Stan Yoshinobu wrote about the five levels of an IBL class. I am pleased to say that I have been teaching at Level 4 for the past four semesters.
The only way that I know how to accomplish this in courses with a lot of content crammed into them (like calculus) is to use a flipped classroom/Peer Instruction format for much of the class.
On second thought, perhaps I should rethink what Stan means when he says: “All teaching is done via student-centered activities.” In terms of in-class teaching, I think that I meet this criteria. But with a flipped classroom, the students are reading the textbook outside of class. If this counts as “teaching,” then I would not fit Stan’s definition. I will have to ask him.
Does anyone else have ideas on how to do this in classes that have a lot of content requirements?