• Redesign the Ford School’s capstone quant methods course to shift the emphasis from traditional lectures to team-based problem solving • Create short, online video lectures • Shift to action-based learning model
Students responded very well to the in-class exercises. We saw students working effectively together to correct their own understanding and answering many of the questions that we ask during the practice exercise correctly in front of the class. We also noticed a sense of learning as a growth process (which takes a student from ignorance to mastery through practice) is easier to convey in the context of in-class practice. Being able to show a student that they can go from not understanding a concept to being able to understand and consistently answer problems of a particular sort through practice and working their way through confusion seems to be a great boon to overcoming the defeatist attitude that some students have with quantitative coursework.
Advice to your Colleagues:
Be willing to make midcourse corrections as you go. Think of the flipping materials as part of a portfolio of teaching tools you can use, or leave aside, depending on how the class is responding. Frequent testing of comprehension with clickers and short quizzes let’s you gauge quickly whether what you are doing is working, or whether you need to choose another tool for this particular lesson.