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Update Flip O Graphic Scribd embed link #5

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2 changes: 1 addition & 1 deletion shafferpt1.md
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Expand Up @@ -19,7 +19,7 @@ In-class activities in a basic flip range from exercises reminiscent of homework

There are several advantages to a basic-flip model. [Audrey McLaren McGoldrick](http://audrey-mcsquared.blogspot.com/) outlines these in the following slideshow:

<p style=" margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block;"> <a title="View Flip o Graphic on Scribd" href="http://www.scribd.com/doc/115057996/Flip-o-Graphic" style="text-decoration: underline;" >Flip o Graphic</a> by <a title="View amcsquared's profile on Scribd" href="http://www.scribd.com/amcsquared" style="text-decoration: underline;" >amcsquared</a></p><iframe class="scribd_iframe_embed" src="http://www.scribd.com/embeds/115057996/content?start_page=1&view_mode=slideshow&access_key=key-2oc0sogw75vdpp7oo805&show_recommendations=true" data-auto-height="false" data-aspect-ratio="1.33234859675037" scrolling="no" id="doc_5870" width="100%" height="376" frameborder="0"></iframe><br/><br/>
<p style=" margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block;"> <a title="View Flip o Graphic on Scribd" href="https://www.scribd.com/document/133161587/Flip-101-The-Shift" style="text-decoration: underline;" >Flip o Graphic</a> by <a title="View amcsquared's profile on Scribd" href="http://www.scribd.com/amcsquared" style="text-decoration: underline;" >amcsquared</a></p><iframe class="scribd_iframe_embed" src="http://www.scribd.com/embeds/133161587/content?start_page=1&view_mode=slideshow&access_key=key-2oc0sogw75vdpp7oo805&show_recommendations=true" data-auto-height="false" data-aspect-ratio="1.33234859675037" scrolling="no" id="doc_5870" width="100%" height="376" frameborder="0"></iframe><br/><br/>

First, the basic flip allows students to absorb information at their own pace and in settings they find to be optimal. Both the optimal pace and the optimal settings are different for each student. Replacing the one-pace-fits-all lecture with self-paced information transfer outside of class allows most students to engage raw information in ways that are better fit to their learning styles and strategies. Second, as McLaren McGoldrick illustrates, students are no longer left on their own for their initial attempts at tasks that require high-level cognitive work. Instead, they do that work in the presence of peers and their instructor whom they can consult with questions and confusions. Related to this advantage is the instructor’s ability to discern student difficulty much earlier in the learning process than in a traditional lecture–homework model. The instructor can redirect students, or adjust pedagogical plans, before the class moves on to the next topic of study. Lastly, though not illustrated by McLaren McGoldrick, the basic flip allows for a degree of self-pacing in the class. That is, if student work is individualized enough, students (or groups of students) can progress through topics at different paces. This may not always be desirable, but when it is, the flipped model affords this possibility more readily than a lecture–homework model.

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