Sometimes flipping produces extraordinary results. Sometimes the results are about the same or worse than conventional instruction. In this post, I will use the example of the West Point Military Academy to illustrate what I think are the key success factors for flipped learning.
Effective Flipping at West Point
The Army’s West Point Military Academy launched in 1804 to train Army civil engineers. Under Colonel Sylvanus Thayer, Superintendent from 1817-33, West Point developed an instructional model which they describe with these guidelines:
- At the start of a course, students get detailed learning objectives and a readable text.
- Each lesson has specific performance objectives.
- Periodic reviews and quizzes verify progress.
- Sufficient faculty provides individual attention.
- Classes are formed of students grouped… Continue reading
In this post, I will share my experience with flipping 1125 Army learning centers from 1973 to 1980. Here’s what happened.
Training Needs of the All-Volunteer Army
In 1972, with public sentiment running anti-war, the U.S. ended the military draft and switched to an “All-Volunteer” force. Partly because of the Viet Nam War and partly because of low pay and the danger of getting killed, joining the Army was not popular. The Army could not recruit college graduates. They were getting high school graduates and high school dropouts—about half and half. The Army needed these soldiers with weak academic records to learn to maintain and use computerized and electronic weapons on the battlefield. The Army knew their conventional classes weren’t… Continue reading