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Uzan, Gérard; Dupré, Estelle; Culpin, Alexis; Gaetan, Juliette; Taly, Antoine

doi:10.5281/zenodo.6565239

Cited by 2 publications

(4 citation statements)

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“…57 Noteworthy, adaptation learning material or teaching activity, using the concept of accessibility assistant, proved to be effective in deciphering cognitive tasks, which ultimately led to a better learning experience for the whole class. 43…”

Section: Differentiatementioning

confidence: 99%

“…They also need learn how to get information from both text and figures, 42 and activities around figure descriptions can therefore be proposed. 43 Engaging teams of students in open research challenges is also a unique opportunity for students to learn what a research project is about. 44 The number of pedagogical strategies proposed could be overwhelming for a teacher willing to try flipped classrooms.…”

Section: Explore Active Learning In Classmentioning

confidence: 99%

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A field guide for implementing a flipped classroom

Poulain

Bertrand²,

Dufour³

et al. 2023

Biochem Molecular Bio Educ

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The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the Covid‐19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time‐consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow‐up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow‐up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher's posture; (iii) document the flipped classroom, and (iv) share the teaching experience.

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Section: Differentiatementioning

confidence: 99%

Section: Explore Active Learning In Classmentioning

confidence: 99%

A field guide for implementing a flipped classroom

Poulain

Bertrand²,

Dufour³

et al. 2023

Biochem Molecular Bio Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…An exemple is information literacy that is important to biochemistry students [32]. To work on this competency students need to learn to get information from both text and Figures [33], and exercises around figure descriptions can therefore be proposed [34]. Engaging teams of students in open research challenges is also a unique opportunity for students to learn what a research project is about [35].…”

Section: Explore Active Learning In Classmentioning

confidence: 99%

“…For example, we mentioned above an exercise of figure description, that revealed to be relatively easy to be adapted for a blind student. Noteworthy, working on the adaptation, using the concept of accessibility assistant [49], proved efficient in deciphering cognitive tasks, eventually leading to a better exercise for the whole class [34].…”

Section: Differentiatementioning

confidence: 99%

A Structured Guide for Implementing a Flipped Classroom

Poulain¹,

Dufour²,

Bertrand³

et al. 2022

Preprint

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The way flipped classrooms are perceived and even practised by teachers is sometimes approximative. For example, while the Covid-19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for both students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time-consuming. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our own experiences but also on the current scientific literature, we propose to structure the advises around three phases: Preparation, Implementation, and Follow-up. In the preparation phase it is advised to not only plan to invert time but also say it, as well as to identify (or create) resources for learning in autonomy. In the Implementation phase it is suggested to i) Be explicit in the acquisition of knowledge, and foster students' autonomy; ii) Explore active learning in class; iii) Develop skills of cooperation and sharing; and iv) Differentiate. In the follow-up phase it is proposed to i) Evaluate; ii) Take care of the logistics and your posture; iii) Document your flipped classroom and iv) Share.

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