At the University of Portland, professors knew that lectures were not always the best way to teach students. Long lectures were “dry, lifeless” and not as effective as more kinesthetic learning. Using hands-on material — to teach disease processes in the nursing curriculum, for example — was far superior. So they flipped the classroom, using video as a “pre-lecture” and the classroom as a place for the students to get their hands dirty. But how could they make sure that students were really watching the video? They made the video the “ticket to class.” See how the University of Portland created a successful flipped classroom model.
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