Face to face engagement
'The students aren’t going to be passionate about the content unless you are passionate about teaching it' (Dr Jason Tangen, UQ lecturer)

Key motives for applying the flipped classroom model are finding ways to make learning more engaging for students, providing opportunities for interaction and to use higher order thinking skills.

The following are examples of low stakes teaching strategies and techniques that can be deployed in your class without too much effort and can get students warmed up for active learning.

  • Think-Pair-Share is designed to encourage students to share and discuss ideas around a particular topic, issue or problem
  • The Minute Paper is designed to take a minute to complete. It is commonly used at the end of class to diagnose students’ understanding of key concepts or topics, but can also be used throughout the lecture.
  • The Jigsaw technique is designed for cooperative learning in small groups
  • Mind mapping is a visual exercise to help students organise and structure complex content
  • Peer instruction is an interactive teaching technique to gauge students understanding of conceptual problems.

 

Digital tools

UQ ITS promote several active learning tools for in-class enagagement

 

 

Delaney, J., Johnson, A. N., Johnson, T. D., & Treslan, D. L. (2010). Students' Perceptions of Effective Teaching in Higher Education. Memorial University of Newfoundland, Distance Education and Learning Technologies.

Abstract: Memorial University of Newfoundland students were asked in an online survey (Winter 2008) to provide their perceptions of effective teaching for both on-campus and distance instruction. Specifically, students were requested to identify and rank five characteristics of an effective instructor, explain why each characteristic was deemed important, and describe classroom behaviours demonstrating each characteristic. Constituting a departure from much of the existing literature, this qualitative study also provides a rich student narrative from which a student-generated definition has been formed for each of nine identified characteristics of an effective instructor. Valuable information obtained in this study is seen as a starting point for further exploration of this critical dimension of higher education


Bonwell, C.C, and J. A. Eison. 1991. Active Learning: Creating Excitement in the Classroom. (ASHE-ERIC Higher Education Report No. 1, 1991) Washington, D.C.: George Washington University Clearinghouse on Higher Education.

Abstract: Research consistently has shown that traditional lecture methods, in which professors talk and students listen, dominate college and university classrooms. It is therefore important to know the nature of active learning, the empirical research on its use, the common obstacles and barriers that give rise to faculty members' resistance to interactive instructional techniques, and how faculty, faculty developers, administrators, and educational researchers can make real the promise of active learning.


Gray, P., 1993, Engaging Students' Intellects: The Immersion Approach to Critical Thinking in Psychology Instruction, Teaching of Psychology, Volume 20, Issue 2.

Abstract: Critical thinking has been defined as a disposition of reflective skepticism. This article describes an approach to the teaching of psychology that is aimed at fostering this disposition. The goal is to teach in such a way that students define their task as thinking about the ideas of psychology, not simply memorizing psychological information. The methods include (a) using ideas as the units of the course, (b) modeling thought in lectures and other classroom activities, (c) teaching study techniques that involve elaborative rather than rote rehearsal, (d) holding discussion meetings at which students really contribute, and (e) testing and grading in a way that rewards thought and discourages rote memory.