Standing Learning on its Head

It’s called Flip learning and two Bryn Mawr profs are using it in class


By Nicole Gildea   

While most breakthroughs in science were discovered in the lab, one recent breakthrough has its origins in an unlikely place, the classroom.

Many science teachers across America are revolutionizing the way they teach by using a new educational model called flipped learning. In a flipped classroom, the lecture part of class becomes homework while the homework part becomes classwork. This happens when teachers make their students learn course material first outside of class. Then in place of a traditional lecture, class time is devoted to written work and to problem solving.

Two physics professors at Bryn Mawr College have adopted this model. One is Kate Daniel.

“I firmly believe in learning by doing,” she said.

Kate Daniel

Professor Kate Daniel

Students in her statistical mechanics and thermodynamics class are assigned reading for homework to introduce them to new topics. They collaborate in class to discuss these topics and to solve problems from the textbook. Daniel says this is when real learning occurs.

Carl Weiman, the 2001 recipient of the Nobel Prize in Physics, helped popularize the idea of the flipped model after making an appearance on NPR this year.

“You give people lectures, and some students go away and learn the stuff,” he said. “But it wasn’t that they learned it from lecture — they learned it from homework, from assignments. When we measure how little people learn from an actual lecture, it’s just really small.”

More teachers are beginning to flip their classrooms because it helps their students learn better. Scott Freeman, a lecturer at the University of Washington, flipped his introductory biology class to help improve a 17 percent failure rate, The Seattle Times reported in 2012. The course’s failure rate dropped to 4 percent, and the number of students earning A’s increased from 14 percent to 24 percent.

Professor Elizabeth McCormack first introduced flipped learning to Bryn Mawr in 2012 after wanting more time to work on group problem solving with her students.

“One of the challenges of teaching physics is you’re often teaching concepts in physics to students at the same time you’re using a mathematical language,” she said. “It’s difficult to learn two things at once.”

She flipped her electromagnetism class as a result. Here is an overview of how it ran: Students were introduced to concepts outside of class through weekly reading and podcast assignments. They spent class time mastering the mathematical skills related to those concepts by solving problems.

Not all her students were thrilled at first with this new method. Some even came to her office hours asking for extra lectures because they felt they were not learning in class. Continue reading