or to write them down. On the other hand, students are in charge of the lecture with the use of video lecture. They can stop to think, rewind, and fast-forward anytime they want (sec.4). In other words, there are more opportunities of reviewing in flipped teaching. Therefore, flipped class is more effective than traditional one in the point of view of …show more content…
When you think about the teachers, making a lecture video requires effort and time for teachers. However, introducing textbooks into flipped model solves the first problem. Bauerlein, a professor of English at Emory University, says, “ . . . the course [should be] . . . an induction of eager minds into an enlarging vision. It [shouldn’t] . . . be a requirement to fulfill.” In other words, a lecture should be beyond the textbook. I recall that when I was high school, the way of teaching math by this teacher was quite new for me. He comes into the classroom and tells us to read certain chapter in the book in a certain amount of time. After a while, he asked us if we understood what was in the chapter. When there is someone didn 't understand part of it, he explained his or her questions to everyone in the classroom. If not, he just tells us to read the following chapter. He did the lecture only if he thinks it’s a little hard to understand the concept or there’s some important concept that we should know even if it is not in the book. The teachers were trying to challenge and engage us beyond the textbook and explain what is not in the textbook. Additionally, every time he starts to explain something, he told us to put your pencil on the desk, eyes on the black board. After he finished his explanation, he gave us some amount of time to write them down on our notes so that we can review and think deeply about the problems instead