This interactive session is designed for instructors who want to transcend the traditional teacher-centered model of learning but are not quite ready to embrace the uncertainty of the “flipped classroom” model. This presentation addresses one option for those instructors who fall somewhere between the two instructional models. Finlay will guide attendees through his practice of embracing student knowledge, even if inaccurate or incomplete, as a basis for teaching. At its core, Finlay's practice relies on two steps: the first encompasses identifying what students know and the origin(s) of their knowledge; the second requires using that information as the basis for collaborative teaching and learning. The session will conclude with exploring practical uses of Finlay's practice for participants' classrooms.
MLC Reading Room
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