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Abstract

Disciplinary terminology can be very challenging for students to master at the required pace. To this end, I use a multi-pronged pedagogical approach based on a flipped classroom model which personalises learning while optimising the use of classroom time. Some time ahead of class, students prepare the chapter by reading it and completing a Moodle quiz on its content. In this 'preparatory task' they also specify what chapter content they would particularly like to be explained in class. By using these preparatory task outputs, I am therefore able to tailor teaching to students’ needs. The foundational learning from these tasks and classes is next applied and consolidated in more advanced seminar tasks. As part of their completion, students work in ‘learning teams’, which enables peer learning. Visual study sheets and quizlets further facilitate independent learning. The approach has been used with several Bachelor cohorts and has received very positive student evaluations