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Flipped for the Sciences
9

3

15

F Li P

Dr. Maha Zewail-Foote, Southwestern University
Dr. Steven Neshyba, University of Puget Sound
The canonical flipped class
Students are introduced to concepts
(in class)

Students work homework problems
(at home)
The canonical flipped class
Students are introduced to concepts
(at home)

Students work homework problems
(in class)
Poll
Have you tried flipping a course or parts
of a course? And to what extent?
A)

B)
C)

I flip all the time
I have tried some flipping
approaches
I have not tried to flip any part of my
course
Our courses - Steven


Gen Chem (30-40 students), for
majors and nonmajors



Pchem (20-30 students), for chemistry
and biochemistry majors
The weekly routine
Monday – Wrap up prev. week
(review, quiz)
 Tuesday – Heavy duty lecture, preview
lab and computational activities
 Thursday/Friday – Hands-on
computational activities


All have video supplements, as needed
Our courses - Maha
General Chemistry (30 students, for
majors and non-majors)
 Monday, Wednesday, Friday course
(50 min)

How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides

During class

After class
How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides

During class
Grappling with
complex
problems, collabo
rative hands-on
work, clickers

After class
How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides

During class

After class

Grappling with
complex
problems, collabo
rative hands-on
work, clickers

Completing, reflecti
ng , and preparing
materials to be
submitted
So … Why flip? (Maha)
Engaged students!
 Lectures are more effective when
students can learn at their own pace.
 Homework is more effective if students
can begin the problem solving in class
 More individual attention to students
 Prompt corrective action

So … Why flip? (Steven)
It’s easier to show than to describe
 Class time feels more like office hours
 Classroom becomes student-centered
 Videos let students absorb new ideas
out of class, with multiple views if
needed
 It’s possible to go after greater nuance
and depth, without too much loss of
coverage
 Asynchronicity is very important

Before class
Which material?
 What is the outside of class activity?


◦ Doesn’t have to be a video
◦ Show a demonstration, “how to” problem, minilecture


How to keep students engaged with the
material?
◦ Lecture outline
◦ Assess student understanding (quizzes;
problem sets; student feedback)
◦ Accountability
Student feedback
Technology
Camera and tripod
 Screen capture and editing


◦ imovie, Camtasia, Snag-it, Quicktime
Player

Explain Everything app (iPad)
 On-line quizzes (Google
forms, Learning Management System
like Moodle)
 Upload videos to YouTube, Google
site, Moodle
 Clickers

Lessons learned
What are the steps to a flipped classroom?
 Need for personalized videos
 Asking the right questions for pre-class
activities
 Student accountability
 What do students have to say?
 Asynchronous learning
 Inter- and Intra- institutional collaborations
 Institutional support
 Technology services
 Student outcomes

Chat
What concerns do you have about
flipping?
Resources
Flippedclass.org
 Peer Instruction


http://blog.peerinstruction.net/author/peerinstruction/

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NITLE Shared Academics: Flipped for the Sciences

  • 1. Flipped for the Sciences 9 3 15 F Li P Dr. Maha Zewail-Foote, Southwestern University Dr. Steven Neshyba, University of Puget Sound
  • 2. The canonical flipped class Students are introduced to concepts (in class) Students work homework problems (at home)
  • 3. The canonical flipped class Students are introduced to concepts (at home) Students work homework problems (in class)
  • 4. Poll Have you tried flipping a course or parts of a course? And to what extent? A) B) C) I flip all the time I have tried some flipping approaches I have not tried to flip any part of my course
  • 5. Our courses - Steven  Gen Chem (30-40 students), for majors and nonmajors  Pchem (20-30 students), for chemistry and biochemistry majors
  • 6. The weekly routine Monday – Wrap up prev. week (review, quiz)  Tuesday – Heavy duty lecture, preview lab and computational activities  Thursday/Friday – Hands-on computational activities  All have video supplements, as needed
  • 7. Our courses - Maha General Chemistry (30 students, for majors and non-majors)  Monday, Wednesday, Friday course (50 min) 
  • 8. How it’s done in our classes Before class Videos can be recorded lectures or narrated slides During class After class
  • 9. How it’s done in our classes Before class Videos can be recorded lectures or narrated slides During class Grappling with complex problems, collabo rative hands-on work, clickers After class
  • 10. How it’s done in our classes Before class Videos can be recorded lectures or narrated slides During class After class Grappling with complex problems, collabo rative hands-on work, clickers Completing, reflecti ng , and preparing materials to be submitted
  • 11. So … Why flip? (Maha) Engaged students!  Lectures are more effective when students can learn at their own pace.  Homework is more effective if students can begin the problem solving in class  More individual attention to students  Prompt corrective action 
  • 12. So … Why flip? (Steven) It’s easier to show than to describe  Class time feels more like office hours  Classroom becomes student-centered  Videos let students absorb new ideas out of class, with multiple views if needed  It’s possible to go after greater nuance and depth, without too much loss of coverage  Asynchronicity is very important 
  • 13. Before class Which material?  What is the outside of class activity?  ◦ Doesn’t have to be a video ◦ Show a demonstration, “how to” problem, minilecture  How to keep students engaged with the material? ◦ Lecture outline ◦ Assess student understanding (quizzes; problem sets; student feedback) ◦ Accountability
  • 15. Technology Camera and tripod  Screen capture and editing  ◦ imovie, Camtasia, Snag-it, Quicktime Player Explain Everything app (iPad)  On-line quizzes (Google forms, Learning Management System like Moodle)  Upload videos to YouTube, Google site, Moodle  Clickers 
  • 16. Lessons learned What are the steps to a flipped classroom?  Need for personalized videos  Asking the right questions for pre-class activities  Student accountability  What do students have to say?  Asynchronous learning  Inter- and Intra- institutional collaborations  Institutional support  Technology services  Student outcomes 
  • 17. Chat What concerns do you have about flipping?

Hinweis der Redaktion

  1. Steven, 1 min
  2. Steven. 1 min Also do HW problems again.
  3. Maha. 1.5 min.
  4. 2 min. Introduce the fact that flipped class can look very different but have same general features. General format of our courses
  5. 2.5 min.
  6. 2 min. General format of our courses
  7. 2.5 min. Steven and Maha. Different from MOOCs. Role of the instructor is crucial to process. Intentional about what parts need the instructor and what is class time best suited for. Depends on topic, material. Doesn’t have to be the same each for each class time. Videos are short.
  8. 2.5 min. Maha and Steven In class activities. Individual or group.
  9. 2 min. Steven. Students work with material 3 times.
  10. 2.5 min, Time constraints. Couldn’t do everything I wanted to do in class. How do I want to use class time? Students were bored with 50 min lectures. Break it up.
  11. 2.5 min.
  12. 3 min. Maha. Introductory content. Keep videos brief.
  13. 1.5 min.Maha. Giving students opportunity to ask questions as they watch the video allows professor to respond during next class period. Class tailored to questions that come up.
  14. 2.5 min. Steven and Maha. Google forms and subscripts. Done by 1:38
  15. Done by 1:45. Open up for questions. Students use same technologies. We all use the same brand of clicker. Students see flipped class in other classrooms. Share technologies. What to do if not prepared? Chat based discussion.
  16. Steven