My goal in PO 263, which is the introductory course on Canadian political institutions, is to add one new active learning unit every year I teach it. Last year, I introduced a flipped classroom activity on the Supreme Court of Canada, which I've blogged about previously and will be using again in two weeks.
Last year, I used the flipped classroom pedagogy to deliver my first year seminar on "Understanding Conflict and Cooperation Through Film: Making Sense of the Politics of the 21st Century." The results, as I've blogged about before, were pretty exciting: near full engagement from students; extremely high levels of attendance throughout the term; improved writing and oral communication skills; and high quality critical thinking, debate, and discussion.
Recently, there's been a lot of buzz around active learning and the flipped classroom and the push is on at the university level (and at the high school/elementary levels) for reforming how we teach. At the same time, it seems like there are a vast number of alternative pedagogical tools from which to choose and different institutions are grappling with what to adopt (as well, much like other policy areas, it seems like these reform pushes go through phase