Event Date: April 23, 2014 - 2:00pm
To meet the demand for faculty development of teaching and learning skills, we must find an approach for facilitating one-offs that encourages long-term remembrance, critical thinking, and meaningful application of skill and knowledge. Flipping faculty development provides those benefits by requiring advanced preparation, live tutoring and hands-on practice, and post-session homework.
Traditional faculty development gathers instructors together for a brief time to learn about a single topic—often called a “one-off”—through lecture or discussion, with or without hands-on practice. This faculty development strategy is usually directed toward lower-skilled instructors, and discourages long-term remembrance, critical thinking, and meaningful application of skill and knowledge. When the “flipped classroom” teaching approach is used for facilitating one-offs, faculty members are responsible for advanced preparation, a live session is reserved for more sophisticated tutoring and hands-on practice, and a post-session “homework” assignment requires faculty members to apply the skill or knowledge to their particular situations. Optionally, a second live session can be scheduled for instructors to debrief their homework.
Commonly, in traditional faculty development, the same basic-skills topics are scheduled repeatedly throughout the year, leaving little time for one-offs on advanced topics. Higher-skilled faculty members often feel neglected because they aren’t given the same opportunities for professional development as their lower-skilled colleagues. In cases where time is the issue, flipping one-offs can allow for the faculty development of all instructors in the same intermediate or advanced sessions. In the one-offs described, the preparation for the live session that is required of faculty members can build the skill and knowledge of the lower-skilled instructors so it matches that of the higher-skilled instructors, and the live session is then relevant to faculty members of multiple skill-levels. Additionally, the comprehensive nature of a flipped one-off (advanced preparation, sophisticated tutoring and hands-on practice, and post-session homework) produces higher-skilled faculty members at a greater rate than traditional faculty development, so there is less time hosting the same topics (usually for the same instructors) and more time for developing and hosting advanced topics (for a broader group of instructors).
At the end of this informational webinar, participants will have learned about
- flipped faculty development
- how it can be used for both skill-building and knowledge-building.
Jenn has taught face-to-face and online courses at the University of Colorado Denver and University of Denver's University College. She also facilitates the Sloan Consortium’s Blended Learning Mastery Series.
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