A flipped CS0 classroom: applying Bloom's taxonomy to algorithmic thinking

The "flipped classroom" has been gaining popularity over the last few years, especially in K-12 education. The flipped approach offloads passive lecture content to homework outside the classroom, creating additional time in the classroom for active learning. This paper describes how this approach was implemented in an introductory Computer Science undergraduate course in algorithmic thinking at a four-year college in a small classroom. It examines content that is appropriate for learning at the student's individual pace outside the classroom. It then focuses on active learning exercises in algorithmic thinking that correspond to the higher levels of learning (applying, analyzing, evaluating and creating, as enumerated in the revised Bloom's Taxonomy [5]). This approach showed that the instructor's role as a guide in the classroom, rather than a lecturer, allowed students to learn actively and build confidence. It also provided one-on-one support and motivation for students, who learnt from their peers as well as from the teacher. Student reaction to this new classroom pedagogy was overwhelmingly positive. These advantages can help address problems with retention of students in the introductory programming courses in the Computer Science major. From the instructor's perspective, when initiating the flipped classroom, a phased approach is recommended as significant additional preparation is required.