Sasha Koerbler Flipped Learning Story

Interview with Sasha Koerbler, Music

Problem

Students have trouble prioritizing relevant historical information.

Process

Students read material, extracted 10 most important points about a composer and his composition. In class, Sasha modelled mind-mapping.

Students were placed in 4 groups: 2 to mind-map and extract 5 points about the composition and 2 to mind-map and extract 5 points about the composer.

The four groups merged into two composer-composition groups, to renegotiate the 10 most important points and post them on cards on the board. 

Their 10 points were compared with instructor’s 10 points, and given a grade.

Results

Student Performance: Student performance rose 7% on midterm, and an additional 7% on the parts of the final related to the flipped exercise. Essay questions were more to the point, citing relevant historical details in support of answers.

Change for Faculty: I am able to see and address exactly where students misunderstand.

I now flip areas of difficulty earlier in semester and earlier in program.

I have revamped test questions because I have found that ‘old’ questions  actually did not ask students to contextualize and prioritize information, although that had been the intention.

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