Interview with Dr. Robert Beichner about active learning and the SCALE-UP model for "flipped" classrooms
On March 2, 2012, Dr. Robert Beichner spoke with a group of Penn faculty and staff via Skype to share his experience developing and teaching with the SCALE-UP model for active learning. Our discussion covered the pedagogy and outcomes of active learning, as well as facilities, technology and support issues.
Dr. Beichner is a Professor of Physics at North Carolina State University and a leading expert in active learning methods, especially in STEM fields (Science, Technology, Engineering, Mathematics). He developed the SCALE-UP model of classroom instruction, a model that has been implemented widely in higher education.
- Visit the SCALE-UP FAQ for basic information about the SCALE-UP model of classroom learning or see the theSCALE-UP home page
- Dr. Beichner's personal home page
- Read Pedagogy and Space: Empirical Research on New Learning Environments about learning outcomes in SCALE-UP classrooms at U. Minnesota
Videos related to SCALE-UP teaching | |
Dr. Beichner explains the basic principles of the flipped classsroom (4:34) | |
| SCALE-UP teaching at the University of Minnesota (3:38) | |
| SCALE-UP active learning at the University of Maryland Chemistry Discovery Center (3:02) | |
Topics from the March 2012 Skype call to Penn | |
| The essential structure and benefits of "upside down" pedagogy (1:32) | |
| SCALE-UP integrates classroom design with pedagogy (1:09) | |
| Finding the right size for student teams (0:59) |
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Active learning pedagogy is being used for a variety of class sizes and subjects (1:00) |
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| Student interaction with faculty and peers is essential to learning (1:21) |
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| Teachers and students do more thinking in the classroom and get more feedback (3:36) | |
| Technology and access to information is part of the process (1:09) | |
Advice for developing goals, activities and assessments (3:50) |
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| Learning how to not answer student questions (1:29) |
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| Full length recording from the call (62:17) | |