Friday, March 8, 2013
One thing that I probably don't blog about enough is teaching methodology. That's why I was particularly excited to receive the following email from Property Prof, friend-of-the-blog, and all-round good guy Tim Iglesias (I post this with Tim's gracious permission):
As I'm sure you know, there's been a lot of discussion around revising teaching methods lately, in part as a response to the crises in legal education and the job market.
One method that's been touted quite a bit in elementary and high school teaching and more recently in undergraduate education is "flipping the classroom," i.e. providing students with (and expecting them to absorb) "content" before the class meeting (either by written materials, by pre-recorded lectures they can watch or by on-line materials), and then using the class meeting for analysis, problem-solving and exercises rather than "information transfer." Of course, in one sense, that is what the traditional Socratic Method aspires to. In any case, I'm considering doing some variation of "flipping" for at least some topics in my Property Law course. And, rather than reinvent the wheel, I'm interested to know if any Property Law professors have tried it and are willing to share their "lessons learned" or, even better, their materials.
I'm curious about this as well. Has anyone out there had any experiences with this methodology?