Course (Re)Design Academy: Case study of flipping a classroom to create a studio course

Heather Anderson

Session Information

Year: 2017 | Time: 4:15pm-5:45pm (Poster Session) | Location: Johnson Center (Dewberry Hall)

Abstract

During the Course (Re)Design academy, I re-structured my course Reading the Arts.  This course has traditionally been taught in a lecture or seminar format. My re-design achieved two objectives. First, I flipped the classroom to allow for significantly increased time in the classroom.  This made the second objective attainable:  to create time for a studio classroom experience. In the process of this redesign, I learned that three points are of particular significance in flipping a course of this kind: 1. scaffolding assignments to make sure students are prepared for in class studio time 2. low stakes assignments and testing to reinforce that preparedness 3. directly and continuously communicating connections between learning outcomes and assignments to students so they can see where they are, where they are going, and why they are doing what they are doing to get there.

For more information about the Course ReDesign Academy: https://stearnscenter.gmu.edu/professional-development/course-redesign-academy

Keywords

active learning; active learning classrooms; learning spaces; student engagement

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