The flipped classroom, involves the following sequence of activities, repeated in every week of each course: One of the best ways to make this happen is to transition to flipped classes, which move a large part of the information transfer to on-line, pre-recorded lectures, which the students need to complete as their homework in advance of class activities. This formative assessment can only be ascertained if the teachers and assistants reduce the amount of time that they are lecturing in favour of providing time for active learning by the students ( Velegol et al, 2015). Mentoring students’ work, should fill most of the recitation time, enabling staff to mentor and assess student capabilities. This takes time, and the more recitation time taken up by the TA explaining his/her problem-solving strategies, the less time the students will have for their own efforts. For students to learn, they need to be given opportunities to make mistakes, understand the reasons for the mistakes, and correct them. Student involvement is even more critical in the recitations, where the focus should be on giving students time to work problems for themselves. By nurturing student involvement, the teacher will be able to better assess the degree of mastery being built up by the students. Amongst the activities are class quizzes leading to discussions, brainstorming, cooperative problem-solving, and student presentations. In contrast, in a student-centred approach, the contact time is focused on giving opportunities for students to become involved in class activities, with the teaching staff acting as mentors. These deficiencies reduce the degree to which students acquire mastery in higher-level design and evaluation capabilities. This means that in a teacher-centred approach, students are largely passive in most of the contact time available, with the students expected to take an active role mostly when tackling homework sets on their own. In recitations, the assistant will often take the same approach. In a course that is taught in a teacher-centred approach, the contact time between the teacher and the students is mostly utilized for lectures by the teacher, often with modest involvement of the students. Bloom reports the modes of learning that improve outcomes, with the most significant obtained by personal tutoring, which increases the degree of mastery as exhibited by exam grades up to two standard deviations higher than for students taught conventionally by a lecture-based approach. Student-centered vs Teacher-centered teachingĪs postulated by Bloom (1968), the degree to which students achieve mastery depends on four conditions: (1) Clear definition of what constitutes mastery (2) Systematic, well-organized instruction, focused on student needs (3) Assistance for students when and where they experience difficulties (4) Provision of sufficient time for students to achieve mastery.
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