Week 2 - Initial Flipped Classroom Session Plan
- beesleyferguson
- Jun 14, 2020
- 3 min read
The reading material over the first two weeks of this course has inspired my approach for an upcoming webinar I will be running for the online Graphic Design MA. This will be the second webinar of the first module of the course, so all the students are still getting to grips to the course content & structure, online platform and getting to know their peers. The week’s topic and workshop challenge is based around the global nature of design. They are tasked with watching an online lecture and then they must research design practitioners in their local area. They discuss on a Padlet page and on their CRJ why they have chosen these agencies, then add them to a geotagging website compiled by the module leader.
I have been considering what to do with the week’s webinar, and feel that the flipped classroom approach will be a great format for this. The total class is 19 students, but I can expect 13-16 to attend the webinar due to time zones. Instead of keeping the group as one large cumbersome session, I will use the breakout room approach to allow students to discuss their findings in more manageable groups of a maximum of 5 students. This will give them an opportunity to talk to other students in a more sheltered setting, without the watchful eye of a tutor. I hope this will make them open up more, feel confident to present their agencies to a small group and bond with others. I will set them a question to answer in their groups once they have talked through their learnings from the week, and will get each group to give their answer to the question when we reassemble.
Aaron Sams said the flipped classroom makes tutors give the students control and ownership of their learning, which I think makes them more likely to retain the learnings from the session. Working with other students in small groups will also help them to challenge their own perceptions as the group is relatively diverse, both geographically and experience levels.
The LOs for this week’s material includes Research, Analysis and Presenting. In the flipped classroom webinar we will be getting them to present their research and to analyse their findings in their groups.
We will begin the session with a 15 minute welcome, asking how the students have found the material, any initial concerns for the project or course in general, looking at the geo-mapping website as an overview, and then an explanation of how the session will run. I will then split the group into breakout rooms, with a maximum of 5 per group (depending on the number of students present. I want 3-4 groups). They will spend 25 minutes in the breakout groups discussing at least one agency choice per student, and then answering a question as a group.(The question will be: How has your geographic location affected the way you have designed in the past?) We will then re-enter the main webinar room and spend 15 minutes going through the different groups answers to the question, debating the different opinions. This leaves the last 5 minute for any further questions and a brief description of the next week’s topic.
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Post-Session Summary
The feedback from the webinar has been so positive! It was the first one that I was able to lead (as the module leader took the reins of the first of the module), and though we had to use the first half of the session for general points, I adjusted the times on my session plan accordingly. The students enjoyed getting to know a few of their peers in small groups, then share their findings in the wider group. Next time I use the breakout room function I will note down who is in which group to help with follow-ups.
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