Resources and situations: flipping Bible teaching

Photo by aflcio

I realise that in my enthusiasm for the infographic I probably didn’t explain well what I meant in my last post: Flip, this is good.

Teaching on this model would involve groups of students together (and separately) addressing a series of issues or situations (carefully chosen and prepared case studies, or actual situations that come out of their current placements). In preparing responses to these they would be guided to various resources. These might include, but would not be limited to:
  • material prepared by the teacher(s)
    • 5-10 minute videos (often made with presentations with voice over (using a screen capture tool – like CaptureFox)
    • similar length audio segments (where the notes/visual elements were less important
    • short written explanations of key ideas
    • a glossary
  • other material (both self-discovered and linked by the teacher)
    • book chapters
    • journal articles
    • blog posts
    • etc

Note that these resources would need to cover the same sorts of topics as we traditionally think of as the content of our courses, but the list might need some adjustments (in the light of how important/relevant a topic is really for student learning. Since students would discover their “need to know” they would be motivated to learn about arcane topics like intertextuality or the Hebrew verb system.

Many of the “resources” would be the same things (like my 5 Minute Bible podcasts) that I currently point students to when they email me with questions… though some would need preparation, and others might need preparing as the course unfolded.  The same approach would work with distance and onsite students, but in both cases the “class time” would focus on the problem or situation, not on the “content”, developing skills and thinking, and leaving the information to be delivered by less time intensive means.

3 comments on “Resources and situations: flipping Bible teaching

  1. Judy Redman

    This is very much like the Enquiry/Inquiry Based Learning and Problem Based Learning that has been used in teaching medicine for quite a few years now and is having very pleasing results. The doctors still come out knowing the medicine they need to know, but they are also much better at researching things that they haven’t been taught.

  2. Judy Redman

    And I meant to add that the feedback from students is that they enjoy their learning a lot more, which is a big plus. It’s quite challenging for (many) teaching staff, though, to switch from didactic mode to this kind of thing. It requires putting students much more in charge of their own learning and most of us have had enough experiences of students behaving irresponsibly to be unsure that this is a good idea. I suspect, though, that as in other areas, when you set up systems that assume that students will behave irresponsibly, they tend to, but when you set up systems that expect them to behave more responsibly, most of them do. :-)

  3. Tim Bulkeley

    Yes, I agree, I don’t think the copmparison with approaches in medecine is accidental, I’ve occasionally heard about them with interest. And I thoroughly agree about people behaving in line with our expectations, and would add that under such a scheme if people behaven irresponsibly maybe they’d “deserve” to fail – becuase otherwise they’d fail in the real world.