NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report
NITLE Shared Academics: Flipped for the Sciences
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Flipped for the Sciences Dr. Maha Zewail-Foote, Southwestern University Dr. Steven Neshyba, University of Puget Sound L i F P 9 3 15
description
What is motivating the growing interest in the “flipped classroom”? Concerns about the accessibility and affordability of education and the rise of MOOCs drive part of it, but there is also a genuine curiosity about the pedagogical value of restructuring class to optimize learning for the 21st-century student. Faculty in the liberal arts and sciences have been “flipping” their classes long before it became a pedagogical trend. Nevertheless, emerging technologies are presenting new possibilities for how classroom content is delivered. These new tools coupled with students’ ever-evolving preferences for how they engage with content are prompting faculty to examine how they might most effectively allocate classroom content and assignments. For instance, video segments of content that might have previously been conveyed in a lecture are providing students a chance to review the content as many times as are necessary for comprehension. Does this then lead to more productive classroom discussion? If you are designing a flipped classroom in the sciences, how do you discern which assignments belong in class, which belong outside of class and which technologies add the most value to your students? Moreover, how do you rethink your own role? Join Maha Zewail Foote, professor of chemistry at Southwestern University, and Steven Neshyba, professor of chemistry at University of Puget Sound, as they share what they learned from flipping their chemistry classes.
Transcript of NITLE Shared Academics: Flipped for the Sciences
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/
