Erin Blankenship, University of Nebraska-Lincoln
For me, the hardest part about getting started was finding the right balance in my classroom – the right balance between lecture and activities; the right balance between in-class and out-of-class learning; the right balance between student accountability and student responsibility. None of this, however, really had much at all to do with the randomization-based curriculum. I had taught courses for pre-service and in-service K-12 teachers that focused on simulation-based methods . . . I knew it was effective pedagogically. The hard part came when a colleague and I decided that we would try to flip our classrooms the same semester we implemented the randomization-based curriculum. And, that too in a classroom with 2-3 times as many students as a “typical” intro class in our department. [pullquote]… the right balance between lecture and activities; the right balance between in-class and out-of-class learning; the right balance between student accountability and student responsibility.[/pullquote]
