Flipped classroom for teaching git


(Richard) #1

I’m teaching git to 2nd year Computer Science university students. I like to adopt the flipped classroom approach where intead of lecturing the content, students take in information prior to the classroom session, and we use that for more interactive/discussion based learning.

So far I have:

  1. Guidance on what online material to watch to learn the basics of Git (using Pluralsight as it happens).
  2. ???
  3. Exercises that students will undertake in our computer labs to practice committing, branching etc.

I have a 1 hour session in a lecture theatre with all of the students between them watching the material and practicing the exercises. I’d like to have an interactive session to embed the concepts they’ve learned about but I can’t think what that might be. Ideas I’ve had include:

  1. Create a “game” for students to play to act out the processes just like lego4scrum does for scrum.
  2. Get pairs or groups to create their own explanations/metaphors for the concepts like staging and pushing.

I’d prefer 1 but I can’t think of any simple analogs for what happens in git. Envelopes of letters for staging? Nothing really fits, or it’s hard to get students to “do”

Has anyone attempted anything like this, or do you have any ideas?

Thanks

(sorry there is a slight overlap with https://education.github.community/t/open-source-lesson-plans but this is a more specific question)


(Jason Noble) #2

You could try something like https://www.youtube.com/watch?v=1ffBJ4sVUb4&t=2m. I’ve brought in a bunch of the toys shown in the video and had the students work through the process as we work through it.

Jason


(Richard) #3

Hi @jasonnoble

Thanks - I’ve seen that video, I think it’s a good explanation of how git works. The key in this scenario is getting the students to do it, as you say, or else I’m just re-teaching the content that they have seen in the pre-session material.

I am likely to have practical issues with this approach, in that I have 120-130 students for the session, so it will be hard to get each of them to be active. However I think a lot of others will benefit from the approach you suggest.


(Richard) #4

I’ve since discussed this problem with our curriculum development team and we agree that the approach of getting groups to discuss and describe what the different actions do is a worthwhile exercise.

In educational speak, it takes students into the “understanding” level of Bloom’s Taxonomy by asking them to describe/paraphrase/create diagrams. This hopefully is a progression towards the application level which follows.


(Eric Hollenberry) #5

Hey @rcraggs!

Have you checked out https://github.github.io/on-demand/ ?

Our training team has been hard at work creating tons of content. Let me know what you think about it!


(Richard) #6

Thanks @hollenberry

It’s great the Github are providing this material for us. My problem was not so much with content to explain how git/github works but rather on interesting classroom activities to help students embed and engage with it after they have absorbed the content