The Flipped Classroom: Tips for Integrating Moments of Reflection

The Flipped Classroom: Tips for Integrating Moments of Reflection

 

If you were to observe a flipped classroom, what do you think would it look like? Maybe students are working in groups. Maybe each group is working on a different problem. Maybe the instructor is walking around the room talking with each group and checking on the students’ progress. And each group of students is probably asking a different question each time the instructor walks by. It’s probably noisy since everyone is talking to each other or engaged in a task. And students are probably standing up or leaning in towards one another to hear their group members talk about the next task. Students might be writing in a workbook, typing on their laptops, or watching a video on the screen of some new technological device.
The flipped classroom is a busy, collaborative, and social place. We could say it’s a place where extroversion, collaboration, and teamwork are highly valued.
But what does this mean for students who don’t excel in this collaborative space? What does it mean if we’re always focused on the doing?
In the flipped classroom, the instructor’s challenge is to design learning experiences that engage students in higher level thinking and problem solving during the class time. It’s about creating, evaluating, synthesizing, and analyzing together.
But, are we missing a whole segment of our student population and minimizing the importance of reflective engagement in favor of active engagement by only defining the flip in terms of collaborative learning?
Other scholars have explored these questions from different perspectives, all in an effort to learn more about how to increase student success, engagement, and learning. Felder and Silverman (1988) addressed it in their work with learning styles and learning preferences. Bonwell and Sutherland (1996) discussed it in their model based on the active learning continuum. Chesborough (1999) examined it in the context of the Myers-Briggs Personality Inventory (MBTI). And more recently, Monahan (2013) addressed it her Faculty Focus article titled, “Keeping Introverts in Mind in Your Active Learning Classroom.” Monahan has certainly touched on a topic of high interest to the Faculty Focus community, which prompted us to think about how this relates to the flipped classroom. When we submitted this article for publication, Monahan’s article had 132 tweets, 226 likes on Facebook, and 64 shares and pins through LinkedIn, Pinterest, and Google+. Those are impressive numbers for our community. It seems many of us are looking for ways to ensure all of our students are successful and feel valued in our classrooms.
There are numerous inventories and assessments for identifying how students’ personalities, learning styles, and intelligences can inform the design of learning experiences. No matter your stance on these assessments, most of us are familiar with the language of extrovert and introvert. The MBTI, The Big Five, and the Strong-Campbell Interest Inventory all use this common vocabulary of extroversion and introversion. The vocabulary is the basis for the New York Times bestseller, Quiet: The Power of Introverts in a World that Can’t Stop Talking, and there are more than 1,200 books on Amazon dedicated to the introvert/extrovert terminology. The introvert/extrovert is a powerful way to think about the design of our learning environments.
So what does this mean for the flipped class?
Many flipped learning strategies seem to favor the extrovert (leading a class discussion, brainstorming as a group, engaging in small group conversations, playing games, creating models, recording a video, solving problems, etc.). All of these strategies require interacting, socializing, and working collaboratively. While extroverts may thrive in these situations, drawbacks exist. As Cain (2012) explains, “The New Groupthink elevates teamwork above all else. It insists that creativity and intellectual achievement come from a gregarious place. It has many powerful advocates” (p. 75). However, are we missing valuable contributions from students who don’t speak up or thrive in these highly interactive situations? Cain (2012) continues, “Introverts prefer to work independently, and solitude can be a catalyst to innovation” (p. 74). Some of the best ideas may come from a student who worked on a creative task by himself/herself but didn’t share it with his/her group. If we never give the students an opportunity to reflect or work individually in the flipped space, then we’re doing a disservice to both introverts and extroverts. All students benefit from reflection, not just introverts. Reflection allows students time to pause, think, make connections, and work through an idea before others have any input or criticism.
If we refer back to the opening quote from Strayer (2012), the question we should be asking ourselves is, “How do we create the reflective space in the flipped learning environment?” Asking the question in this way puts this emphasis on the reflection, and reflection is a skill all learners need, especially in active learning environments and flipped classrooms. Asking the question in this way also encourages us to look carefully at how we design our time in class with our students. Simply moving all of the reflective activities outside of class time isn’t addressing the needs of our students.
So, what can we do? To start the conversation, here are three strategies to integrate reflection into the flipped classroom:

1. Think, Write, Share. Similar to the popular “Think, Pair, Share” strategy many of us use in our classes, this strategy adds more time for individual work and reflection. Ask students to think about a question or problem first. After a few minutes, give students time to write, map, or draw their ideas. Then allow time for sharing in pairs, small groups, or among the whole class.
2. Writing Prompts. Begin class with a writing prompt based on the higher levels of Bloom’s Taxonomy. Give students a chunk of time to create a draft, interpret a finding, analyze these two author’s points of view, etc. before class begins. Alternatively, if you assigned the writing prompt for homework, then allow students time in the beginning of class to re-read it and make edits before sharing.
3. SWOT Analysis. Give each student a piece of paper (or access to a laptop or other technological tool). Ask students to conduct a SWOT analysis based on the some part of the content. A SWOT analysis is a method for identifying and analyzing the Strengths, Weaknesses, Opportunities, and Threats. You could assign students one piece of the analysis if you have limited time.

By integrating moments of reflection into the flipped classroom, we can create a learning environment that both challenges and supports all learners and ultimately allow opportunities for all students to engage in both active and reflective experiences. We’re not trying to change our students’ ways of interacting with the world. As Monahan said, “Our goal is not to turn introverts into extroverts, or vice versa, but to maximize learning for all students.” We’ve shared three strategies for reflection to start the conversation. Do you have other ideas to share?
- See more at: http://www.facultyfocus.com/articles/instructional-design/flipped-classroom-tips-integrating-moments-reflection/?campaign=FF140217article#sthash.cZh05A4V.dpuf

If you were to observe a flipped classroom, what do you think would it look like? Maybe students are working in groups. Maybe each group is working on a different problem. Maybe the instructor is walking around the room talking with each group and checking on the students’ progress. And each group of students is probably asking a different question each time the instructor walks by. It’s probably noisy since everyone is talking to each other or engaged in a task. And students are probably standing up or leaning in towards one another to hear their group members talk about the next task. Students might be writing in a workbook, typing on their laptops, or watching a video on the screen of some new technological device.
The flipped classroom is a busy, collaborative, and social place. We could say it’s a place where extroversion, collaboration, and teamwork are highly valued.
But what does this mean for students who don’t excel in this collaborative space? What does it mean if we’re always focused on the doing?
In the flipped classroom, the instructor’s challenge is to design learning experiences that engage students in higher level thinking and problem solving during the class time. It’s about creating, evaluating, synthesizing, and analyzing together.
But, are we missing a whole segment of our student population and minimizing the importance of reflective engagement in favor of active engagement by only defining the flip in terms of collaborative learning?
Other scholars have explored these questions from different perspectives, all in an effort to learn more about how to increase student success, engagement, and learning. Felder and Silverman (1988) addressed it in their work with learning styles and learning preferences. Bonwell and Sutherland (1996) discussed it in their model based on the active learning continuum. Chesborough (1999) examined it in the context of the Myers-Briggs Personality Inventory (MBTI). And more recently, Monahan (2013) addressed it her Faculty Focus article titled, “Keeping Introverts in Mind in Your Active Learning Classroom.” Monahan has certainly touched on a topic of high interest to the Faculty Focus community, which prompted us to think about how this relates to the flipped classroom. When we submitted this article for publication, Monahan’s article had 132 tweets, 226 likes on Facebook, and 64 shares and pins through LinkedIn, Pinterest, and Google+. Those are impressive numbers for our community. It seems many of us are looking for ways to ensure all of our students are successful and feel valued in our classrooms.
There are numerous inventories and assessments for identifying how students’ personalities, learning styles, and intelligences can inform the design of learning experiences. No matter your stance on these assessments, most of us are familiar with the language of extrovert and introvert. The MBTI, The Big Five, and the Strong-Campbell Interest Inventory all use this common vocabulary of extroversion and introversion. The vocabulary is the basis for the New York Times bestseller, Quiet: The Power of Introverts in a World that Can’t Stop Talking, and there are more than 1,200 books on Amazon dedicated to the introvert/extrovert terminology. The introvert/extrovert is a powerful way to think about the design of our learning environments.
So what does this mean for the flipped class?
Many flipped learning strategies seem to favor the extrovert (leading a class discussion, brainstorming as a group, engaging in small group conversations, playing games, creating models, recording a video, solving problems, etc.). All of these strategies require interacting, socializing, and working collaboratively. While extroverts may thrive in these situations, drawbacks exist. As Cain (2012) explains, “The New Groupthink elevates teamwork above all else. It insists that creativity and intellectual achievement come from a gregarious place. It has many powerful advocates” (p. 75). However, are we missing valuable contributions from students who don’t speak up or thrive in these highly interactive situations? Cain (2012) continues, “Introverts prefer to work independently, and solitude can be a catalyst to innovation” (p. 74). Some of the best ideas may come from a student who worked on a creative task by himself/herself but didn’t share it with his/her group. If we never give the students an opportunity to reflect or work individually in the flipped space, then we’re doing a disservice to both introverts and extroverts. All students benefit from reflection, not just introverts. Reflection allows students time to pause, think, make connections, and work through an idea before others have any input or criticism.
If we refer back to the opening quote from Strayer (2012), the question we should be asking ourselves is, “How do we create the reflective space in the flipped learning environment?” Asking the question in this way puts this emphasis on the reflection, and reflection is a skill all learners need, especially in active learning environments and flipped classrooms. Asking the question in this way also encourages us to look carefully at how we design our time in class with our students. Simply moving all of the reflective activities outside of class time isn’t addressing the needs of our students.
So, what can we do? To start the conversation, here are three strategies to integrate reflection into the flipped classroom:

1. Think, Write, Share. Similar to the popular “Think, Pair, Share” strategy many of us use in our classes, this strategy adds more time for individual work and reflection. Ask students to think about a question or problem first. After a few minutes, give students time to write, map, or draw their ideas. Then allow time for sharing in pairs, small groups, or among the whole class.
2. Writing Prompts. Begin class with a writing prompt based on the higher levels of Bloom’s Taxonomy. Give students a chunk of time to create a draft, interpret a finding, analyze these two author’s points of view, etc. before class begins. Alternatively, if you assigned the writing prompt for homework, then allow students time in the beginning of class to re-read it and make edits before sharing.
3. SWOT Analysis. Give each student a piece of paper (or access to a laptop or other technological tool). Ask students to conduct a SWOT analysis based on the some part of the content. A SWOT analysis is a method for identifying and analyzing the Strengths, Weaknesses, Opportunities, and Threats. You could assign students one piece of the analysis if you have limited time.

By integrating moments of reflection into the flipped classroom, we can create a learning environment that both challenges and supports all learners and ultimately allow opportunities for all students to engage in both active and reflective experiences. We’re not trying to change our students’ ways of interacting with the world. As Monahan said, “Our goal is not to turn introverts into extroverts, or vice versa, but to maximize learning for all students.” We’ve shared three strategies for reflection to start the conversation. Do you have other ideas to share?
- See more at: http://www.facultyfocus.com/articles/instructional-design/flipped-classroom-tips-integrating-moments-reflection/?campaign=FF140217article#sthash.cZh05A4V.dpuf

 

If you were to observe a flipped classroom, what do you think would it look like? Maybe students are working in groups. Maybe each group is working on a different problem. Maybe the instructor is walking around the room talking with each group and checking on the students’ progress. And each group of students is probably asking a different question each time the instructor walks by. It’s probably noisy since everyone is talking to each other or engaged in a task. And students are probably standing up or leaning in towards one another to hear their group members talk about the next task. Students might be writing in a workbook, typing on their laptops, or watching a video on the screen of some new technological device.
The flipped classroom is a busy, collaborative, and social place. We could say it’s a place where extroversion, collaboration, and teamwork are highly valued.
But what does this mean for students who don’t excel in this collaborative space? What does it mean if we’re always focused on the doing?
In the flipped classroom, the instructor’s challenge is to design learning experiences that engage students in higher level thinking and problem solving during the class time. It’s about creating, evaluating, synthesizing, and analyzing together.
But, are we missing a whole segment of our student population and minimizing the importance of reflective engagement in favor of active engagement by only defining the flip in terms of collaborative learning?
Other scholars have explored these questions from different perspectives, all in an effort to learn more about how to increase student success, engagement, and learning. Felder and Silverman (1988) addressed it in their work with learning styles and learning preferences. Bonwell and Sutherland (1996) discussed it in their model based on the active learning continuum. Chesborough (1999) examined it in the context of the Myers-Briggs Personality Inventory (MBTI). And more recently, Monahan (2013) addressed it her Faculty Focus article titled, “Keeping Introverts in Mind in Your Active Learning Classroom.” Monahan has certainly touched on a topic of high interest to the Faculty Focus community, which prompted us to think about how this relates to the flipped classroom. When we submitted this article for publication, Monahan’s article had 132 tweets, 226 likes on Facebook, and 64 shares and pins through LinkedIn, Pinterest, and Google+. Those are impressive numbers for our community. It seems many of us are looking for ways to ensure all of our students are successful and feel valued in our classrooms.
There are numerous inventories and assessments for identifying how students’ personalities, learning styles, and intelligences can inform the design of learning experiences. No matter your stance on these assessments, most of us are familiar with the language of extrovert and introvert. The MBTI, The Big Five, and the Strong-Campbell Interest Inventory all use this common vocabulary of extroversion and introversion. The vocabulary is the basis for the New York Times bestseller, Quiet: The Power of Introverts in a World that Can’t Stop Talking, and there are more than 1,200 books on Amazon dedicated to the introvert/extrovert terminology. The introvert/extrovert is a powerful way to think about the design of our learning environments.
So what does this mean for the flipped class?
Many flipped learning strategies seem to favor the extrovert (leading a class discussion, brainstorming as a group, engaging in small group conversations, playing games, creating models, recording a video, solving problems, etc.). All of these strategies require interacting, socializing, and working collaboratively. While extroverts may thrive in these situations, drawbacks exist. As Cain (2012) explains, “The New Groupthink elevates teamwork above all else. It insists that creativity and intellectual achievement come from a gregarious place. It has many powerful advocates” (p. 75). However, are we missing valuable contributions from students who don’t speak up or thrive in these highly interactive situations? Cain (2012) continues, “Introverts prefer to work independently, and solitude can be a catalyst to innovation” (p. 74). Some of the best ideas may come from a student who worked on a creative task by himself/herself but didn’t share it with his/her group. If we never give the students an opportunity to reflect or work individually in the flipped space, then we’re doing a disservice to both introverts and extroverts. All students benefit from reflection, not just introverts. Reflection allows students time to pause, think, make connections, and work through an idea before others have any input or criticism.
If we refer back to the opening quote from Strayer (2012), the question we should be asking ourselves is, “How do we create the reflective space in the flipped learning environment?” Asking the question in this way puts this emphasis on the reflection, and reflection is a skill all learners need, especially in active learning environments and flipped classrooms. Asking the question in this way also encourages us to look carefully at how we design our time in class with our students. Simply moving all of the reflective activities outside of class time isn’t addressing the needs of our students.
So, what can we do? To start the conversation, here are three strategies to integrate reflection into the flipped classroom:

1. Think, Write, Share. Similar to the popular “Think, Pair, Share” strategy many of us use in our classes, this strategy adds more time for individual work and reflection. Ask students to think about a question or problem first. After a few minutes, give students time to write, map, or draw their ideas. Then allow time for sharing in pairs, small groups, or among the whole class.
2. Writing Prompts. Begin class with a writing prompt based on the higher levels of Bloom’s Taxonomy. Give students a chunk of time to create a draft, interpret a finding, analyze these two author’s points of view, etc. before class begins. Alternatively, if you assigned the writing prompt for homework, then allow students time in the beginning of class to re-read it and make edits before sharing.
3. SWOT Analysis. Give each student a piece of paper (or access to a laptop or other technological tool). Ask students to conduct a SWOT analysis based on the some part of the content. A SWOT analysis is a method for identifying and analyzing the Strengths, Weaknesses, Opportunities, and Threats. You could assign students one piece of the analysis if you have limited time.

By integrating moments of reflection into the flipped classroom, we can create a learning environment that both challenges and supports all learners and ultimately allow opportunities for all students to engage in both active and reflective experiences. We’re not trying to change our students’ ways of interacting with the world. As Monahan said, “Our goal is not to turn introverts into extroverts, or vice versa, but to maximize learning for all students.” We’ve shared three strategies for reflection to start the conversation. Do you have other ideas to share?
- See more at: http://www.facultyfocus.com/articles/instructional-design/flipped-classroom-tips-integrating-moments-reflection/?campaign=FF140217article#sthash.cZh05A4V.dpuf

If you were to observe a flipped classroom, what do you think would it look like? Maybe students are working in groups. Maybe each group is working on a different problem. Maybe the instructor is walking around the room talking with each group and checking on the students’ progress. And each group of students is probably asking a different question each time the instructor walks by. It’s probably noisy since everyone is talking to each other or engaged in a task. And students are probably standing up or leaning in towards one another to hear their group members talk about the next task. Students might be writing in a workbook, typing on their laptops, or watching a video on the screen of some new technological device.
The flipped classroom is a busy, collaborative, and social place. We could say it’s a place where extroversion, collaboration, and teamwork are highly valued.
But what does this mean for students who don’t excel in this collaborative space? What does it mean if we’re always focused on the doing?
In the flipped classroom, the instructor’s challenge is to design learning experiences that engage students in higher level thinking and problem solving during the class time. It’s about creating, evaluating, synthesizing, and analyzing together.
But, are we missing a whole segment of our student population and minimizing the importance of reflective engagement in favor of active engagement by only defining the flip in terms of collaborative learning?
Other scholars have explored these questions from different perspectives, all in an effort to learn more about how to increase student success, engagement, and learning. Felder and Silverman (1988) addressed it in their work with learning styles and learning preferences. Bonwell and Sutherland (1996) discussed it in their model based on the active learning continuum. Chesborough (1999) examined it in the context of the Myers-Briggs Personality Inventory (MBTI). And more recently, Monahan (2013) addressed it her Faculty Focus article titled, “Keeping Introverts in Mind in Your Active Learning Classroom.” Monahan has certainly touched on a topic of high interest to the Faculty Focus community, which prompted us to think about how this relates to the flipped classroom. When we submitted this article for publication, Monahan’s article had 132 tweets, 226 likes on Facebook, and 64 shares and pins through LinkedIn, Pinterest, and Google+. Those are impressive numbers for our community. It seems many of us are looking for ways to ensure all of our students are successful and feel valued in our classrooms.
There are numerous inventories and assessments for identifying how students’ personalities, learning styles, and intelligences can inform the design of learning experiences. No matter your stance on these assessments, most of us are familiar with the language of extrovert and introvert. The MBTI, The Big Five, and the Strong-Campbell Interest Inventory all use this common vocabulary of extroversion and introversion. The vocabulary is the basis for the New York Times bestseller, Quiet: The Power of Introverts in a World that Can’t Stop Talking, and there are more than 1,200 books on Amazon dedicated to the introvert/extrovert terminology. The introvert/extrovert is a powerful way to think about the design of our learning environments.
So what does this mean for the flipped class?
Many flipped learning strategies seem to favor the extrovert (leading a class discussion, brainstorming as a group, engaging in small group conversations, playing games, creating models, recording a video, solving problems, etc.). All of these strategies require interacting, socializing, and working collaboratively. While extroverts may thrive in these situations, drawbacks exist. As Cain (2012) explains, “The New Groupthink elevates teamwork above all else. It insists that creativity and intellectual achievement come from a gregarious place. It has many powerful advocates” (p. 75). However, are we missing valuable contributions from students who don’t speak up or thrive in these highly interactive situations? Cain (2012) continues, “Introverts prefer to work independently, and solitude can be a catalyst to innovation” (p. 74). Some of the best ideas may come from a student who worked on a creative task by himself/herself but didn’t share it with his/her group. If we never give the students an opportunity to reflect or work individually in the flipped space, then we’re doing a disservice to both introverts and extroverts. All students benefit from reflection, not just introverts. Reflection allows students time to pause, think, make connections, and work through an idea before others have any input or criticism.
If we refer back to the opening quote from Strayer (2012), the question we should be asking ourselves is, “How do we create the reflective space in the flipped learning environment?” Asking the question in this way puts this emphasis on the reflection, and reflection is a skill all learners need, especially in active learning environments and flipped classrooms. Asking the question in this way also encourages us to look carefully at how we design our time in class with our students. Simply moving all of the reflective activities outside of class time isn’t addressing the needs of our students.
So, what can we do? To start the conversation, here are three strategies to integrate reflection into the flipped classroom:

1. Think, Write, Share. Similar to the popular “Think, Pair, Share” strategy many of us use in our classes, this strategy adds more time for individual work and reflection. Ask students to think about a question or problem first. After a few minutes, give students time to write, map, or draw their ideas. Then allow time for sharing in pairs, small groups, or among the whole class.
2. Writing Prompts. Begin class with a writing prompt based on the higher levels of Bloom’s Taxonomy. Give students a chunk of time to create a draft, interpret a finding, analyze these two author’s points of view, etc. before class begins. Alternatively, if you assigned the writing prompt for homework, then allow students time in the beginning of class to re-read it and make edits before sharing.
3. SWOT Analysis. Give each student a piece of paper (or access to a laptop or other technological tool). Ask students to conduct a SWOT analysis based on the some part of the content. A SWOT analysis is a method for identifying and analyzing the Strengths, Weaknesses, Opportunities, and Threats. You could assign students one piece of the analysis if you have limited time.

By integrating moments of reflection into the flipped classroom, we can create a learning environment that both challenges and supports all learners and ultimately allow opportunities for all students to engage in both active and reflective experiences. We’re not trying to change our students’ ways of interacting with the world. As Monahan said, “Our goal is not to turn introverts into extroverts, or vice versa, but to maximize learning for all students.” We’ve shared three strategies for reflection to start the conversation. Do you have other ideas to share?
- See more at: http://www.facultyfocus.com/articles/instructional-design/flipped-classroom-tips-integrating-moments-reflection/?campaign=FF140217article#sthash.cZh05A4V.dpuf

Using Guerrilla Tactics to Improve Teaching

Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.

There are many legitimate reasons for why collaborative learning among faculty occurs so rarely — regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise — and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers.

Guerrilla teaching
Guerrilla marketing is known for being an unconventional approach that pursues conventional goals. Remember all the flash mobs? What about the blue stroller with the recording of a baby crying that UNICEF left in 14 cities (van Gurp, 2009)? These are low-cost strategies that generate awareness through unexpected interactions with audiences. They are especially effective at the local level where budgets and resources are limited.

Enter “guerrilla teaching” — a creative, low-cost strategy to meet the conventional goals of building dynamic learning environments by the unconventional event of briefly “invading” class sessions. Guerrilla teaching is the improvisational interaction of one teacher entering into a class that is currently in session. In essence, it is a temporary hand-off of instruction between teachers.

Ground rules for guerrilla teaching:

1. A teacher voluntarily places a green card on the door/wall outside of the classroom to signal an invitation for guerrilla teaching. (Email invitations can also be sent out to the faculty).
2. The entering guerrilla teacher observes silently for a minimum of 5 minutes to become acquainted with the topic/flow of the discussion.
3. The guerrilla teacher is then able to become part of the class and interact with the students. They may pose questions, give comments, conduct an activity, etc.
4. Ten minutes is the maximum time limit for the “learning attack” session.
5. The guerrilla teacher must leave the classroom after this session/time limit has ended.

In the spirit of guerrilla marketing, there are several educational “buzz” benefits created with minimal direct costs. Since it is a voluntary activity, colleagues are able to have moments where they collaborate during teaching. The 15 minute flexible commitment allows faculty to “drop in” at their convenience or when they just happen to be around. This adds spontaneity to the teaching process and helps develop flexibility to better take advantage of teaching moments. Ultimately, the experience builds stronger collegial relations by promoting conversations about the teaching session (how can you not talk about what happened afterwards?) and sharing one’s expertise.

Students also benefit from guerrilla teaching. At the base level, students gain increased exposure and interaction with additional faculty members. These interactions allow students to have more familiarity with their faculty and multiple perspectives to consider and relate to. It supports an environment that accepts different viewpoints and, at the end of the day, presents a new learning pattern that can help refocus student attention during extended class sessions.
We’ve included a brief account of our first unofficial guerrilla teaching session to help give you a better idea of what this might look like. We also look forward to your thoughts and experiences with it!

“The genesis of this idea came from a spontaneous visit to a colleague’s classroom. Walking in the hallway, taking a break from reading papers, I passed a classroom whose door was open. It was exciting to hear Matt interact with his students. His deep passion for his subject, along with his inquisitive questions, was invigorating. I decided to step in and listened quietly to the flow of exchanges between Matt and his students. I then made a rash decision and asked the class a question and interacted with the students for the next few minutes. This spontaneous border crossing into his world unleashed a series of questions and ideas that tumbled around each other like clothes in a dryer. My exit was as unplanned was as my entrance. I thanked the class and left.” Micah Fierstei

Using Guerrilla Tactics to Improve Teaching

Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.

There are many legitimate reasons for why collaborative learning among faculty occurs so rarely — regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise — and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers.

Guerrilla teaching
Guerrilla marketing is known for being an unconventional approach that pursues conventional goals. Remember all the flash mobs? What about the blue stroller with the recording of a baby crying that UNICEF left in 14 cities (van Gurp, 2009)? These are low-cost strategies that generate awareness through unexpected interactions with audiences. They are especially effective at the local level where budgets and resources are limited.

Enter “guerrilla teaching” — a creative, low-cost strategy to meet the conventional goals of building dynamic learning environments by the unconventional event of briefly “invading” class sessions. Guerrilla teaching is the improvisational interaction of one teacher entering into a class that is currently in session. In essence, it is a temporary hand-off of instruction between teachers.

Ground rules for guerrilla teaching:

1. A teacher voluntarily places a green card on the door/wall outside of the classroom to signal an invitation for guerrilla teaching. (Email invitations can also be sent out to the faculty).
2. The entering guerrilla teacher observes silently for a minimum of 5 minutes to become acquainted with the topic/flow of the discussion.
3. The guerrilla teacher is then able to become part of the class and interact with the students. They may pose questions, give comments, conduct an activity, etc.
4. Ten minutes is the maximum time limit for the “learning attack” session.
5. The guerrilla teacher must leave the classroom after this session/time limit has ended.

In the spirit of guerrilla marketing, there are several educational “buzz” benefits created with minimal direct costs. Since it is a voluntary activity, colleagues are able to have moments where they collaborate during teaching. The 15 minute flexible commitment allows faculty to “drop in” at their convenience or when they just happen to be around. This adds spontaneity to the teaching process and helps develop flexibility to better take advantage of teaching moments. Ultimately, the experience builds stronger collegial relations by promoting conversations about the teaching session (how can you not talk about what happened afterwards?) and sharing one’s expertise.

Students also benefit from guerrilla teaching. At the base level, students gain increased exposure and interaction with additional faculty members. These interactions allow students to have more familiarity with their faculty and multiple perspectives to consider and relate to. It supports an environment that accepts different viewpoints and, at the end of the day, presents a new learning pattern that can help refocus student attention during extended class sessions.
We’ve included a brief account of our first unofficial guerrilla teaching session to help give you a better idea of what this might look like. We also look forward to your thoughts and experiences with it!

“The genesis of this idea came from a spontaneous visit to a colleague’s classroom. Walking in the hallway, taking a break from reading papers, I passed a classroom whose door was open. It was exciting to hear Matt interact with his students. His deep passion for his subject, along with his inquisitive questions, was invigorating. I decided to step in and listened quietly to the flow of exchanges between Matt and his students. I then made a rash decision and asked the class a question and interacted with the students for the next few minutes. This spontaneous border crossing into his world unleashed a series of questions and ideas that tumbled around each other like clothes in a dryer. My exit was as unplanned was as my entrance. I thanked the class and left.” Micah Fierstei

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/using-guerrilla-tactics-improve-teaching/?campaign=FF140210#sthash.6w7Zrmm8.dpuf

Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.

There are many legitimate reasons for why collaborative learning among faculty occurs so rarely — regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise — and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers.

Guerrilla teaching
Guerrilla marketing is known for being an unconventional approach that pursues conventional goals. Remember all the flash mobs? What about the blue stroller with the recording of a baby crying that UNICEF left in 14 cities (van Gurp, 2009)? These are low-cost strategies that generate awareness through unexpected interactions with audiences. They are especially effective at the local level where budgets and resources are limited.

Enter “guerrilla teaching” — a creative, low-cost strategy to meet the conventional goals of building dynamic learning environments by the unconventional event of briefly “invading” class sessions. Guerrilla teaching is the improvisational interaction of one teacher entering into a class that is currently in session. In essence, it is a temporary hand-off of instruction between teachers.

Ground rules for guerrilla teaching:

1. A teacher voluntarily places a green card on the door/wall outside of the classroom to signal an invitation for guerrilla teaching. (Email invitations can also be sent out to the faculty).
2. The entering guerrilla teacher observes silently for a minimum of 5 minutes to become acquainted with the topic/flow of the discussion.
3. The guerrilla teacher is then able to become part of the class and interact with the students. They may pose questions, give comments, conduct an activity, etc.
4. Ten minutes is the maximum time limit for the “learning attack” session.
5. The guerrilla teacher must leave the classroom after this session/time limit has ended.

In the spirit of guerrilla marketing, there are several educational “buzz” benefits created with minimal direct costs. Since it is a voluntary activity, colleagues are able to have moments where they collaborate during teaching. The 15 minute flexible commitment allows faculty to “drop in” at their convenience or when they just happen to be around. This adds spontaneity to the teaching process and helps develop flexibility to better take advantage of teaching moments. Ultimately, the experience builds stronger collegial relations by promoting conversations about the teaching session (how can you not talk about what happened afterwards?) and sharing one’s expertise.

Students also benefit from guerrilla teaching. At the base level, students gain increased exposure and interaction with additional faculty members. These interactions allow students to have more familiarity with their faculty and multiple perspectives to consider and relate to. It supports an environment that accepts different viewpoints and, at the end of the day, presents a new learning pattern that can help refocus student attention during extended class sessions.
We’ve included a brief account of our first unofficial guerrilla teaching session to help give you a better idea of what this might look like. We also look forward to your thoughts and experiences with it!

“The genesis of this idea came from a spontaneous visit to a colleague’s classroom. Walking in the hallway, taking a break from reading papers, I passed a classroom whose door was open. It was exciting to hear Matt interact with his students. His deep passion for his subject, along with his inquisitive questions, was invigorating. I decided to step in and listened quietly to the flow of exchanges between Matt and his students. I then made a rash decision and asked the class a question and interacted with the students for the next few minutes. This spontaneous border crossing into his world unleashed a series of questions and ideas that tumbled around each other like clothes in a dryer. My exit was as unplanned was as my entrance. I thanked the class and left.” Micah Fierstei

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/using-guerrilla-tactics-improve-teaching/?campaign=FF140210#sthash.6w7Zrmm8.dpuf

Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.
There are many legitimate reasons for why collaborative learning among faculty occurs so rarely — regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise — and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers.

Guerrilla teaching
Guerrilla marketing is known for being an unconventional approach that pursues conventional goals. Remember all the flash mobs? What about the blue stroller with the recording of a baby crying that UNICEF left in 14 cities (van Gurp, 2009)? These are low-cost strategies that generate awareness through unexpected interactions with audiences. They are especially effective at the local level where budgets and resources are limited.
Enter “guerrilla teaching” — a creative, low-cost strategy to meet the conventional goals of building dynamic learning environments by the unconventional event of briefly “invading” class sessions. Guerrilla teaching is the improvisational interaction of one teacher entering into a class that is currently in session. In essence, it is a temporary hand-off of instruction between teachers.
Ground rules for guerrilla teaching:

1. A teacher voluntarily places a green card on the door/wall outside of the classroom to signal an invitation for guerrilla teaching. (Email invitations can also be sent out to the faculty).
2. The entering guerrilla teacher observes silently for a minimum of 5 minutes to become acquainted with the topic/flow of the discussion.
3. The guerrilla teacher is then able to become part of the class and interact with the students. They may pose questions, give comments, conduct an activity, etc.
4. Ten minutes is the maximum time limit for the “learning attack” session.
5. The guerrilla teacher must leave the classroom after this session/time limit has ended.

In the spirit of guerrilla marketing, there are several educational “buzz” benefits created with minimal direct costs. Since it is a voluntary activity, colleagues are able to have moments where they collaborate during teaching. The 15 minute flexible commitment allows faculty to “drop in” at their convenience or when they just happen to be around. This adds spontaneity to the teaching process and helps develop flexibility to better take advantage of teaching moments. Ultimately, the experience builds stronger collegial relations by promoting conversations about the teaching session (how can you not talk about what happened afterwards?) and sharing one’s expertise.
Students also benefit from guerrilla teaching. At the base level, students gain increased exposure and interaction with additional faculty members. These interactions allow students to have more familiarity with their faculty and multiple perspectives to consider and relate to. It supports an environment that accepts different viewpoints and, at the end of the day, presents a new learning pattern that can help refocus student attention during extended class sessions.
We’ve included a brief account of our first unofficial guerrilla teaching session to help give you a better idea of what this might look like. We also look forward to your thoughts and experiences with it!

“The genesis of this idea came from a spontaneous visit to a colleague’s classroom. Walking in the hallway, taking a break from reading papers, I passed a classroom whose door was open. It was exciting to hear Matt interact with his students. His deep passion for his subject, along with his inquisitive questions, was invigorating. I decided to step in and listened quietly to the flow of exchanges between Matt and his students. I then made a rash decision and asked the class a question and interacted with the students for the next few minutes. This spontaneous border crossing into his world unleashed a series of questions and ideas that tumbled around each other like clothes in a dryer. My exit was as unplanned was as my entrance. I thanked the class and left.” Micah Fierstein

Guerrilla teaching was born.
References:
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/using-guerrilla-tactics-improve-teaching/?campaign=FF140210#sthash.6w7Zrmm8.dpuf

Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.
There are many legitimate reasons for why collaborative learning among faculty occurs so rarely — regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise — and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers.

Guerrilla teaching
Guerrilla marketing is known for being an unconventional approach that pursues conventional goals. Remember all the flash mobs? What about the blue stroller with the recording of a baby crying that UNICEF left in 14 cities (van Gurp, 2009)? These are low-cost strategies that generate awareness through unexpected interactions with audiences. They are especially effective at the local level where budgets and resources are limited.
Enter “guerrilla teaching” — a creative, low-cost strategy to meet the conventional goals of building dynamic learning environments by the unconventional event of briefly “invading” class sessions. Guerrilla teaching is the improvisational interaction of one teacher entering into a class that is currently in session. In essence, it is a temporary hand-off of instruction between teachers.
Ground rules for guerrilla teaching:

1. A teacher voluntarily places a green card on the door/wall outside of the classroom to signal an invitation for guerrilla teaching. (Email invitations can also be sent out to the faculty).
2. The entering guerrilla teacher observes silently for a minimum of 5 minutes to become acquainted with the topic/flow of the discussion.
3. The guerrilla teacher is then able to become part of the class and interact with the students. They may pose questions, give comments, conduct an activity, etc.
4. Ten minutes is the maximum time limit for the “learning attack” session.
5. The guerrilla teacher must leave the classroom after this session/time limit has ended.

In the spirit of guerrilla marketing, there are several educational “buzz” benefits created with minimal direct costs. Since it is a voluntary activity, colleagues are able to have moments where they collaborate during teaching. The 15 minute flexible commitment allows faculty to “drop in” at their convenience or when they just happen to be around. This adds spontaneity to the teaching process and helps develop flexibility to better take advantage of teaching moments. Ultimately, the experience builds stronger collegial relations by promoting conversations about the teaching session (how can you not talk about what happened afterwards?) and sharing one’s expertise.
Students also benefit from guerrilla teaching. At the base level, students gain increased exposure and interaction with additional faculty members. These interactions allow students to have more familiarity with their faculty and multiple perspectives to consider and relate to. It supports an environment that accepts different viewpoints and, at the end of the day, presents a new learning pattern that can help refocus student attention during extended class sessions.
We’ve included a brief account of our first unofficial guerrilla teaching session to help give you a better idea of what this might look like. We also look forward to your thoughts and experiences with it!

“The genesis of this idea came from a spontaneous visit to a colleague’s classroom. Walking in the hallway, taking a break from reading papers, I passed a classroom whose door was open. It was exciting to hear Matt interact with his students. His deep passion for his subject, along with his inquisitive questions, was invigorating. I decided to step in and listened quietly to the flow of exchanges between Matt and his students. I then made a rash decision and asked the class a question and interacted with the students for the next few minutes. This spontaneous border crossing into his world unleashed a series of questions and ideas that tumbled around each other like clothes in a dryer. My exit was as unplanned was as my entrance. I thanked the class and left.” Micah Fierstein

Guerrilla teaching was born.
References:
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/using-guerrilla-tactics-improve-teaching/?campaign=FF140210#sthash.6w7Zrmm8.dpuf

Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.
There are many legitimate reasons for why collaborative learning among faculty occurs so rarely — regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise — and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers.

Guerrilla teaching
Guerrilla marketing is known for being an unconventional approach that pursues conventional goals. Remember all the flash mobs? What about the blue stroller with the recording of a baby crying that UNICEF left in 14 cities (van Gurp, 2009)? These are low-cost strategies that generate awareness through unexpected interactions with audiences. They are especially effective at the local level where budgets and resources are limited.
Enter “guerrilla teaching” — a creative, low-cost strategy to meet the conventional goals of building dynamic learning environments by the unconventional event of briefly “invading” class sessions. Guerrilla teaching is the improvisational interaction of one teacher entering into a class that is currently in session. In essence, it is a temporary hand-off of instruction between teachers.
Ground rules for guerrilla teaching:

1. A teacher voluntarily places a green card on the door/wall outside of the classroom to signal an invitation for guerrilla teaching. (Email invitations can also be sent out to the faculty).
2. The entering guerrilla teacher observes silently for a minimum of 5 minutes to become acquainted with the topic/flow of the discussion.
3. The guerrilla teacher is then able to become part of the class and interact with the students. They may pose questions, give comments, conduct an activity, etc.
4. Ten minutes is the maximum time limit for the “learning attack” session.
5. The guerrilla teacher must leave the classroom after this session/time limit has ended.

In the spirit of guerrilla marketing, there are several educational “buzz” benefits created with minimal direct costs. Since it is a voluntary activity, colleagues are able to have moments where they collaborate during teaching. The 15 minute flexible commitment allows faculty to “drop in” at their convenience or when they just happen to be around. This adds spontaneity to the teaching process and helps develop flexibility to better take advantage of teaching moments. Ultimately, the experience builds stronger collegial relations by promoting conversations about the teaching session (how can you not talk about what happened afterwards?) and sharing one’s expertise.
Students also benefit from guerrilla teaching. At the base level, students gain increased exposure and interaction with additional faculty members. These interactions allow students to have more familiarity with their faculty and multiple perspectives to consider and relate to. It supports an environment that accepts different viewpoints and, at the end of the day, presents a new learning pattern that can help refocus student attention during extended class sessions.
We’ve included a brief account of our first unofficial guerrilla teaching session to help give you a better idea of what this might look like. We also look forward to your thoughts and experiences with it!

“The genesis of this idea came from a spontaneous visit to a colleague’s classroom. Walking in the hallway, taking a break from reading papers, I passed a classroom whose door was open. It was exciting to hear Matt interact with his students. His deep passion for his subject, along with his inquisitive questions, was invigorating. I decided to step in and listened quietly to the flow of exchanges between Matt and his students. I then made a rash decision and asked the class a question and interacted with the students for the next few minutes. This spontaneous border crossing into his world unleashed a series of questions and ideas that tumbled around each other like clothes in a dryer. My exit was as unplanned was as my entrance. I thanked the class and left.” Micah Fierstein

Guerrilla teaching was born.
References:
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/using-guerrilla-tactics-improve-teaching/?campaign=FF140210#sthash.6w7Zrmm8.dpuf