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Transcript of Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The...
![Page 1: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/1.jpg)
Mike StieffAssociate Professor
Department of ChemistryLearning Sciences Research Institute
The Flipped Classroom at UIC
![Page 2: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/2.jpg)
Why Flip Instruction?
• Increases engagement
• Improves team-based skills
• Allows individualized instruction
• Focuses instruction on needs
• Provides more in-class freedom
![Page 3: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/3.jpg)
Isn’t Lecture Good Enough?(Freeman et al., 2014)
![Page 4: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/4.jpg)
Isn’t Lecture Good Enough?
Student viewpoints
![Page 5: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/5.jpg)
What Is Flipped Instruction?“rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night” (Staker & Horn, 2012, p. 10)
![Page 6: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/6.jpg)
![Page 7: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/7.jpg)
![Page 8: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/8.jpg)
![Page 9: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/9.jpg)
Student completes online material
(e.g., video lecture)
Student completes online material
(e.g., video lecture)
Student attends course and is placed
in small group
Student attends course and is placed
in small group
Instructor poses conceptual
questions/challenge problems for groups
Instructor poses conceptual
questions/challenge problems for groups
All students respond via clicker devices
All students respond via clicker devices
Instructor delivers micro-lecture to
elaborate/explain
Instructor delivers micro-lecture to
elaborate/explain
Example “Flipped” Structure
![Page 10: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/10.jpg)
Example Online Components
• Videotaped lecture
• Lecture with slides
• Partially-completed notes/slides
• Instructor-supported reading
• Worked examples
![Page 11: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/11.jpg)
Example Class Components
• Group problem solving
• Paired problem solving
• Peer Instruction
• Clicker Conceptual Questions
• One-minute essays/sketches
• Micro-lectures
• Experiments/project work
![Page 12: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/12.jpg)
Empirical studies indicate that the most critical
learning activities occur in the classroom not online
![Page 13: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/13.jpg)
Intro to Economics(Lage, Platt, & Treglia, 2000)
![Page 14: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/14.jpg)
Developmental Biology (Knight & Wood, 2005)
![Page 15: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/15.jpg)
Calculus-based Physics(Deslauriers, Schelew, & Wieman, 2011)
![Page 16: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/16.jpg)
UIC CHEM232• Workload
–20 pre-lecture videos of 9 hours–31.25 hours of classroom problem solving–12 hours of discussion sections–52 hours of office hours
• Assignments–12 quizzes
–With 92 problems–151 clicker questions–13 textbook chapters…
–with 520 pages of reading–Who knows how many homework problems…
![Page 17: Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e735503460f94b7295e/html5/thumbnails/17.jpg)
Take the Road Less Travelled! But Bring a GPS…
1. Using existing technology– LMS, LectureCapture, AdobePresenter,
Twitter, Facebook, etc.
2. Offer clear expectations
3. Support collaborative learning
4. Pre-assess online learning
5. Set clear targets for “the flip”
6. Align assessments with approach