Throwback post from 2014 keeping up the discussion of student self-teaching and self-learning. Can students actually learn things on their own?
How do we deal with negative perceptions of flipped – and now online – classes, especially if students expect not to have to teach themselves things?
It seems that there's a resurgence in interest about flipped learning, as we move further in to online learning. What's the reason?
A sample set of actual activities for my Fall 2020 calculus course, designed using the framework from an earlier post.
The next stage of the building process for Fall 2020 is about learning activities. Here's a framework for thinking about that.