1 / 17

An Experiment in “flipping” the Professional Selling Classroom

An Experiment in “flipping” the Professional Selling Classroom. Mary E. Shoemaker Widener University National Conference in Sales Management , April 2014. The “flipped” classroom. Refers to the concept of reversing the work that students do during class and what they do on their own.

evan
Télécharger la présentation

An Experiment in “flipping” the Professional Selling Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. An Experiment in “flipping” the Professional Selling Classroom Mary E. Shoemaker Widener University National Conference in Sales Management, April 2014

  2. The “flipped” classroom Refers to the concept of reversing the work that students do during class and what they do on their own. Videos cover lecture material, class time is used for interactive discussion, solving problems, practicing concepts.

  3. The Inspiration

  4. Basic Premise • Online content is proliferating rapidly. • Online content will get better and better. • Students are very comfortable online. • Dramatic implications for higher education. • Greater emphasis on course design and delivery.

  5. Quotes “For the moment, higher education has a huge advantage in that we sell status and credentials and not just learning. But that advantage is temporary.” p.18 “As faculty become less oracle and more curator, the workload will shift. Design of courses and the mechanisms of communication will be more important…..The talking head is dead, but the need for thought and reflection will only increase.” p.47

  6. The experiment: • Assign Selling Essentials Videos to master content • Use classroom time to apply, analyze, evaluate and create. • (higher levels of Bloom’s taxonomy)

  7. Method • Assigned Videos that fit the topics discussed in class just prior to class discussion • Required end of video quizzes • Each on time passed quiz is one point on final grade • Each late passed quiz is ½ point on final grade. • Discussed in class the concept/method/questions demonstrated in the video

  8. Success/Failure Success !! They watched the videos! (mostly) Failure!! Huh, yeah, what was that video about anyway? Learning outcomes……ummmm? I dunno.

  9. Thoughts • Change is hard, students didn’t buy “flipped” concept. • Students have no experience to relate to the “real world videos”. • Discussion guide questions didn’t fit well. • They learned it, just didn’t want to talk about it. • Change the points system.

  10. Flip Your Classroom: Reach Every Student in Every Class Every Day by Jonathon Bergmann and Aaron Sams (July 15, 2012) Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning by Jose Antonio Bowen (August 14, 2012)

More Related