Always Flipped? A Peer-Centred Cycle for Teaching and Learning in

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DC Field	Value
dc.identifier	ECF_chapter_5187
dc.contributor.author	Gordon Colette
dc.title	Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class
dc.type	Chapter
dc.language.iso	en
dc.description.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.
dc.relation.ispartof	Studi e ricerche
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.issued	2021-09-06
dc.dateAccepted	2020-10-02
dc.dateSubmitted	2020-09-16
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-529-2/always-flipped-a-peer-centred-cycle-for-teaching-a/
dc.identifier.doi	10.30687/978-88-6969-529-2/012
dc.identifier.issn	2610-993X
dc.identifier.eissn	2610-9123
dc.identifier.isbn
dc.identifier.eisbn	978-88-6969-529-2
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Deep reading
dc.subject	Deep reading
dc.subject	English literature
dc.subject	English literature
dc.subject	Flipped classroom
dc.subject	Flipped classroom
dc.subject	Just-in-time teaching
dc.subject	Just-in-time teaching
dc.subject	Peer-centred cycle
dc.subject	Peer-centred cycle
dc.subject	Peerinstruction
dc.subject	Peerinstruction
dc.subject	Reciprocal peer learning
dc.subject	Reciprocal peer learning

Chapter
open access peer reviewed

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

Colette Gordon Wits University

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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.

Published

Sept. 6, 2021

Accepted

Oct. 2, 2020

Submitted

Sept. 16, 2020

Language

ISBN (EBOOK)

978-88-6969-529-2

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

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

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.

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