17 March 2017Time: 11:00 - 12:00am
Venue: Fogg Lecture Theatre, Fogg Building Queen Mary University of London, Mile End Road, London, E1 4NS
Flipped classroom approaches are gaining traction in higher education:
moving information transfer out of the classroom and into students' own time frees up the valuable contact time to focus on understanding, application, and problem solving. Flipped pedagogies have been used with great success in a variety of disciplines, and have the potential to transform the learning experience for students. In this session, which itself will be partially flipped, we will look at some of the research evidence supporting the technique, think about how it can be adapted for the distinct needs of various disciplines, and dispel some myths and misconceptions about the approach. We will also try out one of the classroom activities that are facilitated by a move to the flipped classroom: Peer Instruction. Active engagement methods such as these, which keep student minds switched on and constructing knowledge, rather than passively consuming, are adaptable to existing teaching spaces and can greatly boost the effectiveness of the time students spend with instructors and with each other.
Ross Galloway obtained his PhD in Solar Physics from the University of Glasgow, with research specialising in the dynamics of high energy electrons in solar flares. Now Senior Teaching Development Officer in the University of Edinburgh’s School of Physics and Astronomy, he is also active in several roles with the Institute of Physics.
His research interests in the learning and teaching of physics include the development of student problem solving skills, diagnostic testing, Peer Instruction, and flipped classroom pedagogies.