NITLE Shared Academics: Flipped for the Sciences
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NITLE Shared Academics: Flipped for the Sciences

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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 ...

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.

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  • Steven, 1 min
  • Steven. 1 min Also do HW problems again.
  • Maha. 1.5 min.
  • 2 min. Introduce the fact that flipped class can look very different but have same general features. General format of our courses
  • 2.5 min.
  • 2 min. General format of our courses
  • 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.
  • 2.5 min. Maha and Steven In class activities. Individual or group.
  • 2 min. Steven. Students work with material 3 times.
  • 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.
  • 2.5 min.
  • 3 min. Maha. Introductory content. Keep videos brief.
  • 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.
  • 2.5 min. Steven and Maha. Google forms and subscripts. Done by 1:38
  • 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.
  • Steven

NITLE Shared Academics: Flipped for the Sciences NITLE Shared Academics: Flipped for the Sciences Presentation Transcript

  • 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/