Studi e ricerche

Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class

crossmark logo

Abstract

In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.


Open access | Peer reviewed

Submitted: Sept. 16, 2020 | Accepted: Oct. 2, 2020 | Published Sept. 6, 2021 | Language: en

Keywords Peer-centred cycle • Peerinstruction • English literature • Just-in-time teaching • Deep reading • Flipped classroom • Reciprocal peer learning

Copyright © 2021 Colette Gordon. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Permalink http://doi.org/10.30687/978-88-6969-529-2/012


read this chapter