SELF- LEARNING AND CRITICAL REASONING: METHODOLOGY OF LEARNING IN THE CONTEXT OF FLIPPED CLASSROOM

This paper aims to present a methodology to promote students self-study and critical reasoning, linked to the teachers’ work in the context of the flipped classroom. Thus, we link the tasks to be performed by the student to the teachers ‘planning stages, development and evaluation by the figure of contra-speaker. The teacher introduces to students some proposals and prepare materials about content and a presentation calendar. The student or speaker selected, with these statements, a subject and the lecturer chooses a contra-speaker. All students must play the role of speaker and contra-speaker. The activity is designed, by the interaction of students, speaker and contra-speaker, to provide improvements to content, generate discussion and students develope critical reasoning, with a rubric provided by the lecturer. Finally, the activity will end with an assessment made by the teacher about the self-study work, and about the critical reasoning made by the contra-speaker.