Using a Flipped Classroom Approach and Just-in-Time Teaching to Engage Students
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Using a Flipped Classroom Approach and Just-in-Time Teaching to Engage Students


I’m Silvia Martins, I’m an associate professor of epidemiology in the department of epidemiology at Columbia University and I’m the course director of Principles of Epidemiology, EPI 1 Principles of Epidemiology is a basic intro level course for master students to get familiar with epidemiology we had been thinking of applying for the RFP for a while particularly because students came to class for a three hour period in which they had one hour one and a half lecture followed up right afterwards by a one hour and a half seminar or so they didn’t have time to absorb most of the content we redesigned EPI 1 so that it would be a flipped classroom course that is students would watch lectures already recorded online and then they had a Just-in-Time assessment that they took right after watching the videos and then come to seminars with the TAs -The lectures all communicated foundational ideas you having to do with really the core concepts in intro to epi and then looked at just in time teaching tool was designed to do was to have the students apply that in a somewhat real settings and so when they come into the seminar the TA is able to incorporate those comments into the seminar sections -It’s conceptual and some of the concepts are not intuitive to students and they really need time to talk about different examples and think out loud and figure out what it is exactly what they’re not understanding and I think you often need an environment where you can ask questions a lot of students in bigger classrooms don’t -In years prior I would just ask at the beginning of a session like what what are the topics you’re still unclear on sometimes since would respond a lot of times to be shy with the JiTTs they just kind of have it and they don’t have to say it out loud like in front of the class -The students I think took advantage of the flexibility but what I found to be a really good strategy was to make it personal both in the class seminar experience but also to engage with students one-on-one in giving feedback on the Just-in-Time tests remembering things that they had said in their responses that were more individual and having that sort of a tip of your fingers to call on a student and say I remember you wrote this in the online portion could you speak more about this to the class -It doesn’t take a huge assessment or a huge amount of time to be able to do these weekly check-ins with students and to give them critical feedback that they need and also to just make sure that they’re absorbing what they’re being taught and and if not to help them in any way that I can but also to readjust content and material and teaching styles too if it’s you know the majority of a class it gets a question wrong or something like that so I think it’s something that I’ll definitely carry forward with me as a teaching tool -One of the best parts about this project was really getting to know the folks at the CTL, I think that they made it so much easier for us to to get a grasp on this whole process and it involves a lot of moving parts and this was so great to have them give us examples of things that we could tailor to our needs but that has been proven to be valid in the educational literature -They helped us film all of our lectures in the year prior to the flipped classroom and that was a really good experience because we had to set up the cameras and learn how all that worked and we prepared all the slides ahead of time and filmed everything but it required a lot of preparations that the CTL really helped us with

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