{"id":14422,"date":"2014-02-03T16:11:14","date_gmt":"2014-02-03T21:11:14","guid":{"rendered":"http:\/\/carleton.ca\/edc\/?p=14422"},"modified":"2021-08-13T10:20:13","modified_gmt":"2021-08-13T14:20:13","slug":"teaching-flip-side-reflections-richard-nimijeans-experience-flipped-classroom","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2014\/teaching-flip-side-reflections-richard-nimijeans-experience-flipped-classroom\/","title":{"rendered":"Teaching on the flip side: Reflections on Richard Nimijean\u2019s experience in a flipped classroom"},"content":{"rendered":"

By: Cassandra Hendry<\/em><\/p>\n

In thousands of classrooms across Canada, students sit in bolted-down chairs, periodically nodding off as a professor drones on for three hours straight. In these classes, a lecture truly lives up to its name. It\u2019s not always pretty.<\/p>\n

And then there\u2019s Richard Nimijean\u2019s classes.<\/p>\n

Nimijean, a professor of Canadian Studies at Carleton, decided that he wanted to try a new way of teaching: a flipped classroom.<\/p>\n

Flipping a classroom means that the traditional professor-student dynamic is thrown out the window in favour of a co-operative learning environment where students think critically about the course material.<\/p>\n

This includes creating discussion questions for break-out groups in class, participating in cuLearn exercises, and keeping PowerPoint presentations brief to promote active learning and avoid distractions.<\/p>\n

\u201cFlipping is a little bit dangerous but also a lot of fun,\u201d says Nimijean. \u201cAny time you try to do something different, there\u2019s always a fear that\u2019s involved because you\u2019re going away from what\u2019s known, not only for you but for your students.\u201d<\/p>\n

Nimijean\u2019s first experience in flipping was while teaching a Canadian Studies course in the summer semester of 2012. He faced some difficulties as students could choose to watch the course online\u2014which meant a vibrant classroom atmosphere wasn\u2019t possible with only six students.<\/p>\n

\u201cDespite my intentions, it turned into a three hour lecturefest twice a week,\u201d he says.<\/p>\n

He tried again in 2013 in his next major first-year class, now armed with a better understanding of flipping from the past year and a half.<\/p>\n

Term papers and lectures were gone; Nimijean introduced break-out groups, one minute essays, and final papers that made students think critically about real world scenarios.<\/p>\n

\u201cI think students do recognize when you\u2019re trying, when you\u2019re passionate, when you listen to them and respect them,\u201d he says.<\/p>\n

Flipping didn\u2019t always live up to Nimijean\u2019s expectations, though. Some students found it too challenging and were confused by his break from the traditional lecture atmosphere. After receiving some negative midterm reviews by students, he decided to revert back to the standard teaching method.<\/p>\n

\u201cYou feel like you\u2019re really putting yourself out there. But it was seen as a burden precisely by those students who you\u2019re trying to help the most,\u201d he says.<\/p>\n

Despite the stumbling blocks, Nimijean says he\u2019d like to try it again, calling it a \u201cgreat experience.\u201d This time, he says he\u2019ll stick to upper-year classes, where participation and stimulating class discussion are more welcomed.<\/p>\n

\u201cI think the benefits are there, but as I\u2019m reflecting on things now, it could always be better. It\u2019s an ongoing experiment.\u201d<\/p>\n

Learn more<\/h3>\n