Flipped for the Sciences

Dr. Maha Zewail-Foote, Southwestern University

Dr. Steven Neshyba, University of Puget Sound

LiF P9 3 15

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) I flip all the timeB) I have tried some flipping

approachesC) I have not tried to flip any part

of my course

Our courses - StevenGen 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 - MahaGeneral Chemistry (30 students,

for majors and non-majors)Monday, Wednesday, Friday

course (50 min)

How it’s done in our classesBefore

classDuring

classAfter class

Videos can be recorded lectures or narrated slides

How it’s done in our classesBefore

classDuring

classAfter class

Grappling with complex problems, collaborative hands-on work, clickers

Videos can be recorded lectures or narrated slides

How it’s done in our classesBefore

classDuring

classAfter class

Completing, reflecting , and preparing materials to be submitted

Grappling with complex problems, collaborative hands-on work, clickers

Videos can be recorded lectures or narrated slides

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 studentsPrompt corrective action

So … Why flip? (Steven)It’s easier to show than to describeClass time feels more like office

hoursClassroom becomes student-

centeredVideos 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 classWhich material? What is the outside of class activity?

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

mini-lectureHow to keep students engaged with the

material?◦Lecture outline◦Assess student understanding (quizzes;

problem sets; student feedback)◦Accountability

Student feedback

TechnologyCamera and tripodScreen capture and editing

◦ imovie, Camtasia, Snag-it, Quicktime PlayerExplain Everything app (iPad)On-line quizzes (Google forms, Learning

Management System like Moodle)Upload videos to YouTube, Google site,

MoodleClickers

Lessons learnedWhat are the steps to a flipped classroom?Need for personalized videosAsking the right questions for pre-class

activitiesStudent accountabilityWhat do students have to say?Asynchronous learningInter- and Intra- institutional collaborationsInstitutional supportTechnology servicesStudent outcomes

Chat

What concerns do you have about flipping?

ResourcesFlippedclass.orgPeer Instructionhttp://blog.peerinstruction.net/author/

peerinstruction/