{"id":46720,"date":"2019-01-30T11:35:39","date_gmt":"2019-01-30T19:35:39","guid":{"rendered":"http:\/\/world.edu\/?p=46720"},"modified":"2019-01-30T11:35:39","modified_gmt":"2019-01-30T19:35:39","slug":"reverse-class-why-leave-class-keys-to-students","status":"publish","type":"post","link":"https:\/\/world.edu\/reverse-class-why-leave-class-keys-to-students\/","title":{"rendered":"“Reverse class”: why leave class keys to students"},"content":{"rendered":"

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\nLet’s be honest, in 2019, the biggest reason for teachers to be satisfied is to meet students as they look up from their computers.\u00a0Indeed, how to compete with social networks that unveil scoops by the minute, educate while entertaining, offer mini conferences of experts to the topics touting?\u00a0As a teacher, you can do well, give yourself to be funny – but not too, captivating – without making tons, expert – without being boring, the challenge is difficult to meet.<\/span><\/p>\n

To do this, we have a powerful tool: the reversed class – not to be confused with the\u00a0<\/span>inverted class<\/span><\/a>\u00a0.\u00a0The latter is presented as an alternative to lectures: the acquisition of concepts is done on homework time, in order to devote the course to application and consolidation activities.\u00a0The overthrown classroom breaks with this distribution of time in and out of class: it is in the classroom that together students acquire knowledge, assimilate and prioritize it.<\/span><\/p>\n

While in reverse pedagogy, the teacher defines the knowledge to be acquired by the texts and exercises chosen for them, in reverse pedagogy, it is the students who define and seek the knowledge they need to co-build the course.<\/span><\/p>\n

Set the course framework<\/strong><\/span><\/h4>\n

After having tested the reversed class for two years, I switched to reverse pedagogy for intercultural management education at EM Lyon Business School.\u00a0The goal went further than releasing professors and students of the lecture: I wanted to leave the keys of the class to the students.\u00a0“My” course became “their” course.\u00a0But for true knowledge acquisition and reflection to take place, the\u00a0<\/span>framework<\/span><\/a>\u00a0must be well established in advance.<\/span><\/p>\n

The introductory session is essential to delimit the theoretical references that the professor claims.\u00a0In intercultural management, for example, this session allowed to pose and justify the approach of the culture that would prevail in this course and in which the students are invited to register.\u00a0As students have grasped this approach, they have cited for themselves the main themes on which we can expect cultural differences (such as the relationship to authority or risk, for example).<\/span><\/p>\n

The teacher does not impose the research topics but offers the students to work on the topics on which they began to question themselves.\u00a0This requires a lot of work upstream of the course for the teacher since it was necessary to provide theoretical support documents on a range of topics that may or may not be chosen by the students.\u00a0It also implies for the teacher to know how to renounce to see to treat his subjects of predilection.<\/span><\/p>\n

Then the teacher clearly states:<\/span><\/p>\n