10645 Department of Psychology, Emmanuel College, Boston, MA, USA.
Division for Adolescent Medicine, Boston Children's Hospital, MA, USA.
Int J Aging Hum Dev. 2020 Dec;91(4):362-372. doi: 10.1177/0091415020919997. Epub 2020 May 11.
The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. , , 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. , , 107-108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. , 20-29). This article outlines a novel approach to teaching-combining the flipped classroom with project-based learning-that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to "flip" the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.
培养全球老年学领域专业人才的迫切需求（Silverstein, N. M., & Fitzgerald, K. G.，2017）促使老年学教育者呼吁在老年学教育中采用创造性、创新性、新颖性和引人入胜的教学法（Brown, P. P.，2016；Niles-Yokum, K., & Howe, J. L.，2015；Siegal, B., & Kagan, S.，2012）。本文概述了一种新颖的教学方法——将翻转课堂与基于项目的学习相结合——这种方法不仅促进了深度学习，还培养了适用于现实生活的技能。本文介绍了如何将传统讲座转变为在线讲座以“翻转”课堂，还提供了设置基于项目的学习的指南，包括小组形成、项目主题、项目合同和评估表的示例。当这些强大的教学工具一起使用时，可以为学生提供一种积极、参与式的课堂体验，有可能激发他们对成人发展和老年学的终身兴趣。
