Teaching students to think critically and creatively
Moving from traditional lecturing to a dynamic, student-driven model, powered by a flipped classroom approach, peer-to-peer interaction.
Georgia Spiropoulos is an Associate Professor of Criminal Justice at California State University, Fullerton. She teaches with conviction, deep empathy for her students, and a sharp understanding of how learning actually happens. What started as a few tweaks has become a full reimagining of how knowledge is shared, discussed, and absorbed.
Georgia’s early teaching followed a familiar pattern: “It was the old-school style - ‘sage on the stage.’ Lecture-driven with some Q&A, but overall very passive and one-sided.”
Even then, she knew something was off. “I learned more on my own, through interaction - not just with people, but with the material itself. I needed to practice. That’s how I learned best.” But for years, she taught how she had been taught, assuming that’s just how it worked.
By 2015, that assumption started to crack. “I don’t like this style. It works for some students, but not for others. Especially here at Fullerton, our students are so diverse. So why not mix it up?”
Then the pandemic hit. “We were lucky. The university really invested in EdTech. That’s when I started using Mentimeter in my classes.”
Georgia now describes her teaching as “flipped and hybrid.” Students do the reading and watch videos on their own. Class time? That’s where the real magic happens.
Using Mentimeter, she runs what she calls “pub trivia-style” games. Students submit their team names via Quick Form slides, then dive into quiz questions that reinforce key concepts.
"Before Mentimeter, group trivia was a logistical mess. Scoring and tracking were too much. Now it’s seamless."
Georgia structures her quizzes using Bloom’s Taxonomy - from basic recall to higher-order thinking. “We start with memorization, but I try to get to ‘evaluate’ and ‘analyze.’ That’s where deep learning happens.”
To go deeper, Georgia pairs Multiple Choice questions with Open Ended follow-ups. First, students check their understanding. Then they explain their reasoning.
"The why of student thinking is as important as the what. That’s what I really want to foster."
A Multiple Choice question to gauge student understanding of the core concept.
An Open Ended question to get deeper insight into student thinking and learning process.
Klein anfangen. Du musst nicht alles umkrempeln. Wandle einfach eine Vorlesung in eine Gruppenaktivität um.
Georgia also uses what she calls “You are” questions - scenario-based prompts that ask students to step into real-world roles and apply their knowledge in context. These questions start with a situation, exemplified below.
Instructions for a "You are" activity in the classroom.
This type of applied thinking helps students go beyond theory. “Even if they haven’t seen that exact scenario before, they draw on everything we’ve covered and use it in a new setting,” she says.
Although the activity still takes place in the classroom, Georgia sees it as a powerful bridge between academic content and real-world application. “It’s as close as we can get to practice without leaving the classroom.”
Georgia’s approach is rooted in social learning theory, specifically the work of Albert Bandura. Her model is simple and effective: model, role play, give feedback, then generalize.
“The way I teach is based on Bandura’s social learning theory. First you model, then you have students role-play, you give them performance feedback, and then generalization training.”
She begins by modeling a behavior or thought process herself. Then students take turns role-playing different responses to a given scenario. “In one session, they don’t just see my version. They see up to nine other ways of approaching the same situation,” Georgia says.
This gives students exposure to a wide range of communication styles, problem-solving strategies, and interpretations. This approach prepares them not just to memorize, but to adapt and respond creatively.
By flipping her classroom, gamifying engagement, and rooting her teaching in social learning theory, Georgia has created an environment where students don’t just absorb knowledge - they discuss and apply it. “Sometimes we spend 20 minutes on one question,” Georgia says. “And the clarity in those conversations? Way better than a lecture.”
She’s seen a clear shift in classroom dynamics and the development of skills for the workplace.
“Before, maybe 10% of the students showed leadership skills. Now it’s 50%. Students speak up, lead discussions, and explain their thinking. It’s incredible. These are the skills they’ll need in the workplace.”
Mentimeter also helps support introverted students. Through reflections and anonymous polls, they can contribute in ways that feel safe. “Not everyone shows their learning in the same way. But the outcomes? They’re there.”
“Our classroom activities and Mentimeter trivia help students apply what they’ve learned. They know the material so well. The average test scores have gone up from previous semesters.”
For faculty curious about getting started, Georgia’s advice is simple:
“Start small. You don’t need to overhaul everything. Just turn one lecture into a team activity. Once you see the engagement, the learning, the excitement - you’ll want to do more.”
The shift takes effort. But as she puts it, “It’s less work in the long run, and way more useful for students. The work is well worth it.”
“With Mentimeter, I can reinforce what students have learned at home. We go deeper into the subject through interaction, games, and discussion. It’s about how they learn, not just what they learn.”
Georgia Spiropoulos is an Associate Professor of Criminal Justice at California State University, Fullerton. She teaches with conviction, deep empathy for her students, and a sharp understanding of how learning actually happens. What started as a few tweaks has become a full reimagining of how knowledge is shared, discussed, and absorbed.
Georgia’s early teaching followed a familiar pattern: “It was the old-school style - ‘sage on the stage.’ Lecture-driven with some Q&A, but overall very passive and one-sided.”
Even then, she knew something was off. “I learned more on my own, through interaction - not just with people, but with the material itself. I needed to practice. That’s how I learned best.” But for years, she taught how she had been taught, assuming that’s just how it worked.
By 2015, that assumption started to crack. “I don’t like this style. It works for some students, but not for others. Especially here at Fullerton, our students are so diverse. So why not mix it up?”
Then the pandemic hit. “We were lucky. The university really invested in EdTech. That’s when I started using Mentimeter in my classes.”
Georgia now describes her teaching as “flipped and hybrid.” Students do the reading and watch videos on their own. Class time? That’s where the real magic happens.
Using Mentimeter, she runs what she calls “pub trivia-style” games. Students submit their team names via Quick Form slides, then dive into quiz questions that reinforce key concepts.
"Before Mentimeter, group trivia was a logistical mess. Scoring and tracking were too much. Now it’s seamless."
Georgia structures her quizzes using Bloom’s Taxonomy - from basic recall to higher-order thinking. “We start with memorization, but I try to get to ‘evaluate’ and ‘analyze.’ That’s where deep learning happens.”
To go deeper, Georgia pairs Multiple Choice questions with Open Ended follow-ups. First, students check their understanding. Then they explain their reasoning.
"The why of student thinking is as important as the what. That’s what I really want to foster."
A Multiple Choice question to gauge student understanding of the core concept.
An Open Ended question to get deeper insight into student thinking and learning process.
Klein anfangen. Du musst nicht alles umkrempeln. Wandle einfach eine Vorlesung in eine Gruppenaktivität um.
Georgia also uses what she calls “You are” questions - scenario-based prompts that ask students to step into real-world roles and apply their knowledge in context. These questions start with a situation, exemplified below.
Instructions for a "You are" activity in the classroom.
This type of applied thinking helps students go beyond theory. “Even if they haven’t seen that exact scenario before, they draw on everything we’ve covered and use it in a new setting,” she says.
Although the activity still takes place in the classroom, Georgia sees it as a powerful bridge between academic content and real-world application. “It’s as close as we can get to practice without leaving the classroom.”
Georgia’s approach is rooted in social learning theory, specifically the work of Albert Bandura. Her model is simple and effective: model, role play, give feedback, then generalize.
“The way I teach is based on Bandura’s social learning theory. First you model, then you have students role-play, you give them performance feedback, and then generalization training.”
She begins by modeling a behavior or thought process herself. Then students take turns role-playing different responses to a given scenario. “In one session, they don’t just see my version. They see up to nine other ways of approaching the same situation,” Georgia says.
This gives students exposure to a wide range of communication styles, problem-solving strategies, and interpretations. This approach prepares them not just to memorize, but to adapt and respond creatively.
By flipping her classroom, gamifying engagement, and rooting her teaching in social learning theory, Georgia has created an environment where students don’t just absorb knowledge - they discuss and apply it. “Sometimes we spend 20 minutes on one question,” Georgia says. “And the clarity in those conversations? Way better than a lecture.”
She’s seen a clear shift in classroom dynamics and the development of skills for the workplace.
“Before, maybe 10% of the students showed leadership skills. Now it’s 50%. Students speak up, lead discussions, and explain their thinking. It’s incredible. These are the skills they’ll need in the workplace.”
Mentimeter also helps support introverted students. Through reflections and anonymous polls, they can contribute in ways that feel safe. “Not everyone shows their learning in the same way. But the outcomes? They’re there.”
“Our classroom activities and Mentimeter trivia help students apply what they’ve learned. They know the material so well. The average test scores have gone up from previous semesters.”
For faculty curious about getting started, Georgia’s advice is simple:
“Start small. You don’t need to overhaul everything. Just turn one lecture into a team activity. Once you see the engagement, the learning, the excitement - you’ll want to do more.”
The shift takes effort. But as she puts it, “It’s less work in the long run, and way more useful for students. The work is well worth it.”
“With Mentimeter, I can reinforce what students have learned at home. We go deeper into the subject through interaction, games, and discussion. It’s about how they learn, not just what they learn.”