Reverse pedagogy

(previous page) The ZoneTIC of Cégep Lévis-Lauzon describes “reverse pedagogy” (or reversed class, flipteaching, reverse instruction) as follows: a teaching strategy where the masterful part of the course is given […]

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The ZoneTIC of Cégep Lévis-Lauzon describes the “reverse pedagogy” (or reversed class, flipteaching, reverse instruction) like this: a teaching strategy where the masterful part of the course is given to be done as homework, while the traditional homework (assignments, problems and other activities) are done in class. What is the point? When students apply what they have learned in school by doing their homework at home, they sometimes encounter difficulties and questions that they do not always bring back to school the next day. In addition, collaboration between peers is not always easy because of the schedules of each. The followers of reverse pedagogy therefore prefer that students use class time to build, collaborate, challenge, question their learning rather than sit and listen.

In this philosophy, technologies are omnipresent. For example, it is possible to prepare the master part using presentation tools to which you can add voice and export everything for online publication. In addition, computer tools 2.0 allow students to build and leave traces of their problem-solving process. While it is true that learners must spend a lot of time initially mastering these applications, they develop essential skills for the rest of their lives.

Jonathan Bergmann and Aaron Sams teach chemistry at Woodland Park High School in Colorado. Since 2007, they have applied the philosophy of the overthrown class. They have seen a radical change in their role. “We spend most of the lesson discussing with the students in small working groups. When we see that several teams come up against the same difficulty, we bring them together and we help them resolve the impasse, while the other teams move forward at their own pace, ”they explain. on The Daily Riff website. The two teachers are amazed to see the richness of the interactions that develop between their students who help each other to learn.

This pedagogy leaves aside the evaluation points of the style "is the student behaving well in class?" "," Does he sit quietly without speaking? ", Etc. The real assessment becomes: "is the student learning?" If not why? Is it because he lacks prior knowledge? Because he is going through difficult events in his personal life? Or because he sees school as a necessary evil rather than a place to develop? According to teachers Bergmann and Sams, identifying this cause naturally makes it possible to intervene appropriately.

In Canada, a class at Okanagan Mission Secondary School in British Columbia practices reverse pedagogy. There, students watch videos at home in which teachers explain the lecture material and go to class to work on their projects. The enthusiasm is such that the establishment is organizing a conference on June 21 and 22 on the subject. The project also received an honorable mention from the Canadian Education Association this year as part of the Ken Spencer Award.

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About the Author

Audrey Miller
Audrey Miller
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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