Is it possible to create an innovative teaching and learning environment in higher education while empowering instructor and studednt identity? The corresponding teaching and learning outline provides an example of how course material can meet alternative classroom techniques to facilitate discussion and conversation for instructors on their identity in the classroom.
The Lesson Plan provides an outline of how to begin conversations about what a Flipped Classroom looks like and its key elements. Utilizing this lesson plan, you can demonstrate the application and historical presence of Flipped Classrooms in higher education and in various disciplines, such as the Humanities and Social Sciences and more recently the STEM fields.
Additionally, guiding questions are provided to provoke thoughtful discussion around utilizing a Flipped Classroom and the integration of instructor power and identity. Maintaining instructor identity while balancing a classroom may appear to be an easy objective, but through guiding the conversation around three key chapters in Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Muhs, et al 2012), it is uncovered that the power dynamics are not always in favor of the instructor. A prompt is provided for activity and discussion on the topic, and ways to facilitate open discussion and critique.