{"id":344,"date":"2016-06-28T22:45:00","date_gmt":"2016-06-28T22:45:00","guid":{"rendered":"http:\/\/kenscourses.com\/OpenFlipSpring2016\/?guid=1cca55526ccd5f5df4f7e66940a05e0a"},"modified":"2016-06-28T22:45:19","modified_gmt":"2016-06-28T22:45:19","slug":"learning-culture","status":"publish","type":"post","link":"https:\/\/kenscourses.com\/OpenFlipSpring2016\/syndicated\/learning-culture\/","title":{"rendered":"Learning Culture"},"content":{"rendered":"<p class=\"syndicated-attribution\"><em> --Originally published at <a href=\"http:\/\/trevisflippedcr.blogspot.com\/2016\/06\/learning-culture.html\">Trevis' Flipped Classroom<\/a><\/em><br\/><\/p>\nDear reader:<br \/><br \/>This will be a rather short post. The thing is that in my first post I included a sort of overview to flipped learning while I should have done only a reflexion of the F pillar (and I am not cursing). Now I will write a reflexion about the L pillar only.<br \/><br \/>I guess that the importance of the <b>L (for Learning Culture)<\/b> becomes apparent when comparing the classic teacher centered classroom vs the modern student centered idea. A <b>flip<\/b> from classic could be achieved only if the entire learning cultur is rethought both inside and outside the classroom.<br \/><div><br \/>As I mentioned in an earlier post, the teacher should be more like a coach mediating between the student and his learning. We should be careful though, because some students seem to have unclear goals and expectations about a certain course. I am frequently upset when my students don't see the beauty and power of mathematics behind the physics, they are more interested in pragmatic stuff: applications and grades, and forget their commitment to learning. A change in the learning culture in the classroom could be achieved if the students had a better understanding of the importance of certain academic tools and that a grade is a reflexion of their performance, but not the objective of the course.&nbsp; This should be obvious, but isn't. <br \/><br \/>Now, as I see it, I could keep on complaining about the view or skills that students don't have, or plan how to provoke the changes I expect. The idea is maybe to have clear, from the beginning of, that my job is to get them confused about previous idea (related to the course, of course), and coach them to get themselves out of the puzzle.&nbsp; <br \/><br \/>I am sure there is something missing in this post, so let me know your thoughts.<br \/><br \/>JP<\/div>","protected":false},"excerpt":{"rendered":"<p>Dear reader:This will be a rather short post. The thing is that in my first post I included a sort of overview to flipped learning while I should have done only a reflexion of the F pillar (and I am not cursing). 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