Is there an optimal and realistic amount of % of each style that should be used in each course?

Are there some subjects where a type of learning is not feasible?

I have always felt that your opening question is the icebreaker and set the tone of the class.  It also lets them know who you are as a teacher

I have found that when I have forgotten or been a bit flustered and changed the order in which I began class on the first day, it does not run as smoothly as it would have. Also, I don't get as much feedback from students. This is a simple thing, but very key in starting out with your students on a good foot!

Syllabis, first day discusion;

What is the best approach on their first day. There will be testing every day and I do not want to scar the class off. What can I do to make this interestng and enjoyable.

Ceneter for Effective learning and teaching is a good site (CETL). (CALSTATE LA)

If anyone knows of any resources available dedicated towards improving instructors skills in the classroom I would love to collect as many resources as possible.  Thanks so much!

Having taken a previous course on Flipping The Classroom, the complementary course pulls together the concept. Ideas for PBL, IBL, and JiTT allow me the flexibility to look at my current courses to determine which method (or combination of methods) works best for each course.

How can I flip the classroom in an accelerated learning system?

how do we insure understanding of content with spanish speaking student with english instuctor

I find that playing some soft instrumental music, like soft Jazz during lab stimulates a positive learning enviroment.  Have anyone else used music during class?  If so what type of music and during what part of the class, and how did it affect the learning enviroment? 

Backward chaining ,teaching from the end ,might work for computer classes but I do not think it works for medical classes as if I try that, student will say (Iam confused).But I like to enforce and debrief at the end of the class to show the big picture.

Absolutely. I love teaching and learning (two way communication) as I learn from my students things I was not exposed to in my career. I had MA student who finished surgical technician course before and took laser courses. He had no struggles in clinical skills classes specially naming surigical instruments. I enjoyed having him in my class and his questions/notes/feedback made learning process more fun.

I need some ,ore info.  Sounds interesting.

I find the most trouble I have implementing a flipped classroom is with student preparation.

I continually have the same students who are prepared and involve themselves the most but others who consistently arent and participate little.

How do others solve this problem?

This was ver informative.

Although I believe I have used some of the methods in this course, I thought the course was harder than I expected.

i AM ALWAYS INTERESTED IN STUDENTS FEED BACK AND HOW TO IMPROVE ALREADY KNOWN TEACHING METHODS.

I believe 'floating' around the classroom has made me aware of struggling students the most. I have always used this with very good sucess in keeping my students focused.

Outside of class, most of my students work. The biggest challenge to the flipped classroom  has been a reluctance to enage content until after they have been to class and found out how little they know.  With all of their other challenges, there is little motivation to do so otherwise.   However, I am considering an attempt at 'change management' to flip their habits.  I will call them content teasers....to help them acquire the habit of 'previewing' the class content, as opposed to 'studying' it for long lengths of time.   I see two options for this:

• Video introduction
• Discussion forum

This content teaser would be a <5 minute case study style scenario that requires what they will be learning to solve it.  Again, my goal is more of a habit change than full scale flipping.

Thoughts?  Anyone tried this?

How would you rate the basic skills needed for different jobs or tasks?