Flipping the first-year composition classroom: Slouching toward the pedagogically hip
Kris Baranovic, Southeast Missouri State University, United States
Southeast Missouri State University . Awarded
The concept of a flipped classroom has become a hot topic of late. By making schoolwork homework and homework schoolwork, educators have begun transferring their lectures to videos that students watch at home and students have begun doing their work where the educator can help most. This model has been successful in mathematics and the sciences, and has stretched into business and economics. But could it work in a composition classroom?
This project successfully flips the first-year composition course EN100 at Southeast Missouri State University. By creating multimedia lecture videos, all repeatable and permanently affixed to the course website, traditional lectures are removed from the classroom and replaced with a creative writing-style workshop. To facilitate the workshop, the classroom is transformed into a circular, communal space of socially constructed standards, encouraging a collaborative recursive writing process and stimulating creative thinking while instilling elements of both creative non-fiction and composition into their academic writing.
The resulting course benefitted students of all writing levels, in particular non-native English speakers. Students invested heavily in the workshop and in each other's writing, and their writing exceeded the standards set by the university. A heavy incorporation of digital literacy and the addition of a video essay introduced more modern compositional theory and prepared first-year college students for a more technologically integrated collegiate career. The redefined course solved the riddle of ineffective peer review, and accommodated for the strengths and weaknesses of the practicing instructor.
Baranovic, K. Flipping the first-year composition classroom: Slouching toward the pedagogically hip. Master's thesis, Southeast Missouri State University.
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